Nghiên cứu thực trạng tích hợp giáo dục bảo vệ môi trường trong dạy học theo phương pháp dạy học dự án cho học sinh lớp 4

Abstract

This study investigates the current status of integrating environmental education through the project-based learning (PBL) approach. The research sample includes 163 primary school teachers in Ho Chi Minh City and 100 students from Nam My Primary –Secondary – High School. The findings reveal that teachers possess a sound understanding of environmental education and demonstrate positive attitudes toward its integration. They regularly incorporate environmental content into their teaching and apply PBL methods to organize learning activities focused on environmental protection. Teachers prioritize integrating environmental education content in specific activities and invest less in building a synchronous system of knowledge, skills, attitudes, and actions. Furthermore, teachers highly appreciate the effectiveness of this approach in developing students’ competencies, personal qualities, and environmental awareness. Students show strong interest, positive attitudes, and active participation in environment-related learning activities, especially those involving experiential and creative tasks. However, several challenges are present, including limited instructional time, insufficient teaching materials, and gaps in students’ skills. These findings provide important practical evidence to inform the design of more appropriate and effective environmental education integration activities in primary education.