Abstract:

This study explored environmental literacy level of both teachers and learners in rural primary schools, with the focus on knowledge, attitude and skills components. The study further examined how the components promote sustainable behavioural change. A qualitative multiple case study design, guided by the interpretivist paradigm was employed where three rural primary schools, from Sekhukhune District in Limpopo Province of South Africa were conveniently sampled. Data was collected through observations, document analysis, semi structured and focus group interviews. Three Grade 7 teachers each teaching Social Science, Natural Science and Technology, and eighteen learners were purposefully sampled to participate in semi structured and focus group interviews. Data was deductively and inductively analysed using content analysis. The findings revealed both nominal and functional environmental literacy levels of both teachers and learners, with limited contribution to sustainable behavioural change. The findings are attributed to teacher’s lack of expertise in Environmental Education (EE) content; limitations of curricular framework in equally addressing the knowledge, attitude and skill components and absence of policies and framework guiding sustainable behaviour. The study recommended reorientation and aligning of EE content curriculum with teacher’s preservice training; ongoing in-service development and support; and inclusion of polices that guide lifestyle and practices guiding sustainable behavioural change. This research provided an insight on the progress of developing environmental literacy in rural primary schools.

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