This study examined the level of environmental awareness among Grade 6 learners, focusing on the influence of grade level and exposure to environmental programs. Grounded in UNESCO’s Environmental Literacy Framework (2017), Ajzen’s Theory of Planned Behavior (1991), and Bandura’s Social Cognitive Theory (1986), the research aimed to explore how knowledge, attitudes, and practices develop through formal instruction and experiential learning. Utilizing a descriptive-correlational design, the study surveyed Grade 6 learners from selected schools, employing a structured questionnaire to assess their participation in environmental programs and their awareness in terms of knowledge, attitudes, and practices. Data analysis revealed that learners consistently practiced environmental programs, with overall “Always” engagement in school activities, and demonstrated a “Very Aware” level of knowledge, attitudes, and practices. A significant positive relationship was found between learners’ participation in environmental programs and their environmental awareness indicating that active involvement in experiential activities enhances both understanding and responsible behavior. The findings highlight the importance of integrating structured environmental programs into the school curriculum and promoting hands-on experiences to reinforce learning. This study provides valuable insights for educators, curriculum developers, parents, and policymakers to strengthen environmental education initiatives and foster responsible, environmentally conscious behavior among elementary pupils.
Payao et al. (Wed,) studied this question.