Abstract

This study highlights the significance of students' behavioural development in environmental education, using Bloom's cognitive domain as its theoretical foundation. It provides an analysis to comprehend, document, and investigate the activities of secondary school teachers and students in relation to environmental education. Furthermore, it emphasizes the role of the Khyber Pakhtunkhwa Textbook Board curricula at the secondary level in promoting students' action-oriented behaviours regarding environmental education. The population comprised all government high school teachers of grades 9 and 10 (both genders) in district Peshawar. The sample included 40 schools (20 boys and 20 girls) selected through stratified random sampling, while the selection of schools in rural and urban areas in district Peshawar was conducted through cluster sampling. One teacher from each school was randomly chosen from the sampled teachers for an interview, making a total of 40 teachers. The data were collected through in-depth semi-structured interviews, which were further analyzed using thematic analysis. The results revealed that half of the teachers lacked knowledge and understanding of the environment and environmental education. Additionally, the respondents believed that textbooks published by the Khyber Pakhtunkhwa Textbook Board did not adequately promote environmental education, leading to a lack of related activities in schools. Consequently, teachers did not encourage practical activities related to environmental education and awareness. The study recommends including environmental education as book chapters and incorporating its concept into exercises and associated activities. It is further recommended to include credits in the detailed marks certificate for students’ practical activities related to environmental education, which ultimately helps in achieving green and clean Pakistan.