The Use of Schoolgrounds for the Integration of Environmental and Sustainability Education in Natural and Social Sciences Pedagogy

Abstract

Environmental and Sustainability Education (ESE) encompasses more than the acquisition of environmental knowledge; it nurtures holistic learner development and empowers learners to understand and respond to human impacts on the environment. Schoolgrounds, when effectively utilised, provide a readily available resource for promoting environmental learning through context-based pedagogy. Yet, a review of the literature reveals a paucity of research in South Africa examining schoolgrounds as enablers of ESE. This study explored the accessibility and use of schoolgrounds to support environment-inclined pedagogy in Grade 7 Natural and Social Sciences at two schools in the Mpumalanga Province. Adopting a qualitative–interpretive paradigm, the study employed a phenomenological case study design, using purposive and convenient sampling to select participants and research sites. The sample comprised 46 participants: 40 learners, 4 teachers, and 2 principals. Data were generated through observations, semi-structured interviews, and survey questionnaires, and were thematically analysed. Findings indicate that while schoolgrounds are accessible to both teachers and learners, their pedagogical use remains limited and largely incidental. The study argues that more deliberate integration of schoolgrounds into teaching practices is needed. It concludes with education policy and pedagogical recommendations aimed at promoting schoolground-based ESE as a vital contributor to sustainability-oriented teaching and learning.