Assessing Environmental Literacy Integration and Student Proficiency in Grade 9 Science Curriculum

Abstract

Sri Lankan policymakers prioritize sustainable development through biodiversity conservation and the creation of clean residential environments. The development of environmental literacy (EL) skills among citizens is identified as a key factor in achieving this goal. The nation is currently undergoing school curriculum reform, highlighting the need for studies to identify areas for improvement. This study aims to: (1) identify the level of EL in the Grade 9 science learning outcomes, (2) identify the level of EL in the Grade 9 science content, and (3) measure the EL skills among Grade 9 science students. A pragmatic, deductive mixed-method approach was followed, employing content analysis and survey research strategies. Stratified random sampling was used to select the sample of students for the survey. Thematic analysis and descriptive statistics were used to analyze the data. The results revealed that the Grade 9 curriculum incorporates EL skills in Competencies 1 and 4, representing 25% of the total learning outcomes. The content accommodates all EL skills but gives greater priority to ecological knowledge and issue identification and analysis. The students' average EL score is 41%, which is not satisfactory. Students obtained medium-level scores for ecological knowledge (68%) and issue identification and analysis (59%), but other skills were below 40%, considered a weak score in the Sri Lankan education system. The study highlights the need to incorporate EL skills into all competencies and recommends actions to improve students' EL skills in action planning, verbal and actual commitment, environmental sensitivity and feeling, and problem-solving and prediction.