Examining the influence of ecological literacy, social media, and community involvement on teachers’ sustainable teaching practices

Abstract

Sustainability education has the potential to equips individuals and communities with the knowledge and skills needed to address environmental challenges, including natural disasters and poor resource management. The present study aimed to explore the relationship between teachers’ ecological literacy (EL) and sustainability practices (SP), with community involvement (CI) as a mediating and social media (SM) as a moderating factors. The research design of the present quantitative study was a cross-sectional survey, and a sample of 2136 secondary school teachers (SSTs) was selected using multistage, multimethod sampling techniques from the six divisions of Punjab province of Pakistan. Data were collected via face-to-face and online platforms using a self-developed questionnaire. The analysis revealed that EL is a significant predictor of CI (β = 0.695, t[2135] = 44.660, p