Barriers and confidence levels of teachers in implementing a Sustainable Home Economics curriculum

To formulate an enhancement plan, this study investigated Home Economics teachers’ barriers and confidence levels in implementing sustainability-focused instruction in the Home Economics curriculum. Guided by the Theory of Planned Behavior, Education for Sustainable Development (ESD), and Barriers to Change theories, the study employed an associational research design. Data were collected through modified survey questionnaires from 50 Home Economics teachers in two public high schools in Lapu-Lapu City during the Academic Year 2024–2025. Descriptive statistics were used to summarize demographic profiles, perceptions of barriers, and confidence levels, while chi-square tests examined associations between demographic variables and the key measures. Findings revealed that teachers felt confident integrating sustainability, especially in modeling sustainable behavior and collaborating on related initiatives. However, challenges remained, particularly in developing instructional materials and facilitating classroom discussions on sustainability topics. Significant barriers identified included low public awareness, lack of instructional resources, limited stakeholder collaboration, and inadequate professional development. Statistical analysis showed no significant association between demographic variables and perceived barriers or confidence levels, emphasizing the systemic nature of the challenges. The study concludes that while teachers are motivated and moderately prepared to promote sustainability, greater institutional support is necessary. It recommends context-specific professional development, improved resource allocation, stronger community partnerships, and policy reinforcement. An enhancement plan was proposed to strengthen teacher capacity and institutionalize sustainability practices in Home Economics education.