Science Education as a Pathway to Sustainable Awareness: Teachers’ Perceptions on Fostering Understanding of Humans and the Environment: A Qualitative Study

Abstract

Sustainability education has become a global priority in educational systems, aiming to equip learners with the knowledge, values, and skills necessary to address complex environmental and social challenges. This study specifically aims to understand the role of science education in promoting students’ awareness of sustainability and their understanding of the interconnected relationship between humans and the environment, based on the perceptions and practices of primary science teachers in Al-Ahsa, Saudi Arabia. A qualitative approach was utilized, which included semi-structured interviews complemented by classroom observations as primary data collection instruments. The targeted participants comprised a purposive sample consisting of forty-nine primary-level science instructors from the Al-Ahsa district, located in eastern Saudi Arabia. Emergent concepts from open and axial coding processes by using grounded theory were developed with the gathered data. Based on the findings, teachers perceive science teaching not only as knowledge delivery but as an opportunity to cultivate critical thinking and nurture eco-friendly actions among pupils. Classroom practices that underscore environmental values and principles of sustainability foster a transformative view of the teacher’s role beyond traditional boundaries. The data also highlighted classroom practices that integrate environmental values and sustainability principles, reflecting a transformative perspective on the teacher’s educational role.

1. Introduction

In recent years, the world has undergone change in the context of the environment, society, and the economy. The acceleration of climate change, the depletion of natural resources, and the widening gap of inequality within and among nations has escalated global concerns into crises [1,2]. These issues have created the need for development approaches that go beyond conventional planning to more integrated strategies that emphasize the protection of the environment, social justice, and sustainable economic growth [3,4].

National and international organizations have responded to such a global need by developing comprehensive frameworks such as the United Nations 2030 Agenda and the 17 Sustainable Development Goals (SDGs) that accompany it. Among these, Goal 4, which promotes inclusive and equitable quality education and lifelong learning, is the focus. Education is increasingly recognized not only as an instrument of knowledge transfer but as a transformational tool that builds the required behaviors, values, and attitudes to be a responsible and sustainable global citizen [5,6,7,8].

This transformation is achieved in part through science education. It helps learners appreciate the multifaceted interplay of human beings as active participants and the environment by applying theoretical concepts to the practical world [5,6]. The science education paradigm has evolved from the mere teaching of textbook facts to include inquiry-based learning, critical thinking, hands-on experimentation, and problem-solving strategies. These approaches are aimed at the provision of constructive ways for learners to interact with the environment so as to appreciate sustainability challenges [7,8].

Today’s learning environments in science education seek to empower learners to solve important and emerging world challenges which include climate change, loss of biodiversity, and resource management. Instruction in science with incorporation of these issues helps learners relate science to their immediate, national, and international environments. This broadens their understanding of science and at the same time helps to build environmental concern and responsible actions in their day-to-day activities [9,10].

These priorities are particularly important regarding Saudi Arabia, as the country is undergoing significant socio-economic and environmental reforms in alignment with Vision 2030. This strategic vision aims for balanced, sustainable economic growth alongside environmental care and civic engagement. Programs like the Saudi Green Initiative and the Middle East Green Initiative tackle problems such as desertification and deforestation and offer rich, easily adaptable content for school science curricula [11,12].

To meet these objectives, Saudi Arabia is overhauling its education system, including redesigning curricula, improving teacher qualifications, incorporating new teaching methods, and integrating sustainability into the education framework. The goal of these reforms is to transform science classrooms from passive, rote learning spaces into active and vibrant ecosystems of inquiry and engagement with real-life environmental challenges.

Teachers are a pivotal part of the education system. They actively shape the learning process by guiding students through intricate environmental systems to develop solutions rather than simply leaving as passive recipients of information. Their beliefs regarding the teaching and learning of science, pedagogical choices, and resource utilization all play a crucial role in determining the integration of sustainability in the lessons taught.

Recently proposed theoretical models, like transformative environmental education, suggest we shift educational aims from knowledge acquisition to attitude, value, and behavior change [4,6,7]. Context-based learning enables students to tackle real-world environmental issues, innovating and reflecting on the, at times, far-reaching consequences of their solutions. This approach engages students at all levels and integrates ethical responsibility with scientific literacy.

While the shift in education in Saudi Arabia is underway, there is still a lack of focus on integrating sustainability into the Saudi Science curriculum. This is surprising, since the country is committed to achieving international environmental goals, and education research has yet to address how primary science teachers think and apply sustainability in their instruction.

This research aims to examine the issue of perception by asking how primary teachers in Al-Ahsa regard the part science learning environments play in developing learners’ sustainability awareness and indeed in fostering students’ sustainability consciousness. It also seeks to establish the teaching methods and educational materials that these teachers provided to include sustainability in their classroom practices. Most importantly, the research attempts to answer the question: What is the perception of the science teachers in regard to the role of science learning environments in the learners’ sustainability awareness and what teaching strategies and resources do they use in this regard?

Literature Review

The importance of science learning environments rests on the fact that they provide a critical opportunity for students to internalize sustainability within environmental frameworks. These environments have transformed from a more passive conceptual teaching setting to one that engages learners, facilitating constructive learning of science, critical thinking, and active and participatory thinking reconsidering the human–environment relationship [12]. This change stems from the constructivist paradigm which focuses on the active building of knowledge by dealing with real-world challenges, problems, and direct engagement, instead of passive knowledge reception [13,14]. In this regard, appropriate science learning environments are anchored to environmental conceptual understanding by real teaching practice on sustainability concerns like climate change, loss of biodiversity, and resource depletion [15,16,17].

Incorporating sustainability issues in learning environments transforms teaching and learning to align with UNESCO’s global vision for Education for Sustainable Development (ESD)—which is now considered a benchmark of quality education in the 21st century. Sustainability, according to UNESCO, should not be considered a separate discipline. Instead, it must be integrated as a unifying framework to guide teaching, and intended outcomes, educational philosophies, and the interactions of all members of the learning community [18,19]. Therefore, in regard to the Saudi Arabian educational reform, it is not sufficient to change the curriculum or include environmental studies. There needs to be an educational paradigm shift in which science becomes the means of engaging with, appreciating, and improving the local and global environmental challenges [20,21,22].

Realizing this vision will be possible through the adoption of active teaching and learning strategies framed around problem solving, community engagement, project-based learning, and inquiry. Schools thus turn into dynamic laboratories in which students acquire scientific knowledge and learned the values and practical skills required to support the building of a sustainable future [23,24,25]. This, in turn, marks a qualitative change in science education to equip the learners to examine local environmental issues from the global scientific perspective and act in responsibly and sustainably [26,27,28].

Environmental education research demonstrates that sustainability needs to become an essential part of every learning environment through content integration and instructional practices and institutional cultural development. Environmental education reaches its maximum impact when students experience it firsthand through hands-on activities that combine critical thinking with reflective analysis of environmental phenomena [29,30]. Environmental concepts become internalized through behavior when teaching strategies include scientific inquiry and field observation and lab experimentation and ecological reflection [8,22,31,32]. The teacher transforms into a facilitator of knowledge and ethical mentor through this model, which establishes a classroom environment based on sustainability principles [33,34,35].

An educator who is mindful of sustainability goes beyond teaching climate or energy topics [22,26,36]. Such educators promote conservation in the classroom through daily resource savings, recycling, and green projects, hence fostering climate aware classroom culture. There is evidence that active participation in school or community environmental initiatives, including the designing of sustainable school gardens and conservation campaigns, strengthens environmental values, and solidifies eco-friendly habits in students [35,37,38].

Professional development helps prepare teachers to design scientific learning contexts that integrate sustainability in a meaningful way [39,40]. This includes grounding educators in concepts of sustainability, instruction on designing lesson plans with environmental themes, and mentorship in using inquiry methods to consider climate change, ecosystems, and renewable energy issues [22,29,41]. These methods are consistent with interdisciplinary STEM and project-based learning (PBL) educational models that seek to prepare students as proactive and productive environmental stewards [22,25,39,40,42].

Also, students are more likely to engage in sustainable practices outside of school when science is taught in a meaningful and connected context [21,28,33,34,43,44]. Scientific knowledge becomes useful when students know how to practically apply it to their lives—such as reducing their carbon footprint and monitoring air quality [45,46,47]. Teaching science in the context of urgent local environmental issues, such as water scarcity in the arid regions of Saudi Arabia, or the rising tide of plastic pollution fosters deep emotional and intellectual engagement, transforming environmental responsibility into collective social responsibility.

These viewpoints are backed by a number of recent research works. For example, Hussam and Hussein [18] looked at the representation of water scarcity in Palestine within the context of school textbooks. As much as the topic has been approached from many scientific and political angles, its representation in the curriculum has been largely overlooked. Their analysis showed that the textbooks used in schools convey the official narrative that is prevalent in the government and society, and consequently, students’ understanding of natural resource problems is profoundly influenced by those narratives. This underscores the important function that science education has in developing a sound understanding of human–environment relationships.

Ide and Tubi [19] studied environmental education as a means of environmental peacebuilding. As a result of the interviews conducted, they argued that environmental education not only increases ecological awareness, but also fosters trust, mutual understanding, and shared responsibility. All these support community cohesion and peacebuilding, showing the social potential of education in science as a means to build sustainable and cooperative relationships between environments. Further, Hassoun [20] discussed the interrelated social, environmental, and economic factors that stall sustainable development. They added environmental degradation, social fragmentation, and the declining economic conditions as critical temporal problems that require the immediate effort to increase education in environmental awareness. Hassoun’s results highlighted the role of science education in developing sustainable relationships between people and the environment, and in fortifying community resilience in environmental crises.

The literature shows that the effectiveness of science learning environments in imparting scientific knowledge is to instill sustainable behaviors and mark an extensive scope of attitudes. Integrating instruction based on real-life experiences greatly enhances sustainable change. Directly tackling the problem of water scarcity, or the exacerbating levels of plastic waste, moves students beyond passive learning. They begin to care about the matter on an emotional, intellectual, social, and eventually responsible level, creating an overarching commitment to change on a societal level. Other studies have shown that the arrangement of environmental topics in a curriculum is embedded chronologically, socio-dramatically, or politically, thus demonstrating the power of education in forming awareness among the youth. Further adding environmental education incorporates the ideas of peace, community, and social integration and provides a more coherent scope of the significance of education in achieving sustainable development. Therefore, the literature highlights the great responsibility of the teacher, curriculum, and the students interactive learning environment in creating a sustainable environment and preparing the youth to tackle ongoing problems and an ever-changing world.

2. Methods

2.1. Research Design

The current study utilized a qualitative approach within the interpretive paradigm framework, collecting data through semi-structured interviews and classroom observations. This approach was selected in order to achieve the goal of the study, which was to determine basic science teachers’ perceptions on how science education serves as a gateway to developing sustainable environmental awareness and understanding the human–environment relationship. A qualitative design facilitated an in-depth investigation into the experiences and teaching contexts of the participating teachers to understand their instructional reasoning and frameworks [48,49,50].

The semi-structured interviews offered a blend of focus and flexibility needed to obtain teachers’ perspectives as well as their firsthand experiences; classroom observations enabled the researcher to document real-life teaching practices, teaching methods, and environmental education interactions. With the addition of using data triangulation, the findings enhanced credibility and trustworthiness for integrating multiple sources of data. Furthermore, interpretive analysis was employed alongside members checking to ensure accuracy captured memorably from interpretations so that all participant’s perspectives were properly addressed. Along with participants, experts from various fields also received the research methodology in order to assess the analytical depth to lend ensured thorough validation. This rich design detail provided within this study makes it possible to portray multifaceted comprehensively how science education shapes a student’s critical thinking towards sustainable awareness fostering him/her/them as an informed global citizen.

2.2. Participants

The research used purposive sampling to choose participants who directly matched the research goals. The research sample included 49 primary science teachers who teach at schools under the Al-Ahsa Educational Directorate in Saudi Arabia. The research selected participants through three specific criteria which included teaching science subjects at primary level and having at least two years of teaching experience and showing willingness to participate voluntarily. The established criteria ensured participants had enough teaching experience and contextual understanding to deliver valuable insights about science learning environments and sustainability education. All teachers gave their informed consent before data collection because they showed both willingness and engagement with the study’s objectives.

The teachers’ qualifications were disparate 15 (30.6%) of them had a bachelor’s degree in science while 26 (53.1%) had bachelor’s degree in education majoring in science teaching. In addition, eight teachers (16.3%) held higher degrees in education or science, which reflects knowledge that allows them to cope with the science curricula.

As for teaching experience, the sample included teachers with differing lengths of tenure. Twenty-one teachers (42.9%) had five to ten years of teaching while twenty-eight (57.1%) had above ten years of teaching experience in science education. This balanced distribution across both qualification and experience enriches understanding concerning educators’ perceptions related to the role of science education towards nurturing environmental awareness and sustainable development initiatives. For ethical considerations all participants were anonymized using pseudonyms, which bolstered participant confidentiality, enhancing credibility within the study while assuring trust regarding representation for the targeted population.

2.3. Data Collection Using Classroom Observations

This study employed structured classroom observations for lessons dedicated to science for grades 7 to 9 as the main data collection instrument. These observations were limited to lessons on teaching practices dealing with environmental awareness and sustainable development. They were conducted over 45-minute intervals to assess the instruction’s integration of environmental concepts.

Indicators of teaching were the materials used, the interactions between the teachers and the students, the stimulation of thinking, and the participation of students. Special attention was paid to the instruction on sustainable development and the explanation of the interdependence of man and the environment.

Two independent qualitative researchers with a background in science education performed the observations with the aid of a validated observation checklist. Each observer worked alone and then met to resolve differences and check for convergence to achieve consistency. Validation of the observation instrument was performed by experts in education and qualitative research.

In order to ensure the dependability of the data, carefully structured observation protocols were followed. A series of observations were performed at different times and places in order to reduce the influence of random variation and increase the representativeness of the data. Observations were supplemented with contextual field notes written shortly after each session, which were crucial for the analysis.

2.4. Data Collection Using Semi-Structured Interviews

To enrich the observational data, science teachers who were observed were also interviewed using semi-structured formats. These interviews were scheduled for 30 to 45 min and provided an opportunity for the educators to reflect and share some details regarding the role of science education in the development of learners’ sustainability consciousness.

The interviews aimed at exploring the teachers’ understanding and perceptions on sustainability and its incorporation into the human–environment interaction, teaching practices, and ESD applications outside of formal schooling. The teachers also explained the processes through which they tried to instill sustainability values in the learners.

All interviews were recorded using audio equipment with the agreement of the participants, after which, they were transcribed for the purpose of analysis. The participants’ identities, including any identifying information, were protected, and confidentiality and anonymity were preserved.

All of the accuracy measures taken to enforce credibility such as participant observation, interviewing, and reviewing lesson plans reflect the triangulation of the study. Participants were able to check the accuracy of their interviews, and expert peers provided unbiased feedback, which improved the overall analysis. Participants’ non-verbal cues alongside contextual elements were documented, allowing the researchers to retain and analyze every detail.

2.5. Data Analysis

A qualitative content analysis guided by grounded theory was used to analyze the data. Interviews and observation notes were repeatedly reviewed to identify how sustainability themes were integrated into science instruction. Using an inductive thematic analysis, codes were developed from the data itself, resulting in three main categories:

• Science as a means of promoting environmental awareness.
• Teaching practices that foster environmental responsibility.
• The ethical role of science education in supporting sustainability.

These themes reflected the interconnectedness of pedagogy, content, and values. In addition, some elements of the observation data were quantified to highlight the frequency of specific teaching strategies (e.g., inquiry-based learning, local environmental examples). These were tallied and expressed as percentages to complement the qualitative findings.

The combination of qualitative and quantitative approaches provided a more well-rounded perspective on the impact that certain science education environments have on the development of environmental awareness. The grounded theory approach provided a context-sensitive evaluation of the participants’ experiences while quantitative approaches gave objective and context-less backing to the qualitative conclusions. The findings reinforce the conclusion that an education grounded on a science curriculum that is delivered as a transformative process fosters critical consciousness, ethical responsibility, and proactive environmental stewardship.

2.6. Ethical Considerations

Ethical issues including the rights of the participants were taken into consideration and fully addressed from the planning through to the analysis of the study. The privacy and the dignity of the participants were protected and all information gathered was kept confidential. Ethical clearance was obtained from the Research Ethics Committee of King Faisal University, which hosted the study, in adherence to local and international standards of research ethics.

After this, formal clearance was obtained from the Saudi Ministry of Education through the Al-Ahsa Directorate of Education, which provided clearance to conduct research in public schools. Moreover, the school principals provided some form of institutional consent, which was in compliance with educational laws and the administrative structures.

All the science teachers participated in the study having been fully briefed about its purpose and procedures. Detailed information was provided to them about their rights including the right to withdraw at any time. This process was documented and the principles of informed consent were observed completely.

Anonymity was guaranteed as participants were assigned pseudonyms which were used during the analysis and all reporting. Identifying information was removed including names and schools. The data were held in a safe place and there were strict access controls to prevent unauthorized access.

This ethical approach embodies the researcher’s strong adherence to ethical principles relative to honesty, the openness of processes, and the regard for the study’s participants. The study’s design and execution protected participants’ trust and comfort, which, in turn, facilitated the likelihood of obtaining genuine participation and honest reports, which is central to the credibility, depth, and rigor of the research findings.

3. Results

The observations conducted in the classrooms of 49 science teachers from different schools, as well as the semi-structured interviews with these teachers, provided insights into the educational philosophies which informed, and shaped, their classroom practices.

The quantitative and qualitative results showed that a significant proportion of the teachers, more than 80 percent, possessed both pedagogical and conceptual understanding of environmental education. Moreover, their teaching practices integrated theory with practical application so that students were trained to think critically about environmental issues and act in a responsible manner towards the environment.

The results were consolidated and presented in three overarching themes that in combination offer a holistic and cohesive perspective towards the integrated and interdisciplinary nature of science education for sustainability.

3.1. Theme One: Science Is Not a Rigid Content but an Entry Point for Developing Critical Environmental Awareness

During a thorough examination of 49 classroom observations, it was evident that 44 of the teachers, equating to 89.8 percent, have adopted an educational philosophy that science is not a stagnant body of content; it is a formidable entry point for building critical understanding of environmental and sustainability challenges. This was evident in the structure of the science learning environments, teaching methods, interactions, and the lessons developed.

The findings showed that a significant number of teachers (44) used environmental contexts instead of teaching the concepts scientifically through real-life scenarios for capturing students’ interest and critical thinking skills. During the course of the lesson on “global warming,” one teacher demonstrated global warming’s impact on our local environment by showing photographs and then conducting a discussion with students on human factors contributing towards intensification of this phenomenon. This helped foster an active dialogic atmosphere in which learners were encouraged to inquire about personal ownerships regarding these matters. Some teachers interviewed corroborated roughly the same approach as below:

“Science is not merely a subject to study; it is our means to understand what is happening around us and analyze the human impact on the environment.”

“The purpose of teaching science is to understand how our daily behaviors and activities affect environment through examples like water overuse creating resource shortages and pollution harming living organisms. The acquired knowledge provides us with a complex understanding of our reality which drives us to think critically about our actions and their effects while motivating us to find practical sustainable solutions for environmental problems affecting everyone. The method of teaching science enables students to develop profound environmental awareness which transforms them into active protectors of their environment and supporters of sustainable development.”

The quotations demonstrate a fundamental educational and philosophical change in how teachers understand the role of science in classroom instruction. The expression represents both personal belief and intentional educational direction which moves science from abstract subject matter to an analytical instrument for studying human–nature relationships and environmental phenomena through scientific understanding and human behavioral connections.

In addition, the findings from the data analysis indicate sophisticated outlooks held by science teachers, which eliminates the rigid framework and seclusion that is typically placed on science, and instead sees it as something active, alive, connected to everyday reality, and through students’ lives can be tested. Concepts of science are not introduced with no purpose but rather are used to foster curiosity in questioning, breaking down occurrences, determining factors and repercussions, and constructing reasoned views that motivate learners to interact mindfully with the environment around them.

Furthermore, the analysis of classroom observations showed that 42 observations (85.71%) practically embodied this conception in teachers’ practices within learning environments, where they integrated lesson topics with issues that contribute to fostering sustainable environmental awareness among students. This was achieved by raising contemporary issues directly related to local realities, such as water scarcity crises, air pollution caused by excessive vehicle use, and unsustainable household waste disposal practices. This orientation was not random but based on a clear cognitive conception that views science as a means to understand and reshape reality, rather than a mere accumulation of information.

This orientation implicitly relies on the principles of critical pedagogy and transformative education, which encourage questioning and critically reflecting on reality. Here, the teacher does not present scientific content purely in a technical framework but activates higher cognitive processes in students, such as analysis, comparison, interpretation, and judgment. Thus, the teacher moves from the position of a “knowledge transmitter” to that of a “facilitator of thinking,” enabling students to link theory with practice, science with society, and self with the world. The interviews reinforced this notion; one teacher remarked in an interview:

“We became accustomed to dedicating time in every lesson to discuss a tangible environmental phenomenon, such as fish die-offs in some reservoirs or the impact of global warming on agricultural crops, to spark students’ curiosity and engage them in trying to connect what they learn scientifically with what they actually experience. This kind of education does not only nurture knowledge but also plants the seeds of environmental commitment among students, making education a social/ethical process that produces citizen’s conscious of their environment and community issues.”

It is important to note that these practices—which take on a critical, applied approach—were not spontaneous but reflect a high degree of awareness of the teacher’s role as an agent of change and the importance of linking science with individual and collective responsibility values. When science becomes a tool to understand the effects of human activities on the environment, is used to interpret local environmental problems, and serves as an entry point to think about alternatives, we are facing an educational practice with a transformative dimension aimed at changing students’ awareness, attitudes, and behavior, not only their knowledge.

Through classroom observations, it was evident that 36 teachers managed to promote critical environmental awareness through proactive engagement with interactive environmental activities. For example, during a lesson on “environmental resource depletion”, the educator instructed learners to make a list of resources their families utilized in the household and evaluate how sustainable their family’s practices were. This approach motivated students to share diverse opinions and come up with different ways to solve the problems at hand. In reference to his teaching, the instructor said:

“When we teach students about pollution or resource depletion, it’s more than definitions; we engage with them how their habits contribute to these problems and work toward realistic solutions together.”

The quotation captures an educational paradigm within transformative learning where teaching goes beyond simply giving information. This quote embodies educational approaches and practices within the constructivist learning paradigm which strives to shift perceptions and behaviors instead of rote learning. Here, science is framed as a domain for innovative thinking and introspection where students appreciate the repercussions of their decisions on the world around them and learn how to implement sustainable practices.

Furthermore, 36 classroom observations (73.4%) showed that teachers employed the contextualized learning strategy by directly linking scientific content to local community conditions. In one lesson, the teacher discussed the causes of water scarcity in Jordan, reviewed maps and local environmental sources, and then asked students to think of practical solutions for water conservation. This activity resulted in active student participation, where some shared experiences from their homes and took part in awareness initiatives within their families. One teacher summarized this approach by saying:

“Every time we discuss a scientific topic, I try to relate it to the student’s life: we talk about the water crisis in our country, about the causes of fires, about household waste… students respond when they feel the science explains what they live.”

This quotation confirms the effectiveness of employing local context in the educational process, as it enhances students’ motivation, involves them in scientific dialogue, and consolidates their sense that the concepts they learn are not abstract or distant but touch their lived reality.

In another educational context, classroom observation revealed that a teacher showed a video on the effects of plastic waste on marine life, then asked students to consider school initiatives to reduce plastic use. The teacher expressed his experience by saying:

“I encouraged my students to implement a paper recycling project within the school. They learned how to transform concepts into initiatives, and this is the essence of true education.”

This practice highlights a direct integration between scientific content and applied projects with environmental dimensions within what is known as project-based learning. This approach enhances students’ life skills, such as teamwork, planning, execution, and critical thinking, and transforms learning from passive reception to active participation. In the same way, interview data highlighted one teacher self-summarizing his approach as follows:

“When I teach renewable energy, it’s not about only the sun and wind; I expect students to track electricity usage in their homes and offer suggestions on how to curb waste.”

As mentioned earlier, classroom observations also showed that 33 teachers had given homework geared towards analyzing family dynamics from a scientific viewpoint, incorporating the principle of functional and relevant education which presumes that schooling must be rooted in the life of the learner and equip them with instruments for analysis as well as proactive response. Another teacher interviewed offered this:

“Science today no longer is stagnant at an academic benchmark or academic achievement; it seeks to help shape a conscious human who thinks deeply about society and their surrounding environment.”

This statement best represents the fundamental approach most teachers in this research adopted, wherein teaching science is no longer aimed solely at achieving good grades but raising informed citizens capable of grappling with numerous environmental issues and societal problems.

3.2. Theme Two: Developing Environmental Values and Responsibility Through Classroom Practice

Analysis of classroom observations along with the data collected from semi-structured interviews demonstrated that science teachers do not only teach abstract concepts on the environment. They have broader educational functions that strive to impart environmental values while fostering a sense of responsibility among learners both as individuals and as members of a community. This is achieved through the use of authentic situations and hands-on activities designed to prompt students to think deeply about their environmental actions. These tendencies became evident in four interrelated areas that demonstrate how the classroom can become an active center for nurturing responsible citizens who care for the environment.

3.2.1. Environmental Values as Part of Daily Classroom Practice

In 41 of 49 classroom observations, which makes up 83.7%, teachers were not treating environmental considerations as an adjunct to scientific concepts; instead, in their planning and implementation, they seamlessly intertwined both elements. Several teachers initiated measures like paper recycling, waste sorting, curbing plastic consumption within the classroom, and monitoring power use. These actions aligned with educational objectives rather than being random or spontaneous actions. One teacher explained in an interview how they integrated environmental values into a classroom project:

“I encouraged my students to implement a paper recycling project within the school. They learned how to turn concepts into initiatives, and that is the essence of true education.”

This practice reflects the teachers’ adoption of a project-based learning approach, where students are pushed to apply knowledge in real-life contexts, thereby enhancing their sense of the importance of what they learn and fostering interactive participatory learning.

3.2.2. Personal Environmental Behavior as a Teaching Tool

In 38 classroom observations (77.6%), teachers used students’ everyday environmental behaviors as an entry point to analyze environmental and scientific concepts, adding a personal dimension to the content. For example, students were asked to record electricity or water consumption at home, analyze causes and effects, and propose possible solutions. One teacher expressed their perspective on this approach:

“When I teach renewable energy, I don’t only talk about the sun and wind, but I ask students to monitor electricity use in their homes and suggest ways to reduce waste.”

This practice reveals teachers’ engagement in functional context learning, where students are required to reflect on and reconstruct their behavior based on scientific environmental awareness derived from their daily lives rather than solely from textbooks.

3.2.3. Ethical Discussions to Build Environmental Conscience

Additionally, 35 observations (71.4%) showed that a portion of class time was dedicated to ethical discussions addressing concepts such as individual duty towards the environment, social responsibility, and the rights of future generations to resources. These discussions focused on local issues such as littering in public places, water wastage, and pollution resulting from daily habits. One teacher affirmed this educational approach:

“I believe that teaching science without planting a sense of environmental responsibility in my students is incomplete education. Knowledge must also be ethical.”

These testimonies and observations reflect a constructivist value-based education approach, which not only provides learners with information but also aims to develop an aware personality capable of making environmental decisions grounded in both humanistic and scientific values.

3.2.4. Empowering Students to Initiate and Lead Environmental Actions

In 29 observations (59.2%), teachers encouraged students to design and implement environmental initiatives that extend beyond classroom and school boundaries. Some students organized awareness campaigns, produced environmental posters, and participated in voluntary activities to improve the school environment. One teacher summarized this empowering approach:

“When a student feels they have a role in improving their environment, their view of science, education, and life changes overall.”

These practices show support for an educational paradigm that views the student as more than just a participant in learning; there is the potential to actively engage as a leader within their local community focused on environmental stewardship.

3.3. Theme Three: Ethical Values in Science Education… Towards a Conscious Environmental Conscience

Findings of the study indicated that for a good number of teachers, science education is not exclusively cognitive. Rather, it serves as a holistic approach towards nurturing students’ ethical environmental stewardship shaped by their appreciation of humanity’s place in nature and a responsibility for their environment both individually and collectively. This tendency does not seem to operate in isolation or emerge from isolated endeavors but demonstrates an increasing body of classroom practice tendencies driven by pedagogical philosophies, which perceive science as a means to foster morally responsible citizens engaged in sustainability.

This ethical perspective arose from three key sub-domains synthesizing 49 classroom observations alongside semi-structured interviews.

3.3.1. Instilling a Moral Duty Towards the Environment

In 34 of the classroom observations, 69.4% of the teachers were busy trying to foster either explicit or implicit ethical statements during the lesson’s closing, especially with respect to water, waste minimization, and protection of both plant life and living creatures. Concern for conservation was not an isolated suggestion but rather a genuine reflection on what students do in relation to science lessons. These suggestions naturally flowed from scientific concepts, providing them with an active engagement dimension. Illustration of this approach was provided by one respondent when she stated:

“I believe that teaching science without instilling a sense of environmental responsibility in my students is incomplete education. Knowledge must also be ethical.”

The teacher’s educational philosophy underwent a fundamental change because they now view knowledge as a tool to help students develop sustainable moral choices. The classroom practices demonstrated that certain teachers started or finished their lessons by asking value-based questions that encouraged ethical contemplation such as “Do we have the freedom to use Earth’s resources without restriction?” or “What methods can we use to restore the natural balance which humans have damaged?” These questions encourage students to think deeply about their own thoughts and promote reflective education beyond memorization.

3.3.2. Fostering Emotional Awareness of Living Creatures and the Environment

In 31 classroom observations (63.2%), several of the teachers paid attention to emotional as well as humanistic aspects when teaching environmental concepts and issues, particularly those that dealt with living things, biodiversity, or the ramifications of extinction. Teachers utilized language that was emotionally charged showing empathy and respect towards living things with the intention of evoking sadness or moral outrage about environmental degradation in students. During an interview one teacher said:

“When I teach life cycles or endotangerous species, information is not all that I give them. I want them saddened at why we are losing so many creatures and appreciate that every being has a right to be.”

This exemplifies strong practice environmental education where lack “knowledge” is insufficient, but activism is encompassed by emotion. What is striking in this case is how, unarguably owing to kindness and compassion expressed through this discourse, learning which goes beyond cognitive understanding is made possible learning, which leads to deep-seated values regarding nature and the environment commensurate with valid attitudinal transformation. Ultimately instills in learners’ motivation towards practicing positive behavioral change out of appreciation and affection for nature.

3.3.3. Integrating Scientific Knowledge with Educational and Behavioral Values

In about 76.5%, or 38 observations, of the total observations made, it appeared that teachers did not present the scientific concepts in a vacuum devoid from students’ lives and actions. Rather, they actively connected the scientific content to situations that required thoughtful environmental stewardship. For example, while learning about pollution, students reflected on their use of plastics, authored short reports on waste generated at home, or devised solutions for their community’s environment. One teacher explained this integrated approach during an interview saying:

“Without some sort of action taken on behavioral value science becomes fleeting information. My desire is for change among my students because of what they know—not regurgitate learned knowledge.”

What was observed in class provided evidence to support this blend of theory and practice dimension of learning. On multiple occasions, learners were asked to develop initiatives aimed at conserving energy within the school or write personal commitments towards reduced water consumption and issued pledges. To some extent, there seems to be an emergence among some teachers adopting a “formative environmental education” approach, where knowledge is not just imparted but attitude and behavior is transformed through teaching practices that integrate science and life.

It is helpful to recap that the findings from classroom observations, together with the interviews, show that science educators deeply understand the educational system’s function concerning environmental sustainability. Moreover, they have accomplished the translation of these understandings into effective practices in their teaching.

4. Discussion

Findings from this study reveal a considerable evolution in the aim and implementation of science education from a rigid subject dominated by rote learning to an innovative means of fostering environmental consciousness, moral obligation, and profound cognitive skills. In line with contemporary pedagogical frameworks, particularly the education for sustainable development (ESD) movement, the teaching of science is regarded more than ever as an instrument of societal and individual change.

This part of the paper aims to analyze the results based on the three major ideas outlined earlier and combine them with the relevant international literature, educational frameworks, and with the explained learning objectives.

4.1. Theme One: Science Is Not Rigid Content but an Entry Point for Developing Critical Environmental Awareness

The first overarching theme indicates a radical change regarding the thinking of science education. Science has always been taught as a static stock of knowledge, comprising formulas, laws, and abstract principles. However, the information now suggests that science is being taught as a contextual entry point to raise awareness of important global issues; this includes environmental and climate change.

This is a reflection of a wider trend in the international literature that has been documented, where science is taught in relation to the world and is no longer detached from the real world. It has more to do with the socio-ecological and political world [21,31]. Science classes are now serving as spaces for engaging students with substantial global problems like water and energy scarcity, pollution, loss in biodiversity, and global warming. These issues are complex and require more than scientific understanding; they demand moral reasoning and active citizenship.

This shift in teaching practices relates to the more transformative learning theories such as Mezirow’s transformative learning theory, where authentic learning is believed to stem from disorienting dilemmas that challenge one’s belief systems and trigger change in meaning perspectives [23,24]. Students becoming more inquisitively reflective and understanding occurs when confronted with environmental issues that challenge their assumptions and lived realities.

Consequently, science education becomes a moral dimension as well, and therefore cognitive and affective—invoking emotions, values, and a sense of agency from the learners. This development is not only local, but global, in that it responds to policies calling for a shift in education to prepare learners for life and not only for the economy, but for the planet.

4.2. Theme Two: Developing Environmental Values and Responsibility Through Classroom Practice

The second theme emphasizes the active and purposeful role classroom practices play in fostering environmental responsibility and values. It has been established that science educators are using participatory, project-based, and experiential approaches to avoid didactic teaching. These include student-initiated and community-initiated projects, ecological simulation, and collaborative inquiry learning that are contextualized.

This mirrors a constructivist approach to education where knowledge is constructed by an individual through interactions with the environment and society. Teachers have transformed from passive information providers into facilitators of ethical consideration and environmental action. Implemented strategies cultivate a type of moral engagement consistent with Kohlberg’s moral developmental theory [36,38,40], which focuses on active participation in some socio-ethical discourse to foster advanced moral reasoning.

Incorporating values into the teaching of science is a sign of profound pedagogical insight because change in behavior is not a byproduct of knowledge alone. It is the outcome of integrated cognitive, emotional, and social processes (which some scholars refer to as whole-child or whole-person education). This is confirmed by the study of Al-Hassan [9], which found that students taught through a values-based environmental education approach had a greater ecological responsibility than those taught with fact-based models.

The findings suggest that students internalized values and were better equipped to engage with the environment when participation was in real life, through clean-up and conservation campaigns or recycling programs. This reinforces the need for science education that goes beyond the classroom to include emotionally charged hands-on activities in the local and global community.

4.3. Theme Three: Ethical Values in Science Education… Towards a Conscious Environmental Conscience

One of the most essential contributions of the study is the emphasis placed on the ethical aspects of science education. Findings demonstrate how ethical values, which include caring, justice, responsibility, and respect, are being integrated in the teaching process. This fosters what can be termed as “environmental conscience”, which is an internal moral compass that is embedded in students with regard to the environment.

This aligns with international education policy such as the UN’s 2030 Agenda for Sustainable Development, and concepts of education that highlight its moral dimension. Education is not only about equipping people with the skills to work in the economy, but also to develop moral character, which includes ethical values essential for social living.

Through moral- and value-based teaching in science, students adopted critical consciousness and moral behavioral patterns such as consumption reduction, questioning unsustainable behaviors, and voluntary environmental activism. These results validate the assertion that moral philosophy should be added to the teaching of science, which would convert science into a non-neutral discipline, but serve as a means for moral evaluation and engagement.

In addition, this theme reveals that ethical instruction should be localized. Teachers who connected environmental issues with students’ lives and cultural frameworks demonstrated a greater ability to foster deep-seated commitment. This supports the findings of researchers that “glocal” education—the combination of the global and the local—exists to cultivate impactful situated learning.

Considering all three themes reveals a tremendous change in the philosophy and practice of science education. Science education no longer refers to classrooms as passive spaces where information is deposited. There is a shift towards being active, nurturing spaces that cultivate critical and ethical thinkers, responsible citizens, and engaged society members.

This change is striking for initial teacher education, curriculum frameworks, and educational governance. It suggests a change in the design of pre-service and in-service teacher education courses to prepare teachers with the appropriate knowledge, skills, and attitudes to teach science in an interdisciplinary, ethical, and participatory framework. It proposes that frameworks should be designed with ethics and sustainability as core pillars, integrated throughout the curriculum as essential, not as sidelined, optional components. In addition, these results reinforce the possible effectiveness of science education in addressing the ecological and moral challenges of our time. Integrating environmental ethics in teaching science creates the possibilities of raising learners who are scientifically competent and who feel and care emotionally and morally so as to be able to be the change towards a more equitable and sustainable world.

5. Conclusions, Recommendations, Limitations, and Future Research Directions

This research was conducted to examine the impact of science education in primary schools in Saudi Arabia on students’ awareness of environmental sustainability and related behaviors. The evidence collected suggests that science education serves much more than the acquisition of scientific knowledge but rather becomes a powerful implement of the inculcation of core values and a call to action regarding environmental challenges, not only at the local level but also at the global level. The teaching methods that were documented indicated a considerable change from the traditional instruction that was mostly information-centric to teaching that included practical and ethical dimensions and responsible environmental stewardship.

The results of the study, in a great measure, reaffirm the principles of transformative learning, which center on the cognitive and emotional shifts resulting from a learning experience. They also corroborate Kohlberg’s theory of moral development in suggesting that values are a product of knowledge, experience, and context. Additionally, the results of the study support the global visions of education, which see schools as places for the education of the citizens of the world who are socially responsible and prepared to actively participate in sustainable development decades in the future.

By documenting the linkage between the teaching practices and the students’ consciousness of sustainability, the study illustrates the responsibility of science educators to actively shape not only relevant knowledge, but also values and behaviors that align with sustainable futures.

The collection methods—semi-structured interviews and classroom observations—captured both the lived experiences of teachers and their insights through the lens of practice. While interviews supplied participant-reported perspectives, classroom observation captured the performance of teaching in the moment. There are some limitations to this study: the absence of student and parent perspectives, alongside the region of focus being restricted to the Al-Ahsa district of Saudi Arabia, poses challenges to generalizing the findings to broader educational and cultural contexts.

The findings of the study suggest integrating reinforced value-based environmental education into designated teacher training frameworks. As outlined above, these frameworks must prepare teachers with appropriate pedagogical tools to enable them to convert scientific knowledge into sustainable, practice-based classroom engagements and foster strong environmental ethics.

Curriculum design must foster multi-disciplinary frameworks blending scientific disciplines with ethics, citizenship, and social responsibility with an emphasis on both local and global contexts. Such frameworks must be designed to stimulate critical thinking and enable students to perceive themselves as active participants in the resolution of environmental challenges.

Moreover, the research suggests the implementation of comprehensive school-wide community-centered environmental initiatives, including but not limited to, school gardening, waste minimization, or community conservation programs that create learning through doing and active citizenship. These initiatives do more than integrate into the curriculum, they help to build stronger school and community relationships and therefore enhance the impact of education for sustainable development.

Finally, the need for support is systematic at the policy level. The implementation of comprehensive school gardening, active waste minimization, or conservation campaigns at the community level are not regarded as sustainable practices by national education authorities. Therefore, the incorporation of sustainability competencies in the national education framework for science or in the national policy on teacher’s performance appraisal should be considered, ensuring systemic alignment between teaching practices and sustainability goals.

Future studies may address the effectiveness of various innovative teaching methods, including project-based learning and community service learning, in promoting environmental consciousness. Further, an investigation of different cultural and geographical environments, including regions outside of Saudi Arabia, would be useful in understanding how environmental education is shaped by local contexts. The impact of value-oriented environmental education on students on a behavioral level also warrants longitudinal study. Finally, incorporating in-depth interviews with students, parents, and community members would deepen understanding of the impact of schools in the environmental transformation process. Finally, such studies would also be useful in examining the structural issues and socio-political contexts sustaining the education for the sustainability gap in Saudi Arabia using more critical frameworks, including political ecology.