Green skills integration practices of student teachers and cooperating teachers among secondary schools: Basis for enhanced instructional plan
Abstract
Student teachers and cooperating teachers are mandated to teach and impart to students the needed skills for them to become environmentally conscious citizens upholding sustainable and ecomonical practices. With that, the present study compares the green skills integration practices of student teachers and their cooperating teachers among secondary schools in a province in the Philippines as a basis for an enhanced instructional plan. The study utilizes the comparative design of quantitative research, wherein a questionnaire is used to gather data from 100 respondents (50 student teachers and 50 cooperating teachers) who voluntarily participated in the study. The study is implemented among public secondary schools in a province in the Philippines where the student teachers are deployed. As partners in the internship program, the cooperating teachers of the student teachers are included to compare their integration practices. A questionnaire is used to measure the green skills integration in the teaching practices. Descriptive statistics (mean and standard deviation) and inferential statistics (independent samples t-test) are used to analyze and identify significant differences in their integration practices. Findings reveal that cooperating teachers are more engaged in integrating green skills than student teachers, highlighting the need for enhanced training and support. A comprehensive learning plan, including targeted training and curriculum integration, is recommended to promote sustainable practices in education.
References
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Ibrahim, Z., Lai, C. S., Zaime, A. F., Lee, M. F., & Othman, N. M. (2020). Green skills in knowledge and attitude dimensions from the industrial perspective. In Proceedings of the International Conference on Technology, Engineering and Sciences (ICTES). IOP Conference Series: Materials Science and Engineering, 917(1), 012025. https://doi.org/10.1088/1757-899X/917/1/012025
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James, S. D., Mustapha, R., Paramasivam, T., & Nashir, I. M. (2023). A survey of facility management green skills competency among TVET educators and students in a public university in Malaysia. Proceeding on Computer and Electrical Education Research (PROCESSOR). Retrieved from https://www.journal.ar-raniry.ac.id/index.php/PROCESSOR/article/view/2563
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Likhitha, K., & Srinivas, V. (2023). Green skill development for sustainable employment: A study on enhancing workforce competency. Retrieved from https://ic-sd.org/wp-content/uploads/2023/10/2023-submission_673.pdf
Manguil, C. J. M. (2024). Environmental literacy among pre-service teachers towards integrating green technology into the classroom. Journal of Interdisciplinary Perspectives, 2(12).
Monika, J. (2024). Sustainability education in the 21st century: Incorporating environmental awareness in K-12 curriculum. International Journal of Post Axial: Futuristic Teaching and Learning, 2(3), 120–133.
Paeradigms. (2024). Integrating green skills into higher education teaching and research. Union for the Mediterranean.Retrieved from https://ufmsecretariat.org/wp-content/uploads/2024/11/UfM_Paeradigms_Integrating_green_skills_into_education_and_research.pdf
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Republic Act No. 9512. (2008, December 12). An act to promote environmental awareness through environmental education and for other purposes. Retrieved from https://www.officialgazette.gov.ph/2008/12/12/republic-act-no-9512/
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Sern, L. C., Zaime, A. F., & Foong, L. M. (2018). Green skills for green industry: A review of literature. In Proceedings of the 1st International Conference on Green and Sustainable Computing (ICoGeS). IOP Publishing. IOP Conference Series: Journal of Physics: Conference Series, 1019(1), 012030. https://doi.org/10.1088/1742-6596/1019/1/012030
Tanubrata, D., Purwanto, A., & Budi, S. (2024). The influence of pro-environmental school culture on green school implementation with students' environmental awareness as a mediating variable. International Journal of Current Science Research and Review, 7(12), 8660–8671. https://doi.org/10.47191/ijcsrr/V7-i12-02
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UNESCO. (2022). Greening TVET. Retrieved from https://unevoc.unesco.org/bilt/BILT+-+Greening+TVET
UNIDO. (2022). What are green skills? Retrieved from https://www.unido.org/stories/what-are-green-skills
Vona, F., Marin, G., Consoli, D., & Popp, D. (2015). Green skills (Working Paper No. 21116). National Bureau of Economic Research. Retrieved from https://www.nber.org/papers/w21116
Wegenberger, O., & Ponocny, I. (2025). Green skills are not enough: Three levels of competences from an applied perspective. Sustainability, 17(1), 327. https://doi.org/10.3390/su17010327
Yli-Panula, E., Jeronen, E., & Mäki, S. (2022). School culture promoting sustainability in student teachers’ views. Sustainability, 14(12), 7440. https://doi.org/10.3390/su14127440
Akinsemolu, A. A., & Onyeaka, H. (2025). The role of green education in achieving the sustainable development goals: A review. Renewable and Sustainable Energy Reviews, 210, 115239. https://doi.org/10.1016/j.rser.2024.115239
Alzoraiki, M., Ahmad, A. R., Ateeq, A. A., Naji, G. M. A., Almaamari, Q., & Beshr, B. A. H. (2023). Impact of teachers’ commitment to the relationship between transformational leadership and sustainable teaching performance. Sustainability, 15(5), 4620. https://doi.org/10.3390/su15054620
Balcarova, T., Pitrova, J., & Pilařová, L. (2023). Sustainability and green skills education: Current state of students' knowledge in four EU countries. In Proceedings of the 16th Annual International Conference of Education, Research and Innovation (ICERI2023) (pp. 5598–5604). https://doi.org/10.21125/iceri.2023.1395
CHEd Memorandum Order (CMO) No. 104, s. 2017. Revised guidelines for student internship program in the Philippines (SIPP) for all programs. https://ched.gov.ph/wp-content/uploads/2018/03/CMO-NO.-104-S.-2017.pdf
Corpuz, A. M., San Andres, T. C., & Lagasca, J. M. (2022). Integration of environmental education (EE) in teacher education programs: Toward sustainable curriculum greening. Problems of Education in the 21st Century, 80(1), 119–143. https://doi.org/10.33225/pec/22.80.119
Cruz, B. M. D. (2024, September 10). Philippines is still most disaster-prone country for 16th straight year. BusinessWorld Publishing. https://www.bworldonline.com/top-stories/2024/09/10/620230/philippines-is-still-most-disaster-prone-country-for-16th-straight-year/
DepEd Order No. 36, s. 2013. Our Department of Education Vision, Mission and Core Values (DepEd VMV). https://www.deped.gov.ph/wp-content/uploads/2013/09/DO_s2013_36.pdf
DepEd Order No. 42, s. 2017. National adoption and implementation of the Philippine professional standards for teachers. https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-1.pdf
DepEd Order No. 5, s. 2014. Implementing guidelines on the integration of gulayan sa paaralan, solid waste management and tree planting under the national greening program (NGP). https://www.deped.gov.ph/wp-content/uploads/2014/02/DO_s2014_05.pdf
DepEd Order No. 52, s. 2011. Strengthening environmental education in public and private schools. https://www.deped.gov.ph/wp-content/uploads/2011/07/DO_s2011_52.pdf
DepEd. (2021). Two PH public high schools win SEAMEO awards for sustainable development initiatives. https://www.deped.gov.ph/2021/07/05/two-ph-public-high-schools-win-seameo-awards-for-sustainable-development-initiatives/
Executive Order No. 193, s. 2015. Expanding the coverage of the national greening program. https://www.officialgazette.gov.ph/2015/11/12/executive-order-no-193-s-2015/
Executive Order No. 26, s. 2011. Declaring an interdepartmental convergence initiative for a national greening program. https://www.officialgazette.gov.ph/2011/02/24/executive-order-no-26-s-2011/
Ferguson, T., Roofe, C., & Cook, L. D. (2021). Teachers’ perspectives on sustainable development: The implications for education for sustainable development. Environmental Education Research, 27(9), 1343–1359. https://doi.org/10.1080/13504622.2021.1921113
Fuchs, M. (2024). Green skills for sustainability transitions. Geography Compass, 18(10), e70003. https://doi.org/10.1111/gec3.70003
Gonzaga, M. L. (2016). Awareness and practices in green technology of college students. Applied Mechanics and Materials, 848, 223–227. https://doi.org/10.4028/www.scientific.net/amm.848.223
Hamid, M. Z. A., Hassan, Z., Nordin, M. S., Kamin, Y., Atan, N. A., & Suhairom, N. (2019). Generic green skills in teaching and learning: Meaning and implementation. Universal Journal of Educational Research, 7(12A), 121–126. https://doi.org/10.13189/ujer.2019.071915
Ibrahim, Z., Lai, C. S., Zaime, A. F., Lee, M. F., & Othman, N. M. (2020). Green skills in knowledge and attitude dimensions from the industrial perspective. In Proceedings of the International Conference on Technology, Engineering and Sciences (ICTES). IOP Conference Series: Materials Science and Engineering, 917(1), 012025. https://doi.org/10.1088/1757-899X/917/1/012025
Iranifard, E., & Latifnejad Roudsari, R. (2022). Comparative research: An old yet unfamiliar method. Journal of Midwifery and Reproductive Health, 10(3), 3317–3318. https://doi.org/10.22038/jmrh.2022.66873.1954
Ismail, B. L., Kamis, A., Kob, C. G. C., Kiong, T. Z., & Rahim, M. B. (2017). Integrating element of green skills in the 21st century learning. In Proceedings of the 3rd International Conference on Education (Vol. 3, pp. 305–314). TIIKM. https://doi.org/10.17501/icedu.2017.3131
James, S. D., Mustapha, R., Paramasivam, T., & Nashir, I. M. (2023). A survey of facility management green skills competency among TVET educators and students in a public university in Malaysia. Proceeding on Computer and Electrical Education Research (PROCESSOR). Retrieved from https://www.journal.ar-raniry.ac.id/index.php/PROCESSOR/article/view/2563
Kamis, A., Che Rus, R., Rahim, M. B., Nur Yunus, F. A., Zakaria, N., & Affand, H. M. (2017). Exploring green skills: A study on the implementation of green skills among secondary school students. International Journal of Academic Research in Business and Social Sciences, 7(12), 327–345. https://doi.org/10.6007/IJARBSS/v7-i12/3615
Kwauk, C., & Casey, O. (2021). A new green learning agenda: Approaches to quality education for climate action. Retrieved from https://www.brookings.edu/research/a-new-greenlearning-agenda-approaches-to-quality-education-for-climate-action/
Likhitha, K., & Srinivas, V. (2023). Green skill development for sustainable employment: A study on enhancing workforce competency. Retrieved from https://ic-sd.org/wp-content/uploads/2023/10/2023-submission_673.pdf
Manguil, C. J. M. (2024). Environmental literacy among pre-service teachers towards integrating green technology into the classroom. Journal of Interdisciplinary Perspectives, 2(12).
Monika, J. (2024). Sustainability education in the 21st century: Incorporating environmental awareness in K-12 curriculum. International Journal of Post Axial: Futuristic Teaching and Learning, 2(3), 120–133.
Paeradigms. (2024). Integrating green skills into higher education teaching and research. Union for the Mediterranean.Retrieved from https://ufmsecretariat.org/wp-content/uploads/2024/11/UfM_Paeradigms_Integrating_green_skills_into_education_and_research.pdf
Plan International. (2022, August). Young people and green skills: Preparing for sustainable future. Retrieved from https://plan-international.org/uploads/2022/08/Young-People-and-Green-Skills.pdf
Renfors, S. M. (2024). Supporting green transition in the Finnish tourism sector by identifying green skills. European Journal of Tourism Research, 36, 3612. https://doi.org/10.54055/ejtr.v36i.3223
Republic Act No. 8491. (1998, February 12). An act prescribing the code of the national flag, anthem, motto, coat-of-arms and other heraldic items and devices of the Philippines. Retrieved from https://lawphil.net/statutes/repacts/ra1998/ra_8491_1998.html
Republic Act No. 9512. (2008, December 12). An act to promote environmental awareness through environmental education and for other purposes. Retrieved from https://www.officialgazette.gov.ph/2008/12/12/republic-act-no-9512/
Salas, E. B. (2025, February 11). Global disaster risk index 2024, by select country. Statista. Retrieved from https://www.statista.com/statistics/1270469/disaster-risk-index-most-affected-countries/
Sern, L. C., Zaime, A. F., & Foong, L. M. (2018). Green skills for green industry: A review of literature. In Proceedings of the 1st International Conference on Green and Sustainable Computing (ICoGeS). IOP Publishing. IOP Conference Series: Journal of Physics: Conference Series, 1019(1), 012030. https://doi.org/10.1088/1742-6596/1019/1/012030
Tanubrata, D., Purwanto, A., & Budi, S. (2024). The influence of pro-environmental school culture on green school implementation with students' environmental awareness as a mediating variable. International Journal of Current Science Research and Review, 7(12), 8660–8671. https://doi.org/10.47191/ijcsrr/V7-i12-02
The World Bank Group. (2021). Philippines. Retrieved from https://climateknowledgeportal.worldbank.org/country/philippines/vulnerability
UNESCO & UNEVOC. (2017). Greening technical and vocational education and training: A practical guide for institutions. Messner.
UNESCO. (2022). Greening TVET. Retrieved from https://unevoc.unesco.org/bilt/BILT+-+Greening+TVET
UNIDO. (2022). What are green skills? Retrieved from https://www.unido.org/stories/what-are-green-skills
Vona, F., Marin, G., Consoli, D., & Popp, D. (2015). Green skills (Working Paper No. 21116). National Bureau of Economic Research. Retrieved from https://www.nber.org/papers/w21116
Wegenberger, O., & Ponocny, I. (2025). Green skills are not enough: Three levels of competences from an applied perspective. Sustainability, 17(1), 327. https://doi.org/10.3390/su17010327
Yli-Panula, E., Jeronen, E., & Mäki, S. (2022). School culture promoting sustainability in student teachers’ views. Sustainability, 14(12), 7440. https://doi.org/10.3390/su14127440
Authors
Pecson, R. R., & Zabala, A. A. (2025). Green skills integration practices of student teachers and cooperating teachers among secondary schools: Basis for enhanced instructional plan. Journal of Environment and Sustainability Education, 3(1), 43–49. https://doi.org/10.62672/joease.v3i1.54
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