Sustainability-Oriented Home Economics Instruction and Circular Consumption Education Among Public Elementary School Teachers
DOI:
https://doi.org/10.5281/zenodo.19732630Keywords:
sustainability education, Home Economics instruction, circular consumption education, public elementary school teachers, instructional practicesAbstract
This study was anchored on the increasing need to integrate sustainability into practical classroom learning, particularly in Home Economics instruction among public elementary school teachers in the City of Ilagan, Isabela. It determined the extent of sustainabilityoriented instructional practices, assessed the level of circular consumption education, and tested the relationship between the two constructs. A quantitative non-experimental design using a descriptive-correlational approach was employed. Data were gathered through a validated and reliable researcher-made questionnaire administered to selected public elementary school teachers. Descriptive statistics such as weighted mean and standard deviation were used to describe the variables, while Spearman’s rank-order correlation and ordinal logistic regression were applied to examine association and predictive influence. The findings revealed that teachers manifested a very high extent of sustainability-oriented Home Economics instruction and a very high level of circular consumption education. A strong and statistically significant positive relationship was found between the two variables, indicating that teachers with stronger sustainability-oriented instructional practices also demonstrated higher promotion of circular consumption education. Regression analysis further showed that the instructional dimensions significantly predicted circular consumption education, with integration of sustainability concepts in lesson delivery emerging as the strongest predictor. The study concluded that sustainability-oriented Home Economics instruction played a vital role in strengthening circular consumption education among teachers. It was recommended that schools further reinforce sustainability-driven pedagogies through contextualized materials, professional support, and classroom practices that cultivate responsible and circular patterns of consumption.
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