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Development of a Community-Wide Environmental Literacy Program for STEM Learners

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Title: Development of a Community-Wide Environmental Literacy Program for STEM Learners
Language: English
Authors: Renante B. Perez
Source: Online Submission. 2025.
Peer Reviewed: N
Page Count: 22
Publication Date: 2025
Document Type: Reports - Research
Tests/Questionnaires
Education Level: Grade 12
High Schools
Secondary Education
Descriptors: Foreign Countries, Grade 12, STEM Education, Environmental Education, Multiple Literacies, Program Descriptions, School Community Programs, School Community Relationship, Partnerships in Education
Geographic Terms: Philippines
Abstract: This study developed a contextualized Environmental Literacy Program (ELP) for Grade 12 STEM learners in a coastal municipality in Central Luzon, Philippines. Grounded in the Ecosystem-Based Model of Human Ecology, Bronfenbrenner's Ecological Systems Theory, Place-based Education, and Orr's Ecological Literacy, it (a) described existing environmental activities using environmental literacy components, (b) examined strengths, weaknesses, opportunities, and threats (SWOT), and (c) used these results to design a school-community program. A convergent parallel mixed-methods design was used. Survey and open-ended responses were collected from internal and external stakeholders. The researcher-made instrument contained 16 indicators using a 4-point Likert scale and four open-ended questions. It was content-validated, piloted with 30 STEM graduates, and demonstrated reliability (Cronbach's [alpha]=0.840). Quantitative data were summarized using means, and qualitative responses were analyzed through thematic analysis. Results showed high relevance/engagement ratings among external stakeholders, while STEM students reported the lowest group mean, including a lower rating for curriculum integration. SWOT ratings likewise reflected collaboration opportunities alongside internal limitations (e.g., training/resource gaps) noted by school stakeholders. Three themes emerged: school-based integration, experiential and community-driven engagement, and gaps in continuity/awareness. These findings informed an eight-component ELP for SY 2025-2026, emphasizing localized curriculum integration, quarterly student-led projects, inter-agency mentoring and CEPA campaigns, monitoring mechanisms, teacher professional development, recognition/career linkage, expanded partnerships, and shared stakeholder accountability for follow-up.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED678626
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED678626
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  Label: Title
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  Data: Development of a Community-Wide Environmental Literacy Program for STEM Learners
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Renante+B%2E+Perez%22">Renante B. Perez</searchLink>
– Name: TitleSource
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2025.
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
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  Data: Reports - Research<br />Tests/Questionnaires
– Name: Audience
  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Grade+12%22">Grade 12</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+12%22">Grade 12</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Education%22">Environmental Education</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Literacies%22">Multiple Literacies</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Descriptions%22">Program Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22School+Community+Programs%22">School Community Programs</searchLink><br /><searchLink fieldCode="DE" term="%22School+Community+Relationship%22">School Community Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study developed a contextualized Environmental Literacy Program (ELP) for Grade 12 STEM learners in a coastal municipality in Central Luzon, Philippines. Grounded in the Ecosystem-Based Model of Human Ecology, Bronfenbrenner's Ecological Systems Theory, Place-based Education, and Orr's Ecological Literacy, it (a) described existing environmental activities using environmental literacy components, (b) examined strengths, weaknesses, opportunities, and threats (SWOT), and (c) used these results to design a school-community program. A convergent parallel mixed-methods design was used. Survey and open-ended responses were collected from internal and external stakeholders. The researcher-made instrument contained 16 indicators using a 4-point Likert scale and four open-ended questions. It was content-validated, piloted with 30 STEM graduates, and demonstrated reliability (Cronbach's [alpha]=0.840). Quantitative data were summarized using means, and qualitative responses were analyzed through thematic analysis. Results showed high relevance/engagement ratings among external stakeholders, while STEM students reported the lowest group mean, including a lower rating for curriculum integration. SWOT ratings likewise reflected collaboration opportunities alongside internal limitations (e.g., training/resource gaps) noted by school stakeholders. Three themes emerged: school-based integration, experiential and community-driven engagement, and gaps in continuity/awareness. These findings informed an eight-component ELP for SY 2025-2026, emphasizing localized curriculum integration, quarterly student-led projects, inter-agency mentoring and CEPA campaigns, monitoring mechanisms, teacher professional development, recognition/career linkage, expanded partnerships, and shared stakeholder accountability for follow-up.
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  Data: As Provided
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  Data: 2026
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  Data: ED678626
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED678626
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  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Grade 12
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Environmental Education
        Type: general
      – SubjectFull: Multiple Literacies
        Type: general
      – SubjectFull: Program Descriptions
        Type: general
      – SubjectFull: School Community Programs
        Type: general
      – SubjectFull: School Community Relationship
        Type: general
      – SubjectFull: Partnerships in Education
        Type: general
      – SubjectFull: Philippines
        Type: general
    Titles:
      – TitleFull: Development of a Community-Wide Environmental Literacy Program for STEM Learners
        Type: main
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          Name:
            NameFull: Renante B. Perez
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          Dates:
            – D: 01
              M: 05
              Type: published
              Y: 2025
          Titles:
            – TitleFull: Online Submission
              Type: main
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