ἀis article aims to develope the Structural Equation Model (SEM) on Education for Sustainable Development (ESD) student awareness around Sustainable Schools in Malaysia. ἀe cluster sampling technique was used in selecting the school samples and the respondents were then also selected through simple random sampling among upper second-ary pupils. A questionnaire survey was administered for 447 pupils, to evaluate the aḀer eᴀects of the SLAAS. ἀe results showed that the model has been developed to provide an overview of each construct (knowledge on SLAAS Program, ESD content knowledge, ESD practices knowledge, attitudes of ESD and behavioral constructs of ESD) formed a ᰀt model. ἀe implication of this article showed that SLAAS Program implemented in Malaysia can be an indicator for the achievement of sustainable school.

The study aimed to examine the knowledge, attitude and practices of environmental sustainability of pre-school students in Malaysia. This study applied a quantitative method comprising questionnaires with 500 pre-school students. Research variables were knowledge of recyclable and non-recyclable materials, sustainability knowledge, sustainability attitudes and sustainability Reuse-Reduce-Recycle (3R) practices. Most variables including knowledge of recyclable and non-recyclable materials, sustainability knowledge, sustainability attitudes and sustainability Reuse-Reduce-Recycle (3R) practices were at high levels. While, the analysis of correlation test explained that there was a significant relationship between every variables. It can be concluded that a high level of knowledge does not give effect in increasing the sustainability practices of students. Therefore, a strong commitment from teachers are requires to improve the knowledge, attitude and practice of sustainability in the early stages of education. The readiness of early childhood education teachers in respect of continuous training in various sustainability activities is a vital requirement to systematically and effectively apply sustainability practices.

Sustainable consumption practice is an effective approach to educating the younger generation in how to achieve sustainability in the future in agreement with sustainable development principles. This article aims to examine Education for Sustainable Development (ESD) knowledge and sustainable consumption practices. This study has three areas of focus, namely, (i) to study the difference between ESD knowledge and sustainable consumption practices among genders; (ii) to assess the difference between ESD knowledge and sustainable consumption practices by location; and (iii) to analyse the relationship between the variables of ESD knowledge and sustainable consumption practices. This quantitative study was conducted by using a questionnaire instrument. Two types of sampling techniques have been used, namely stratified sampling technique for the selection of schools and random sampling technique to select respondents at the selected schools. This study finds that ESD knowledge among male and female students differs, while sustainable consumption practices are the same in both genders. Next, in terms of sustainable consumption practices, there are differences between male and female students. Findings in regard to the location show that there is no difference between the school students in urban and rural areas in terms of ESD knowledge, except for the sustainable consumption practices variable, which shows significant mean differences between the groups of students from urban and rural areas. Overall, the students had acquired ESD knowledge and sustainable consumption practices. However, when examining the location of the schools, it turns out that the ESD knowledge of the students is similar but in practice the urban school students are better at implementing it. Thus, all parties, especially the schools, local communities, government agencies and non-governmental organisations can expand sustainability practices towards all levels of age and all school locations.

This study intends to examine student achievement in subject of geography. This studyinvolves variables of attitudes, interest, teacher’s role and parents’ role with student achievement. This is a preliminary study involved only one district in Sabah, Kota Marudu district. Data were collected through a questionnaire which contains 40 items to measure, attitude, interest, teacher’s role and parents’ roles. Meanwhile, final examination results year 2015 used to measure student achievement for geography subject. A total of 257 Form Five students representing six schools that took geography involved in this study were selected through random sampling. Data were analysed using SPSS software by selecting the Pearson correlation analysis. Research finding showed that students’ attitude has a significant relationship with student achievement. Meanwhile, interest, teacher’s roles and parents' roles have no relationship with student achievement. The findings gave implications for the abolition of geography subjects if student achievement still remained in low-level. Hence, teachers and parents play an important role to form a high interest and a more positive attitude towards students in order to improve their achievement in subject of geography.

This study aims to examine the professional and pedagogical competencies of form six geography teachers in Malaysia. Study involved 200 geography teachers from across Malaysia, separated into five zones; the Northern Zone, the Central Zone, the East Coast Zone, the Southern Zone and the East Malaysia Zone. A questionnaire was used to collect the data. The six variables of professional and pedagogical competence studied were as follows: teachers' understanding of their topics, professional knowledge, subject content knowledge, pedagogical content knowledge, pedagogical technology knowledge and professional values. The findings showed all competencies of professionalism and pedagogy to be at high levels. Specifically, correlations revealed teachers' understanding of topics to