Secondary School Teachers and Sustainability Education: A Comparative Assessment of Knowledge, Attitudes and Behavior

Environmental Education (E.E.) and Education for Sustainable Development (E.S.D.) play a crucial role in fostering environmentally responsible citizens and supporting the achievement of sustainability goals. This study aims to investigate secondary school teachers’ knowledge, attitudes, and perceptions regarding E.E./E.S.D., as well as the factors influencing their implementation in the educational process. A quantitative research design was employed using a structured questionnaire distributed to a sample of 500 teachers across Greece. Data were analyzed using descriptive statistics, content analysis, exploratory factor analysis, reliability testing, correlation analysis, and multiple regression analysis with the use of SPSS software. The results indicate that teachers generally demonstrate positive attitudes toward E.E./E.S.D. and recognize its importance in promoting environmental awareness, behavioral change, and students’ social development. Content analysis revealed that key environmental concerns identified by participants include pollution, climate change, and waste management, while E.E./E.S.D. is mainly associated with environmental practices and awareness. Factor analysis identified five core dimensions shaping teachers’ attitudes: (i) perceived value and impact, (ii) social and personal development outcomes, (iii) pedagogical design and evaluation understanding, (iv) institutional and structural barriers, and (v) practical implementation challenges. Significant correlations were found among these factors, particularly between perceived value and pedagogical understanding, as well as between institutional barriers and implementation challenges. Regression analysis showed that demographic and experiential variables have a modest but significant effect on perceived challenges, with age and participation in E.E./E.S.D. programs negatively associated with difficulties, while years of involvement increased awareness of implementation constraints. Overall, the findings highlight that although teachers possess a satisfactory level of awareness and positive attitudes toward E.E./E.S.D., limited training, insufficient institutional support, and structural barriers hinder effective implementation. The study underscores the need for enhanced training opportunities, stronger policy support, and systematic integration of E.E./E.S.D. into school curricula to promote sustainable education practices.