A Critical Analysis of Environmental Education Provision in Five Private Preschools in Malaysia, Using Palmer’s Model of Environmental Education
DOI:
https://doi.org/10.55712/9c8ypq20Keywords:
Environmental Education (EE), Holistic Implementation, Practice, Experiential Learning, Policy MakingAbstract
This study explores the holistic implementation and practice of Environmental Education (EE) in five private preschools in Malaysia. A qualitative research approach was employed, utilising semi-structured interviews and document analysis. Data were collected from 16 teachers across the five preschools through purposive sampling of both participants and institutions. Thematic analysis, supported by NVivo software, was conducted using both within-case and cross-case analysis methods. The findings indicate that EE was delivered through a combination of theoretical instruction and practical activities, with teachers demonstrating strong commitment despite various challenges. However, factors such as limited access to outdoor spaces, inadequate resources, and the shift to online learning during the Movement Control Order (MCO) significantly hindered experiential learning and the comprehensive integration of EE. The study underscores the need for Malaysian policymakers to adopt strategies in line with Palmer’s model for holistic Environmental Education to strengthen the effective implementation of EE in private preschools. The findings offer valuable insights for educators and students in the participating institutions, as well as for researchers, educational bodies, and policymakers—particularly in relation to teacher training and the broader incorporation of EE into school curricula.
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