Determinants of Teachers' Intentions to Integrate Education for Sustainable Development (ESD) Into Physical Education and Health Curricula

Abstract

Education for Sustainable Development (ESD) is essential for promoting sustainability and environmental stewardship among students. However, the intent of Filipino teachers to incorporate ESD principles into Physical Education and Health remains underexplored. This study examines the relationships between attitudes towards ESD, subjective norms, perceived behavioral control, behavioral intentions, self-reported behavior, subjective task value, ESD knowledge, and ESD integration beliefs among 363 educators. Utilizing PLS-SEM, the study finds perceived behavioral control as the strongest predictor of both behavioral intentions and self-reported behaviors, underscoring its role in enabling educators to implement ESD practices. ESD knowledge significantly influences perceived behavioral control, suggesting that enhancing knowledge could boost educators' confidence in ESD integration. Additionally, ESD integration beliefs impact attitudes and behavioral intentions. These findings offer insights for targeted interventions to support ESD integration within PE and Health curricula.