Cartaño, Jerold B.

The study investigates the perspectives of three geography instructors who teach complex
environmental problems in secondary schools in the United Kingdom. The purpose of this study
was to present an alternate viewpoint on teachers' opinions and behaviors regarding sensitive
environmental concerns and how they would deal with the problems.

In this study, they talk about the process of the research study undertaken by three
experienced geography instructors, Mary, Sam, and Chris. The study focuses on the three
experienced geography instructors' attitudes and goals and how they addressed teaching on
complex environmental topics while keeping classroom realities and practical limits in mind.
While reading the study, the main topic focused on Environmental education (EE), which refers
to organized attempts to teach how natural environments work and, more specifically, how
humans may sustainably regulate their behavior and ecosystems by learning. The study also
faces challenges in establishing school environmental education, such as a lack of time, unbiased
resources, school support, and staff knowledge and enthusiasm. The study aimed to give an
alternate viewpoint on teachers' opinions and actions in teaching contentious environmental
problems. It also looked at three experienced geography instructors' attitudes and goals and how
they addressed teaching on complex environmental topics while keeping classroom realities and
practical limits in mind. The cases were studied sequentially for two years, and the researchers
utilized interviews, surveys, and role plays to enable the students to voice their thoughts. They
also structured classroom exhibits to represent a range of perspectives, exposed to as many
various points of view as possible, and their use of 'balance' appeared to function as a defensive
measure to protect against possible charges of indoctrination, illustrating the politically-sensitive
nature of such teaching for every student.

This study's conclusions contradict most previous quantitative research evidence,

demonstrating widespread support among instructors for developing environmental values. The
most crucial aspect is that the results from the study provided above are taken directly from
instructors discussing their classroom teaching on specific environmental issues. The research
design allows participants to describe the subject in their terms. They reveal that the instructors'
opinions in this research converged to such an extent on the critical problem of teaching
environmental attitudes and that they are unlikely to be isolated examples of strong beliefs. I
learn that teachers must be properly trained in order to teach and integrate environmental studies
into their curricula effectively. However, the present workforce must be trained or retrained to
adapt to the new green economy. Environmental education policies that support training
programs are crucial in preparing individuals to thrive in a sustainable society.