Abstract:

The aim of the study was to answer the question that arises about what knowledge do role players have about sustainable development through greening schools. The research employed qualitative multiple case study design in three purposefully sampled schools at Tshwane North District, Gauteng Province of South Africa. Besides literature review and theoretical framework of sources, the data was collected through focus group interviews, direct observation and document analysis. Data collected was analysed with thematic content analysis. The results revealed that school role players have little knowledge on greening schools to ensure sustainable development; and opportunities and threats need to be addressed by role players. These were attributed by lack of policy framework and capacity building on how greening schools should be implemented. The study recommended creation of an integrative assessment of green schools that embraces practical activity plan on curriculum and infrastructure. Further research studies in the area of greening schools are recommended for effective sustainable development on school resources.

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