Culturally Responsive Teaching on Local Environmental Issues in Primary Education for Sustainable Development Goals

Culturally Responsive Teaching (CRT) is a pedagogical approach that connects learning with cultural contexts and local environmental realities in primary education. Although relevant to supporting sustainable education, the implementation of CRT in learning based on local environmental issues remains varied. This study aimed to analyze teachers' conceptual understanding, pedagogical readiness, instructional planning, and classroom implementation of CRT related to local environmental issues. The study employed a descriptive-analytic survey design with a quantitative approach. Data were collected from 114 respondents, consisting of teachers and school principals, using a structured questionnaire and were analyzed using descriptive statistical techniques. The findings revealed that 67.5% of respondents demonstrated a conceptual understanding of CRT, 72.8% integrated local environmental issues into instructional planning, and 70.8% implemented CRT in classroom practices. In addition, 68.1% of teachers conducted culture-based learning activities, while 78% utilized culture- and environment-based learning media. Student engagement was categorized as high, with 83% of respondents involving students in the exploration of various environmental issues. The findings confirm that CRT strengthens sustainability-oriented learning through contextual, culturally grounded, and environmentally responsive practices. Its implementation requires teacher competence and institutional support.