An Assessment of Ecological Literacy Among Junior High School Learners: Input for Curriculum Enhancement

Abstract

In an era characterized by escalating environmental challenges, cultivating ecological literacy among high school students is imperative for fostering informed decision-making and sustainable practices. This study aims to assess ecological literacy among junior high school learners at Aliaga National High School, aiming to identify the current levels of understanding, attitudes towards environmental issues, engagement in sustainable practices and to identify potential areas for curriculum enhancement. This study used the descriptive and correlational research design involving 333 junior high school students. The findings indicate that while students generally possess strong knowledge and positive attitudes towards recycling and sustainability, there is variability in their understanding and practices related to conscious consumption and energy-saving. The study reveals no significant relationship between students' demographic profiles—such as sex, age, grade level, curriculum, and club membership—and their overall ecological literacy. However, differences were observed in consciousness, waste management, and energy consumption practices across different demographic groups. Junior high school students demonstrate a good understanding of waste recycling and sustainability, but there is a need for targeted educational programs to enhance their knowledge and practices in energy-saving and conscious consumption. The findings suggest that curriculum developers should integrate more comprehensive ecological content and practical applications to better equip students with the skills necessary to address environmental challenges.