Integration of the Sustainable Development Goals (SDGs) and Its Relationship to Teachers' Knowledge, Attitudes, and Teaching Practices in the Loon Districts, Bohol

Abstract

Education for Sustainable Development (ESD) plays a crucial role in advancing the Sustainable Development Goals (SDGs) by equipping learners with the knowledge, values, and competencies necessary for sustainable futures. This study examined the relationship among teachers’ knowledge of the SDGs, attitudes toward sustainable development, and ESD integration practices among Grade 9 and Grade 10 teachers in the Loon Districts of Bohol. A quantitative descriptive-correlational research design was employed. Findings revealed that teachers possessed a moderate level of SDG knowledge, with environmental sustainability receiving the highest knowledge scores and economic sustainability the lowest. Despite this, respondents demonstrated strongly positive attitudes toward sustainable development and a very high level of ESD integration in classroom instruction. Correlation analysis showed significant but weak positive relationships between selected SDG knowledge dimensions and social sustainability attitudes. Moreover, attitudes toward sustainable development, particularly environmental and educational attitudes, were significantly associated with sustainability integration practices. The findings suggest that attitudes play a more influential role than knowledge in shaping ESD implementation. The study highlights the importance of strengthening teachers’ sustainability literacy while fostering positive attitudes that support the meaningful integration of sustainability concepts into teaching and learning.