Sustainability practices in education: Teachers and administrators perspectives

Written by Abigail Chifusa, Global Schools Project Officer.

We live in a world where climate change, waste, and inequality have become everyday challenges, the classroom has emerged as one of the places to build a sustainable future. 

A recent study by Sinem Sakine Satıcı, a Global Schools Mentor and postgraduate researcher at Ahmet Yesevi University, looks at how teachers and school administrators in Turkey are trying to make sustainability part of everyday school life and what’s standing in their way.

Her research, titled “An Investigation of Sustainability Practices in Educational Institutions Based on the Opinions of Teachers and Administrators,” looks beyond theory to understand what’s really happening inside schools. 

The study was conducted with 22 teachers and school administrators from different regions of Turkey.

Across many Turkish schools, efforts to go green are taking shape. Teachers and students are working together on recycling campaigns, tree-planting events, and energy-saving activities. Some schools are even running creative projects like waste segregation corners, clean-up days, and food waste reduction drives.

Recycling campaigns were the most common activity, reported by 12 participants. Energy-saving practices were mentioned by 10 participants, while 9 participants highlighted tree-planting activities.

These efforts show that environmental awareness is growing. However, the study also revealed that most of these activities focus only on the environmental side of sustainability. The social and economic dimensions such as equality, well-being, and responsible consumption are often left behind.

The research found that most sustainability work in schools depends on individual enthusiasm rather than institutional systems. Teachers and administrators often lead activities on their own, with little or no official support.

Participants identified lack of resources, time constraints, and insufficient institutional support as the biggest barriers.

Sustainability is always about shaping how students think and act. Satıcı’s study points out that curriculum integration is the missing link between school projects and lasting change.

“If we want students to understand sustainability, we need to bring it into every lesson. Whether it’s math, literature, or social studies, there are ways to connect what they learn to real-world issues,” she said.

Integrating sustainability to the curriculum, students can learn how economics connects with the environment, or how literature reflects social responsibility. This kind of holistic education builds critical thinking and empowers young people to become problem-solvers and active citizens.

The drive for sustainability in education starts in the classroom, with teachers leading the way. Yet, many feel underprepared to teach sustainability in meaningful ways. The study highlights a clear need for professional training to equip educators with the right tools, confidence, and understanding.

Satıcı advocates for stronger professional development to help teachers drive sustainability in schools. Empowering them with knowledge multiplies their influence on students and communities.

She recommends expanding in-service training programs and connecting schools with initiatives like the Global Schools Program, which provides practical resources and learning opportunities for educators. Such programs can help teachers move beyond awareness campaigns toward lessons that inspire real-world action.

For sustainability to thrive, schools need systemic support. The study calls for a shift from one-off projects to institutionalized practices that make sustainability part of the school’s identity.

Sinem proposes four key steps:

1. Strengthen institutional support mechanisms by creating clear policies, budgets, and leadership commitment.

   
   

2. Increase in-service training for teachers to deepen understanding of sustainability across all subjects.

   
   

3. Empower students to lead and design sustainability projects that connect to their communities.

   
   

4. Restructure curricula based on sustainability principles so sustainability is integrated into everyday learning, not treated as an extra topic.

With these changes, schools can become places where students don’t just learn about sustainability but experience it in action.

Further, the study highlights that sustainability begins with education. The classroom is where the seeds of awareness, responsibility, and hope are planted. When students learn to think critically about the world they live in, they grow into citizens who can shape a better one.

In her role as Global Schools Mentor, Sinem Sakine Satıcı believes that every teacher and student has a role to play. 

The study  demonstrates that education should go beyond exam preparation, equipping students with the knowledge, skills, and attitudes needed to understand and address sustainability challenges in everyday life.

Sinem’s message means that if we want a greener, fairer, and more adaptable world, we must start by leading schools towards sustainability.