Social Studies Teachers’ Views on Eco-citizenship Education

Abstract

The aim of this study is to examine social studies teachers’ views on eco-citizenship education and to identify the practices, challenges, and suggestions for improvement encountered during this educational process. The research was conducted with 20 social studies teachers working in secondary schools in the city center of Malatya and employed a qualitative research method using a semi-structured interview form. The data obtained were analyzed through content analysis. The findings indicate that teachers primarily define eco-citizenship in terms of environmental responsibility, awareness of nature, and sustainability; and that in their classes, they emphasize project-based practices, recycling activities, and nature observations. It was found that students demonstrate high participation and voluntariness in practice-based activities. However, lack of materials, time constraints, and insufficient family support emerged as significant challenges. As a result of the research, suggestions such as developing up-to-date materials, implementing practice-oriented programs, and strengthening school-family-community cooperation were highlighted. These findings point to the necessity of systematic support and collaboration for the effective implementation of eco-citizenship education. Since the study adopted a qualitative design, the results may not be generalizable to all contexts. Quantitative or mixed-method research in larger and more diverse samples could help to verify and extend these findings.