Elementary school teachers’ experiences and perceptions of elementary school students’ experiential environmental education activities

This study aimed to explore elementary school teachers’ experiences and perceptions of experiential environmental education activities for elementary school students. The results of a survey of 140 teachers from 10 elementary schools in the city of 00 were analyzed, revealing the following findings. First, most elementary school teachers were implementing environmental education. The few who didn’t implement it weren’t because they didn’t see the need, but rather because of a lack of time and materials for environmental classes. Elementary school teachers were implementing multimedia-based classes, lecture-style classes, and experiential environmental education activities, in that order. Second, most elementary school teachers recognized the need for experiential environmental education activities. The most common types of experiential environmental education activities they conducted included environmental events and nature experiences. Third, elementary school teachers considered “participation in environmental events and competitions,” “experiences with nature such as tidal flats,” “environmental conservation activities,” and “experiences raising plants and animals” to be important. To foster environmental awareness and attitudes among young people, including through recent carbon neutrality initiatives, and to cultivate their environmental skills, it is necessary to increase opportunities for experiential environmental education activities. To facilitate experiential environmental education in elementary schools, support should be provided in terms of instructional time, budget, and programs. Furthermore, to expand experiential environmental education activities, support should be provided to ensure the availability of experiential environmental education facilities within and near schools.