Effectiveness of Environmental Education for Sustainability in Basic Schools: A Case of Mbeere North Sub-County, Embu County, Kenya

Abstract

Environmental Education for Sustainability (EES) is a cornerstone of global efforts to achieve Sustainable Development Goals: 4 on quality education & goal 13 on climate action. However, a persistent gap between awareness and action often limits its effectiveness, particularly in resource-constrained contexts. This study evaluated the effectiveness of EES in rural Kenya, drawing on mixed-methods evidence from Mbeere North Sub-County an arid land. Data from 390 learners’ questionnaires, interviews with teachers and administrators, and focus group discussions reveal a significant theory-action gap. While awareness and participation in low-complexity activities (e.g., tree planting, litter collection) were high, engagement in sustained, high-complexity practices (e.g., composting, water harvesting) was limited (<15%). Key barriers identified include exam-driven curricula that erode participation in senior grades, infrastructural deficits (65% of schools lacked water harvesting), and socio-economic status, which explained 63% of the variance in outcomes. Interpreted through an integrated framework of Transformative Learning Theory and Ecological Systems Theory, the findings demonstrate that the limitations of EES are not merely pedagogical but systemic. The study concludes that for EES to be transformative in rural Kenyan contexts, policy reforms must move beyond curriculum inclusion to address foundational issues of infrastructure, teacher’s capacity, equitable participation, financial resources and the integration of the surrounding community at all levels.