“​THE DEVELOPMENT OF AN INTEGRATIVE MODEL FOR THE

IMPLEMENTATION OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN

CURRICULAR PROGRAMS IN STATE UNIVERSITIES AND COLLEGES IN
PALAWAN”

Gerlie J. Boni
Chair of Instruction
Palawan State University Narra Campus

This is a quantitative-qualitative descriptive study that described the implementation

of Education for Sustainable Development (ESD) in the Curricular Programs of State
Universities and Colleges (SUCs) in Palawan. This study involved the administrators, faculty
members and the students of State Colleges and Universities (SUCs) in Palawan. The
students and faculty members of the SUCs assessed the implementation of ESD in the
curricular offerings and its integration in the subject and in teaching methodologies used by
the faculty.
The study found that the ideas of administrators about ESD do not pertain only to
environment, but in all aspects including their life practices. This refers to developing
students as a total person by training the students from theory to practice. ESD is also
somehow similar to “mentoring the mentors”.
The T-test conducted to find out the implementation of ESD in the curricular
offerings revealed in the areas of environmental integrity, socio-cultural acceptability, and
economic viability is ​moderately implemented. It was also found out that the status of
integration of ESD in the curricular programs of SUCs is ​moderately integrated as seen in
the means in the curriculum and teaching methodology.
T-test was performed to find out the difference between students and faculty
members’ perception on the implementation of ESD and the integration of ESD in the
curricular programs of SUCs. It revealed that the implementation and integration of ESD in
the curricular programs of SUCs as assessed by the faculty members and the students do not
show any significant difference; neither do they show any significant relationship.
The one-way ANOVA performed to determine the mean difference between groups
revealed that students and faculty members’ perception had statistically significant difference
on the implementation and integration of ESD in different areas in the different curricular
programs of the SUCs.
A Scheffe Test was done to determine the difference between the perception of
students and faculty members on the implementation and integration of ESD across the
curricular programs of SUCs. It was found out that the implementation and integration of
ESD across the curricular programs of SUCs had statistically significant difference in all
programs.
Finally, the findings of the study also revealed that there were only two (2) items
among the list that weakly hinders the implementation and integration of ESD and the
remaining eight (8) items moderately hinders the implementation and integration of ESD in
the curricular programs of SUCs.
Keywords: Education for Sustainable Development, State Universities and Colleges,
Environmental Integrity, Socio-cultural Acceptability, Economic viability