| This investigation examines the preceptions of educators in the Lebanese school regarding the behaviors and attitudes of students in the teaching of environmental education (EE). The investigation was conducted in a private school in Mount Lebanon in the middle and high school levels. A central question of the investigation is how, and to what extent homeroom teachers and school leaders perceive EE to influence the behaviors and attitude of students. The specific focus is on the influence of EE on the cognitive, affective, and behavioral changes of students. Uniquely, it examines the student age that showed the most changes in addititon to the environmental programs and activities that affected students' habits on the long-run. The investigation also explores the environmental implementations that need to be done. A discussion of theories of environmental education builds a framework for situating the present contexts of the Lebanese school in order to identify specific challenges which influence EE teaching and learning processes and its effect. The knowledge and implementation of the EE curriculum, the concept and implementation were explored thematically through analysis and recommendations. The analysis and discussion follow in-depth interviews of homeroom teachers and school leaders over a month and provides extensive and diverse evidence of dynamic responses to EE implementation changes. School leaders and teachers were well informed about and engaged in the implementation of current EE curriculum, including the integration of the EE curriculum standards with active learning methods in instruction. Current environmental influences generally were viewed as an urgent to local, traditional cultural EE teaching practices, and as potentially advantageous means for improving schooling. |
