Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 44 no. 3 (2025)

Carbon Emission Awareness and Practices of Teachers and Students towards a Sustainable “Go Green” Classroom

Vianney Sevilla | Almera Sales | Berlita Y. Disca | Paul R. Olvis

Discipline: Environmental Science

 

Abstract:

The burning of fossil fuels and decayed organic matter emits carbon that could contribute to extreme heat and unpredictable weather conditions which people might not be aware of. This study aimed to determine the level of awareness and practices about carbon emissions among teachers and learners. Recognizing the vital role of school teachers and students in promoting positive attitudes and sustainable behaviors toward achieving a “Go Green” classroom, this study determines the extent to which carbon emission awareness transforms into practical actions within the school setting. A quantitative descriptive design was utilized and data collection gathered through survey questionnaires. Random sampling was employed to determine the sample size using the Cochran formula, and the Mann-Whitney U Test for data analysis to examine the differences between awareness and practices of teachers and students regarding carbon emissions. Findings revealed that participants, both students and teachers, showed a high level of awareness about carbon emissions. The results also showed a statistically significant positive correlation of teachers' and students’ high levels of awareness and the sustainable strategies they follow to reduce carbon emissions. In contrast, students demonstrated an average level of practices, and participation in carbon neutrality and carbon footprint reduction initiatives was merely mediocre. It was also found out that there is a significant difference in the level of awareness and practices between teachers and students. The teachers have a higher level of awareness than the students about carbon emissions. The study highlights how critical it is to strengthen the school-based environmental initiatives that actively support environmental preservation. It is recommended to conduct symposiums on the relevance of carbon footprint to increase the level of awareness of teachers, students, and stakeholders. The teachers may collaborate with local organizations and communities to address carbon emissions and promote regular assessments in tracking personal carbon footprint to identify key areas for improvement towards a sustainable “Go Green” classroom.



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