Schools play an essential role in developing students' environmental responsibility through both formal instruction and informal learning embedded in everyday practices. Recent discussions highlight the significance of the hidden curriculum, which includes the school's social environment, values, and interactions, in shaping pro-environmental behavior (PEB). This study investigates the association hidden curriculum components on students' PEB and examines whether gender and school type relate to variations in student behavior. A quantitative design was used, involving 217 students and 44 teachers from four elementary schools in Jakarta. The results indicate that the hidden curriculum significantly predicts PEB (R2 = .331, p < .001). Students in public schools scored higher in PEB than those in private schools, and female students showed stronger pro-environmental behavior than male students. These findings align with previous studies on gendered behavior and school culture. Although none of the three hidden curriculum components emerged as individually significant, social interaction showed the strongest coefficient among the predictors. This research supports the role of value-based education in promoting both SDG 4 (Quality Education) and SDG 13 (Climate Action), emphasizing the need to strengthen everyday environmental practices in primary schools.
Diandra et al. (Tue,) studied this question.