Integrating Education for Sustainable Development into Elementary Mathematics: An Action Research on Curriculum Mapping, Teacher Experiences, and Instructional Guide Validation

Background: Integrating Education for Sustainable Development (ESD) into mathematics equips learners with problem-solving and critical thinking skills to address sustainability challenges. While global research highlights curricular opportunities, few studies have systematically mapped Sustainable Development Goals (SDGs) within Philippine mathematics instruction. This study addresses that gap by embedding sustainability into Grades 4–6 mathematics and developing a validated instructional guide. Methods: A descriptive-qualitative action research design guided by the ADDIE framework was used. Content analysis mapped curriculum competencies to SDGs, while semi-structured interviews captured teachers’ strategies and challenges. Thematic analysis identified patterns in teacher experiences, and expert validators assessed the guide’s clarity, organization, and appropriateness. Results: The findings revealed that ESD themes can be integrated across the economic, environmental, and social pillars without compromising mathematical rigor. Examples included operations through budgeting (SDG 8), geometry with marine resource maps (SDG 14), and decimals contextualized in financial literacy (SDG 10). Teachers reported stronger engagement and interdisciplinary connections, though barriers included time constraints and limited curriculum standards. Validation confirmed the guide’s clarity, relevance, and classroom usability. Conclusion: This study demonstrates the feasibility of integrating ESD into mathematics through a validated, context-sensitive guide that aligns competencies with SDGs while maintaining rigor. It further highlights the need for institutional support, curriculum adaptation, and teacher training to ensure sustainability themes are embedded as integral outcomes, advancing both national and global educational agendas.