The Integration of Sustainability Concepts in Social Studies Education

Abstract

This study assessed the integration of sustainability concepts in Social Studies education as implemented by the teachers in public secondary schools in Cebu during the school year 2025 to 2026. This descriptive correlational research has 248 teacher respondents chosen via purposive sampling who answered the survey instrument. Adherence to ethical standards was upheld. Descriptive statistics and correlation analysis were implemented to analyze the collected data. The results indicated that Social Studies teachers incorporate sustainability concepts into their instruction to a significant degree. The degree of difficulty that Social Studies teachers encountered in integrating sustainability education into their classrooms was moderate, with a focus on insufficient instructional materials, limited training, and insufficient institutional support. The strategies that Social Studies teachers developed to address the challenges of sustainability education were of a high quality. These findings underscore the necessity of enhanced training, resource distribution, and institutional backing to mitigate obstacles and promote sustainability teaching within the Social Studies curriculum.

Received: 08 August 2025 / Accepted: 22 October 2025 / Published: 05 November 2025