Environmental Education and Sustainable Development: A Qualitative Content Analysis of Textbooks in the Schools of Islamabad

Abstract

Environmental education (EE) is an important tool in influencing attitudes and practices that are sustainable, but the inclusion of EE in Pakistani primary school curricula is haphazard and often superficial. The results presented in this article are a report on the results of a qualitative content analysis of primary-level textbooks (Grades I-VIII) in government and private schools in Islamabad. In the analysis, it has been found that the common themes are waste management, water conservation, biodiversity, pollution, and recycling, as well as the fact that most content is descriptive rather than participatory. Some of the main obstacles to successful EE have been identified as overcrowded curriculum, insufficient teacher preparation, lack of resources, socio-cultural restrictions, and poor policy coordination. However, there are many opportunities: national policy commitments, the possibility of interdisciplinary curriculum design, the partnership with communities and NGOs, eco-clubs, and technology-mediated learning. The paper argues that to transform EE into practice rather than information, there have to be systemic changes: curriculum realignment, targeted teacher training, linkages of schools with communities, and hands-on learning opportunities that are sensitive to local contexts and cultural values. Recommendations focus on low-cost short-term initiatives, which can be adopted at once by schools, together with longer-term policy reforms. The paper aims to contribute to the sustainable development goals related to environment and climate change issues, policy and planning practice in Pakistan.