Environmental Education and Lifelong Learning for Sustainable Futures: A Participatory Action Research in the Context of Sindh, Pakistan

Environmental Education and Lifelong Learning for Sustainable Futures: A Participatory Action Research in the Context of Sindh, Pakistan | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Environmental Education and Lifelong Learning for Sustainable Futures: A Participatory Action Research in the Context of Sindh, Pakistan Raja Bahar Khan Soomro, Dr. Sharik Zamir, Abdul Basit Soomro, and 2 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6577477/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This action research study explores the dynamic relationship between Environmental Education and Lifelong Learning (EELL) as essential components in the pursuit of sustainable futures in the context of Sindh, Pakistan. As the global community grappling with pressing environmental challenges, it has become increasingly imperative to understand how learners acquire and apply environment related knowledge throughout their lives. Utilising the Participatory Action Research (PAR) method, this research develops a theoretical framework that sheds light on the complex interplay between EELL. The study identifies three key dimensions that characterize the relationship between EELL: ( 1 ) Personal Agency and Responsibility , ( 2 ) Adaptive Capacity , and ( 3 ) Social Engagement . The first dimension, Personal Agency and Responsibility, underscores the significant role of individual motivation and sense of responsibility in initiating and sustaining lifelong environmental learning. The second dimension, Adaptive Capacity, emphasizes the role of lifelong learning in building resilience and adaptability in the face of environmental changes. The third dimension, Social Engagement, underscores the significance of collaborative learning and community involvement in fostering environmental consciousness. This participatory action research offers valuable insights into the mechanisms through which EELL can jointly contribute to sustainable futures. It highlights the need for educational institutions, teachers, policymakers, intellectuals, and civil society members to promote a culture of lifelong learning and social engagement, empowering individuals to become active proponents of the environment. Eventually, in an era of unprecedented environmental crises, this study offers a useful framework for designing educational strategies and policies that can catalyse sustainable change at both individual and societal levels. Educational Philosophy and Theory Environmental education lifelong learning sustainable futures collaborative learning participatory action research Figures Figure 1 Figure 2 1. Introduction In today’s globalized world characterized by escalating environmental crises, the call for sustainable living has never been more urgent. The world is currently besieged by a multitude of challenges, prominently the issue of climate change exacerbated by a fundamental lack of understanding of Environmental Education (EE). The release of chlorofluorocarbons, greenhouse gas emissions, industrialization, fossil fuel combustion, massive use of plastics, spraying pesticides on crops, cutting of trees, improper waste disposal, utilizing non-renewable sources of energy, and inadequate drainage systems pose significant threats to our ecosystem. Failure to address these 21st-century challenges through EE could render human survival increasingly precarious. Recent studies highlight the significance of incorporating environmental education into formal curricula to instil sustainability principles from an early age (Jones et al., 2023). Additionally, community-based environmental education initiatives have demonstrated success in promoting sustainable behaviours among diverse populations (Smith & Patel, 2022). EE is a paramount in addressing these challenges, playing a crucial role in fostering sustainable development by raising awareness, equipping individuals and communities with the knowledge, attitudes, as well as skills necessary to confront environmental issues. As a ray of hope, EE offers pathways to a future where humanity and nature can coexist harmoniously (UNESCO, 2019). Moreover, the intersection of EELL serves as a vital nexus for societal transformation towards sustainability. In this context, action research in the unique landscape of Sindh, Pakistan, aims to explore the role of education in shaping sustainable practices and mind-sets. By examining the local context and engaging with stakeholders, this research seeks to elucidate the potential of education in driving positive environmental change. This research responds to the absence of environmental education guidelines in Sindh, Pakistan, that hinders the creation of environmentally conscious citizens (Gul et al., 2021; Nasir et al., 2019). It explores the influence of Environmental Education for Lifelong Learning (EELL) on attitudes, behaviours, and sustainable decision-making (Corcoran, 2018; Khan et al., 2022). By taking North Sindh as its focus area, the study takes an action-oriented approach of analysis of prevailing EELL practice gaps and lacunas and suggests a theoretical framework (Ali et al., 2020; Zia et al., 2020). The research intends to raise environmental awareness and environmental literacy among stakeholders for assuring a sustainable future (Mahmood et al., 2023; UNESCO, 2020). 1.1 Research Objectives To explore and understand how individuals' experiences within EELL settings contribute to the development of their ecological consciousness, environmental attitudes, and sustainable behaviours over time. To examine the role of EELL in sustaining the impacts of EE beyond formal educational settings, particularly in influencing individuals' continued engagement with sustainable practices and behaviours. To identify and analyse the key components of effective EE programs aimed at promoting lifelong learning for sustainable futures. 1.2 Research Questions How do individuals perceive EELL for sustainable futures in the context of Sindh, Pakistan? How do individuals' experiences within EELL settings contribute to their ecological consciousness, environmental attitudes, and sustainable behaviours over time? To what extent does lifelong learning play a role in sustaining the impacts of EE beyond formal educational settings? 1.3 Conceptual Framework This conceptual framework (Fig. 1 ) informs action research and education efforts to build EELL for sustainable futures in Sindh, Pakistan (Khan et al., 2022; UNESCO, 2020). It is anchored in contextual consciousness, prioritizing socio-economic issues like water shortages and waste management (Ahmed et al., 2021), and emphasizing the incorporation of indigenous knowledge systems (Green & Khan, 2023). Theoretical foundations encompass transformative learning and socio-ecological models encouraging critical thinking as well as collaborative action in the environment (Mezirow, 2000; Ferreira et al., 2017). Environmental education key concepts and sustainable futures develop capacity for individual and collective agency (Corcoran, 2018; Sterling, 2020). Enhanced environmental literacy, sustainable practices, and civic participation are goals to empower societies (Mahmood et al., 2023). The methodological perspective is based on participatory action research and participatory learning (Hussain et al., 2019; Kemmis & McTaggart, 2017), cyclic patterns of planning, acting, observing, and reflecting (Stringer, 2019). Foreseen outcomes include heightened awareness, institutional integration, and resilience. Scale-up and sustainability strategies are capacity development, partnership networks, and policy influence (Soomro et al., 2021; Shah et al., 2024). This paradigm creates a blueprint for localised, sustainable environmental activism. 1.6 Scope and Limitations Though this particular study focuses specially on the region of North Sindh, Pakistan, its findings may offer broader implications for regions facing similar environmental challenges. However, the scope of the study is delimited to a specific geographic region or context, and the findings may not be fully generalizable to other settings. This study aims to provide a comprehensive understanding of EELL for sustainable futures, it is important to acknowledge its inherent limitations. Additionally, the study may encounter challenges related to data collection, such as access to participants and the subjective nature of qualitative research. Despite these limitations, the study endeavours to make a valuable contribution to the existing body of knowledge on EE and sustainable development. 2. Literature Review Our future sustainable world's concept for our next generations is lacking direction without the realization of EE importance. For North Sindh, where educational and socio-economic challenges prevail, understanding the success of EELL is vital. In the theme of this thematic literature review, five primary themes, along with sub-themes, are discussed to assess the EELL in terms of sustainable futures for North Sindh, Pakistan. 2.1 Environmental Education and Lifelong Learning Principles: We owe it to ourselves and the future to prioritize putting Environmental Education and Lifelong Learning at the forefront, especially in developing regions like North Sindh, Pakistan. It is an area that is faced with profound socio-economic and education deficits that have long-term effects on its capacity to address developing environmental issues. The integration of EELL enables individuals and society to understand, settle, and react to environmental problems via the strength of information, citizenship, and continuous understanding. EELL acts as a change agent facilitating evidence-based decisions, people-centred decision-making and environmentally friendly practices, which are all crucial for sustainable growth in hazard-prone regions. 2.1.1 Environmental Education (EE): Environmental Education is the foundation for the development of ecologically conscious societies. It entails the creation of awareness, critical reflection, and action for sustainability. According to UNESCO (2017), EE is intended to empower learners with the knowledge, skills, and values required to make responsible and informed decisions regarding environmental conservation and management. EE is not merely the communication of knowledge; it is about shifting attitudes and behaviour to produce ecological balance and intergenerational justice.Environmental literacy in Pakistan, and particularly peripheral and rural areas like North Sindh, is low. National education policy, though recognizing the importance of EE, is slowed down by a number of challenges in implementation. These are a lack of competent teachers, material shortages, and infrastructural deficits (Ahmed et al., 2021; Gul et al., 2021). In the majority of schools, EE is either downplayed or taught as a theoretical subject without experiential education or practical community engagement. Furthermore, cultural attitudes and economic factors typically discourage the local populace from placing a high priority on environmental sustainability.However, stakeholder sensitisation and policy reforms are opening up new possibilities for EE in these focused areas. Local NGOs-led projects and community-based organisations are introducing programmes to incorporate functional environmental modules based on regional problems like water scarcity, waste disposal, and deforestation. 2.1.2 Lifelong Learning (LL): Lifelong Learning refers to continuous self-initiated pursuit of knowledge and skills in a person's lifetime. Lifelong Learning encompasses formal, non-formal, and informal forms of learning and is considered essential in ensuring individuals remaining responsive and flexible in an ever-changing environment. Scoffham (2017) and UNESCO (2019) refer to LL as a critical driver towards the actualization of the United Nations Sustainable Development Goals (SDGs), particularly those relating to education, climate action, and sustainable communities.In Pakistan, LL is increasingly recognized as a valuable tool for stimulating sustainable practices and self-empowerment. In North Sindh, LL offers a solution for bridging educational gaps, particularly among women and adults who may not have had access to traditional schooling. Community learning centres, vocational training institutions, and informal learning groups are proving to be crucial in promoting environmental awareness and sustainable behaviours among local communities (Khan et al., 2022). Furthermore, LL facilitates social mobility through enhancing the abilities of marginalized groups to participate effectively in both economic enterprise and environmental conservation. 2.1.3 Interlinkages and Action Research: Environmental Education and Lifelong Learning are not distinct fields; indeed, they are inextricably interconnected and mutually supportive. EE borrows the principles of LL to promote continuity, flexibility, and community relevance in environmental action. Similarly, LL adopts the pragmatic and problem-solving focus of EE to make learning context-based and action-oriented (Corcoran, 2018; Jickling & Wals, 2018).One of the most powerful instruments that keep EE and LL in check is action research. Action research is a collaborative approach that involves identifying local problems, imagining context-specific solutions, making changes, and observing results (Stringer, 2019; Ali et al., 2020). Action research in North Sindh allows the development of environmental education models responsive to cultural, economic, and ecological contexts.By involving communities directly in the learning and problem-solving process, action research builds local capacity and fosters ownership of environmental action. It also ensures that learning is not prescriptive or static but dynamic and responsive to changing environmental conditions. 2.2 Environmental Education and Sustainability: Environmental Education is important to attaining sustainability through the promotion of awareness, change in behaviour, and lifelong learning. In areas such as Sindh, where environmental concerns like deforestation, water scarcity, and land degradation are common, EE becomes an imperative instrument for empowering people and communities to own their environment. 2.2.1 Environmental Education Importance: EE empowers people with the knowledge and skills to address environmental issues and adopt sustainable actions (Abdullah et al., 2019). In the case of North Sindh farming and resource-based societies, such learning holds great relevance. An understanding of the consequences of poorly managed irrigation, overuse of pesticides, and ineffective waste management systems may encourage people to take more sustainable decisions. EE not only facilitates rational decision-making but also facilitates the cultivation of environmental ethics and stewardship among students (Gul et al., 2021). 2.2.2 Lifelong Learning for Sustainable Futures: Lifelong Learning ensures that environmental education is always current at every stage of one's life. As the environmental problems and issues evolve, so should our knowledge and responses. At the peripheral and rural locations of Sindh, LL has demonstrated potential in building resilience and sustainability in the community (Soomro et al., 2021). Adult literacy programs, sustainable agriculture training for the community, and workshops on environmental health play a major role in a community's long-term resilience and ability to cope and prosper despite environmental change. 2.2.3 Environmental Education through Participatory Action Research: ParticipatoryAction research bridges the gap between abstract knowledge and ground realities of the environment. With involvement of people in problem analysis, localized investigation, and deployment of solutions, EE becomes significant and impactful. In Sindh, action research has proved an effective tool to generate community engagement, particularly where indigenous knowledge systems are strong (Hussain et al., 2023). These efforts help corroborate indigenous practice and integrate them with modern scientific understanding to generate holistic and situational sustainability options. 2.2.4 Challenges and Opportunities: EE in Sindh has all the potential but is also faced with various challenges. These include finance issues, weak capacity among teachers, insufficient educational material, and a lack of educational resources, besides resistance to change in social life, particularly for conservative societies (Soomro et al., 2021; Khan et al., 2023). There are significant opportunities, however. Growth in digital technology, community radio, and educational platforms via mobile phones offers new opportunities for delivery of EE to remote areas. Partnerships among government agency, NGO, and universities also offer avenues to create capacity and pool resources. 2.3 The Role of Lifelong Learning in Sustainability: With growing global environmental emergencies, Lifelong Learning is an indispensable necessity for sustainable development. In Sindh, where environmental degradation overlaps with economic hardship and social injustice, LL is a lifeline to human and ecological resilience. 2.3.1 Longitudinal Needs and Sustainability Demands: LL empowers communities to learn to adjust permanently to shifting environmental and socio-economic conditions. It fosters ecological literacy, critical thinking, and stewardship of the environment by exposure to formal and informal learning systems across their lifetime (Scoffham, 2017; UNESCO, 2019). Sterling (2020) opines that LL is in the very centre of embedding values for sustainability into the deepest structures of society, integrating them into everyday practice and not into isolated campaigns for awareness. 2.3.2 Environmental Education for Sustainable Futures: EE boosts awareness of interconnectedness among ecological, social, and economic systems. Place-based and experiential learning strategies emphasize real-world experience, which allows learners to grasp local implications of global environmental trends (Lotz-Sisitka et al., 2019). In Sindh, the integration of EE, alongside LL strategies, in the school curriculum can allow students to become social change makers that ensure cleaner culture, water conservation, and climate-resilient farming (Ahmed et al., 2021). 2.3.3 Participatory Action Research Role in EE: Participatory action research aligns with the values of LL and EE. Participatory action research fosters local ownership and relevance in sustainability education through involving local people in co-designing solutions (Bhatta, 2020; Kemmis & McTaggart, 2017). In culturally rich and diverse areas like North Sindh, participatory action research makes sure EE does not displace local culture but includes science-based practices. 2.3.4 Implications to Sindh, Pakistan: Incorporating EELL into government and community systems of education gives Sindh an avenue to take on key environmental issues like degradation of land, climate change, and water depletion. More importantly, EELL integration triggers the behaviour change and socio-ecological resilience needed. Education as a way toward action integrating the scientific expertise knowledge base with that of traditional indigenous knowledge has the potential to cause green habits across future generations (Ahmed et al., 2021). In practice, when Lifelong Learning is incorporated into Environmental Education and informed by participative, place-based methods, it is a powerful agent of sustainability. In North Sindh, where vulnerabilities are high and institutional capacities are low, such an approach is not only beneficial, it is essential. 2.4 Research Gaps and Challenges Identified through Literature Review: Environmental education and lifelong learning are critical in creating sustainable futures for Sindh, Pakistan, but several research gaps hinder development in this field. One of the primary limitations is that the majority of the research lacks contextual understanding; much of the research does not take into account the particular socio-cultural and environmental trends in North Sindh (Rizvi, 2017; Hussain et al., 2019). In addition, while action research is a participatory approach to addressing real-world environmental issues, its application is not fully exploited in the region's education interventions (Zia et al., 2020; Khan et al., 2021). Cross-sectional study dominance also limits understanding long-term impact, with longitudinal studies being demanded to quantify change in behaviour and sustainability impacts over time (Ahmed et al., 2021). Second, major stakeholders, like local people, teachers, and policymakers, have their experiences rarely accorded sufficient attention, limiting the impact and relevance of interventions (Mahmood et al., 2023). Finally, despite the success of some programs, a lack of adequate scalability due to insufficient resources, poor institutional support, and lack of adequate participation by people at the local level remain serious impediments (Nawaz et al., 2021; Shah et al., 2024). Plugging these gaps is crucial to formulating inclusive, effective, and sustainable education policies that promote environmental resilience in Sindh. 3. Theoretical Framework for EELL EELL are essential in advocating for sustainable development, particularly in ecologically sensitive regions like Sindh, Pakistan. Figure 2 depicts six interwoven theories rationalizing action research in EE and LL based on this literature-based framework. 3.1 Eco-pedagogy: Eco-pedagogy emphasizes the interconnectedness of social and ecological systems, promoting transformative learning to address sustainability (Ferreira et al., 2017). In Sindh, it promotes critical discourse on environmental issues in the context of social justice. 3.2 Socio-ecological Systems Framework: The framework includes human and ecological dimensions, helping students learn how environmental degradation is linked with socio-economic systems (Khan et al., 2022). 3.3 Community-Based Learning: Involving the community in EE promotes shared responsibility and locally relevant solutions (Smith & Patel, 2022), necessary in Sindh's rural and resource-based contexts. 3.4 Critical Pedagogy: Critical pedagogy challenges unsustainable power relations and promotes environmental justice through reflection and action (Gruenewald, 2003). 4.5 Place-Based Education: Connecting education to local contexts increases ecological literacy and community resilience (Smith, 2017). 3.6 Transformative Learning Theory: Transformative Learning Theory supports worldview changes through reflection that enables individuals to adopt sustainable behaviour (Lotz-Sisitka et al., 2019). The integration of the above models informs participatory, context-sensitive EELL that can result in sustainable futures for Sindh. 4. Methodology Research takes a participatory action research (PAR) stance to studying the integration of EELL towards sustainable futures in North Sindh, Pakistan. PAR is an iterative process of planning, acting, observing, reflecting, and revising that focuses on working collaboratively between participants and researchers in an effort to tackle local problems and create practical knowledge (Kemmis & McTaggart, 2017). 4.1 Research Design: Qualitative design is used in the study, with various methods of collecting data to obtain various points of view. PAR process (plan, act, observe, and reflect) shapes the process, with continuous adjustments made to strategies based on participant observation and feedback (McNiff, 2016). 4.2 Action Research Justification: With the urgency of environmental issue in Sindh, e.g., land and water shortages, using conventional research initiatives might not be the best to identify the intricacies of these issues. PAR supports collaboration by its approach that brings local stakeholders' concerns and opinions to the forefront first, leading to empowerment and helping in co-producing context-specific resolutions (Sadruddin, 2024). This system resonates with global sustainability targets, such as SDG 4 (Quality Education) and SDG 13 (Climate Action), through the formulation of inclusive and participatory pedagogies (United Nations, 2015). 4.3 Data collection methods: Three phases of data collection: Semi-structured Interviews: With key informants, teachers, community leaders, policymakers, to listen to their perceptions and experiences of EELL and sustainability. Participatory Action Projects: Projects co-designed with participants to tackle local environmental problems, data collected through observation and field notes. Document Analysis: Examination of current education policies, curriculum and community programs to contextualize findings and to look for alignment with EELL goals. 4.4 Sampling Methods: Purposive sampling was utilized to choose participants who are directly affected by or engaged in environmental education programs. 12 research participants included students, policymakers, community leaders, and teachers for broad representation of views (Patton, 2015). 4.5 Triangulation and Validation of Data: For ascertaining the validity and credibility of evidence, the research utilized: Methodological Triangulation: Using multiple data collection procedures (interviews, observation, and document examination) to corroborate data (Creswell & Creswell, 2017). Data Source Triangulation: Sourcing data from multiple participant groups in order to acquire rich experience and perceptions (Patton, 2015). Peer Debriefing: Talking to peers and specialists in order to critique results and interpretation to ensure that it is unbiased and free of researcher bias (Lincoln & Guba, 1985). Member Checking: Sharing preliminary outcomes with participants in order to confirm and cross-check, feedback and clarify errors, and open up possibilities of further information (Creswell & Creswell, 2017). 4.6 Ethical Concerns: Ethical approval was obtained from the respective institutional review boards. Informed consent will be collected from participants, and voluntariness of participation and confidentiality will be assured. Participants' right to withdraw at any point without penalty was explained and the data were anonymized to provide anonymity. 4.7 Limitations and Delimitations: Limitations are the possible biases in participant sampling and the challenge of generalising across the study area. Delimitations are the specific attention to North Sindh, which cannot be presumed to be representative of the entire province's diversity. Findings were located within the unique socio-cultural and environmental context of the region. Using a participatory action research approach, this research initiative is designed to produce useful knowledge that will enable North Sindh communities to resolve environmental issues through connected environmental education and lifelong learning. 5. Data Analysis Procedure For data analysis in the research study, some significant procedures were used, such as initial coding, focused coding, constant comparative analysis, theoretical sampling, memo writing, framework development, and thematic analysis. Initial Coding : Smith (2023) further adds that initial coding categorizes raw data. In this research study, interview and focus group discussion data were coded and transcribed under categories like curriculum effectiveness, community involvement, and policy implementation. Focused Coding : Jones et al. (2022) defined focused coding; as the process of turning preliminary codes into significant categories. Trends within community program-based discussion were established in this study and categorized under subthemes such as stakeholder collaboration and knowledge sharing. Constant Comparative Analysis : Brown & Patel (2024) affirm that constant comparative analysis is essentially comparing new information with old codes in an effort to continue to construct categories. Responses to the interview by policymakers and teachers were compared in this case to examine challenges and possibilities of mainstreaming environmental education in curricula. Theoretical Sampling : Green & Khan (2023) are of the view that theoretical sampling is selecting emerging data according to the criteria of developing insights. Theoretical sampling was employed throughout this research to explore gaps, for example, where indigenous knowledge is conserved, by purposively sampling experts in traditional ecological knowledge. Memo Writing : Taylor (2022) illustrates memo writing as documenting ideas and insights. Memos during this research documented remarks on power dynamics and policy consistency while gathering data. Framework Development : White & Ali (2023) explain framework development as the act of putting data into an analysis frame. This study developed a framework to portray the connection between environmental education, lifelong learning, and sustainable development. Thematic Analysis : Interview and focus group results were examined to determine common themes for EELL and sustainability. Constant comparative analysis honed these themes to yield plausible theoretical findings. 6. Results and Analysis The results of this research came about through a back-and-forth process of participatory action research. This involved repeatedly gathering data and then analysing it. To make sure findings were solid; researchers used a few different methods: looking at documents, conducting interviews with a set of questions, and examining the curriculum. Researchers then compared the results from each of these methods; this is called " triangulation ". The outcomes of each round of research are shown below (Table 1), in line with how participatory action research is typically carried out. Table 1: Representation of the findings from the first round of research: Document Analysis, which looked specifically at EE in Sindh. Key Area Findings Implications Policy Gaps No clear guidelines for integrating environmental education into the curriculum. Lack of a standardized implementation framework. Local ecological issues like water scarcity and soil erosion are underrepresented. Need for localized, structured policies to guide EE integration. Community Engagement Programs are fragmented and lack coordination among stakeholders (government, NGOs, communities). Weak collaboration limits grassroots impact of EE initiatives. 6.1 Cycle 1: Document Analysis: During the initial phase, we examined current educational policies, curricula, and community programs in Sindh that deal with environmental education. This review brought to light several significant issues. 6.1.1 Policy Gaps: Researchers found that when it comes to weaving EE into the standard classroom curriculum, things are a bit unclear. Even though everyone at the national and provincial levels seems to agree that EE is important, there isn't a unified game plan for actually putting it into action locally. Also, the rules often don't really address the specific environmental issues that folks are facing locally, like water shortages or when the soil washes away. 6.1.2 Community Involvement: Room for Improvement: Researchers noticed that programs designed to get communities involved in environmental issues, especially those related to sustainability, are pretty scattered. It seems like there's just not enough teamwork happening between the government, non-profit groups, and the people living in these areas. Because of this, efforts to teach people about environmental issues at the local level aren't having as big of an impact as they could. 6.2 Cycle 2: Semi-structured Interviews: In the second cycle of research, researchers held semi-structured interviews with a variety of individuals (12 Research Participants) who had a stake in the EELL. These included teachers, community leaders, policymakers, and environmental experts. The insights (Table 2) gathered from these conversations highlighted several key points, which are summarized below: Table 2: F indings from Cycle 2: Semi-structured Interviews Key Area Findings Implications Curriculum Support for EE EE is often treated as supplementary rather than integral. Teachers lack training, resources, and development opportunities. Need for stronger curriculum integration and teacher capacity-building. Community Empowerment Participatory approaches (e.g., local projects, fieldwork) enhance awareness and ownership. Aligns with local values and knowledge. Promote community-led EE models to strengthen local engagement. Policy Support & Challenges Policymakers support EE in principle. Barriers include funding shortages and limited political commitment. Need for robust frameworks. Strengthen policy backing and secure institutional resources for EE. 6.2.1 Limited Curriculum Support for EE: One of the teachers (RP1) voiced worries about the insufficient training and resources available for teaching environmental education effectively. RP1 stated, " We lack access to funds and resources. Additionally, we haven't participated in any environmental education and eco-conscious training or workshops ." Teachers reported that, although environmental education is included in the curriculum, it is often regarded as an extra rather than a fundamental part of the curriculum. They identified the lack of adequate teaching materials and limited professional development opportunities as significant obstacles. 6.2.2 Community Empowerment through Participation: One of the sources researchers spoke with (RP7) pointed out that getting people directly involved in environmental learning; like through neighbourhood eco-projects and hands-on nature activities, really works to boost awareness and make them feel personally connected to sustainability initiatives. RP7 put it like this: " Getting people in the community on board with things like planting trees, saving energy, making sure trash is disposed of right and cutting back on plastic use can make a real difference ." This kind of involvement gives communities the power to take charge of caring for the environment in ways that match their traditions and understanding of the local area. 6.2.3 Policy Support and Challenges: One of the policymakers (RP10) understood just how crucial EE is, but they also pointed out some serious roadblocks to putting it into practice, like not having enough money or backing from those in power. RP10 went on to say, " The Forestry Department of Sindh isn't really doing anything substantial to fight climate change, like protecting existing forests, preventing deforestation, or planting new trees. " They made it clear that they wanted to see stricter policies and more support from institutions to make sure environmental education programs could keep going for a long time. Another participant in the research (RP12) added, " When you look at how various government institutions are doing, it's pretty obvious they're falling short, especially when it comes to showing they care about the environment and dealing with all the different problems related to climate change. " 6.3 Cycle 3: Curriculum Analysis: During the third cycle, researchers shifted their focus to analysing how environmental education was woven into the formal school curricula in Sindh. This analysis brought to light several key findings, summarized below: Table 3: Findings from Cycle 3: Curriculum Analysis, highlighting critical insights into EE in Sindh Key Area Findings Implications Curriculum Gaps Environmental topics present but lack depth and practical application. Socio-cultural and ecological realities of North Sindh underrepresented. Need for hands-on, region-specific content and teaching methods. Indigenous Knowledge Minimal integration of traditional ecological knowledge. Strong demand from communities and educators for inclusion. Incorporate indigenous knowledge to enhance local relevance and effectiveness. Call for Contextualization Curriculum needs to reflect local challenges like water management and biodiversity. Suggestions for skill-based, place-based learning. Revise EE content to be more practical, contextual, and culturally grounded. 6.3.1 Curriculum Gaps: Even though the curriculum touched on a few environmental issues, it didn't really dive deep into the social, cultural, and environmental realities specific to Sindh; things like water management and how local, traditional knowledge plays a part in sustainability. The focus was also a bit too heavy on theory, and it could have used more practical, hands-on experiences when it came to environmental education. 6.3.2 Relevance of Indigenous Knowledge: When looking closely at the curriculum, it became clear that while there were mentions here and there of local environmental practices, traditional knowledge wasn't truly woven into the formal lessons. Both teachers and members of the community really felt that this indigenous ecological knowledge needed to be included in teaching materials, because it's seen as essential for tackling the area's environmental challenges. 6.3.3 Call for Contextualization: Teachers and curriculum specialists are recommending a tailored approach to EE in Sindh. They believe that for EE to truly resonate and make a difference, it needs to be directly relevant to the area's unique environmental issues. This might mean tweaking the curriculum to teach hands-on skills like eco-friendly farming, water-saving methods, and ways to protect the region's distinct plant and animal life. 6.4 Crux of Findings across Cycles: Table 4 highlights the triangulation of findings across the three cycles of data collection including revealing several overarching themes which are analysed below: Table 4: Crux of findings across all three cycles, reflecting themes identified through triangulation Overarching Theme Synthesis of Findings Implications Contextualized Environmental Education Curriculum and policy documents lack local relevance. Limited integration of indigenous knowledge. Region-specific issues often overlooked. Tailor EE content to reflect North Sindh’s socio-ecological context. Community Participation & Empowerment Participatory approaches found effective in interviews and document reviews. Local engagement boosts environmental awareness and responsibility. Promote inclusive, hands-on learning rooted in community experiences. Policy & Curriculum Support Gaps in policy direction, funding, and teacher training. Curriculum needs enhancement to support practical and value-driven EE. Strengthen institutional support, policies, and educator capacity. 6.4.1 The Importance of Relevant Environmental Education: When researchers looked closely at the documents and the curriculum, they saw a real need for schools to teach about local environmental problems and to include the knowledge of the local people. People involved in the study across different phases really drove home how important it is to shape environmental education to fit the unique social, cultural, and natural setting of Sindh. 6.4.2 Getting the Community Involved and Empowered: After having in-depth conversations with people and looking through documents, it was obvious that having the community participate in hands-on activities really helped increase their interest and sense of responsibility towards the environment. The people involved recognized the importance of having more interactive environmental education that gives local communities the power to take the lead in building a sustainable future. 6.4.3 Policy Support and Curriculum Enhancement: Both the documents and the interviews pointed out the need for stronger policy frameworks and more support for developing environmental education curricula. Policymakers and teachers agreed that the lack of resources and training were the main obstacles to effective implementation. By bringing together insights from document reviews, semi-structured interviews, and curriculum evaluations, this research paints a detailed picture of the various challenges and opportunities surrounding the advancement of environmental education and lifelong learning in Sindh, Pakistan. The findings emphasize the need to tailor environmental education to the local context and to support collaborative efforts driven by the community to build a more sustainable future. 7. Discussion The results of this participatory action research project underscore the nuances and challenges of implementing EELL for sustainable futures in North Sindh, Pakistan. Through the recursive cycles of data collection, document analysis, semi-structured interviews, and curriculum analysis, some primary themes emerged that are critical to furthering EELL programs in the region. One of the most salient themes that came through from the document analysis and curriculum review was that education policies were not contextually grounded. The policies, although giving recognition to environmental education as a key consideration, did not clearly incorporate the regional ecological and socio-cultural contexts of North Sindh. For instance, regional environmental concerns like water scarcity and land degradation, which are vital to the region, are not accorded sufficient priority (Ahmed et al., 2021). This policy-practice disconnect has prevented effective incorporation of suitable and effective environmental education into school curricula (Gul et al., 2021). Policy makers and educators reiterated the issue, a need for localised curriculum construction through local knowledge and environmental concern (Nasir et al., 2019). Additionally, the value of community engagement in environmental education became apparent during the study. Semi-structured interviews with community leaders and teachers emphasized how school programs were perceived to be more effective towards sustainability since they were more sensitive to local practices and culture (Ali et al., 2020). This aligns with Pramling Samuelsson & Asplund Carlsson (2017), who contends that participatory approaches are essential towards catalysing long-term environmental stewardship. Participation by the community not only strengthens the people but also allows indigenous knowledge to be shared with formal educational systems, raising the general effectiveness of environmental education programs. Moreover, analysis of the curriculum demonstrated serious loopholes in incorporating indigenous knowledge within the formal educational system. This is supported by Green & Khan (2023), who emphasize incorporating traditional ecological knowledge into environmental education to cater to region-specific environmental issues. In North Sindh, the curriculum failed to adequately incorporate indigenous peoples' knowledge regarding water management and environmentally sustainable agriculture practices that are important to local environmental sustainability efforts (Hussain et al., 2019). The lacuna calls for a more effective curriculum development process that borrows from formal and informal sources of environmental knowledge. In addition, the research highlighted the importance of policy support for successful incorporation of EELL. Despite the fact that environmental education was recognized to be critical by national and regional policy reports, there was a general failure to have systematic structures to execute such policies. Lack of funding, absence of professional teacher development opportunities, and resource scarcity were listed as major constraints (Shah et al., 2024). This is in line with existing literature, which has cited the necessity for more robust policy frameworks that enable mainstreaming sustainability education into the formal curriculum (Brown & Patel, 2024). The results also indicate that action research is a good research approach to solve local environmental education problems. The participatory research process allowed for collaboration among researchers, teachers, policymakers, and community members, ensuring a thorough understanding of the regional environmental education opportunities and requirements (Kemmis & McTaggart, 2017). With active involvement of stakeholders at every level of the research, the research not only generated useful information but also helped in building local capacity for environmental education and sustainable development (Bhatta, 2020). Above all else, this study highlights the imperative for more locally relevant, participatory, and policy-informed environmental education in North Sindh. By redressing these silences and working to include local knowledge within curriculum, EELL projects have the potential to capacitate people and communities to anticipate and actively act upon environmental challenges and play their part more helpfully in sustaining development. These results are consistent with global sustainability agendas, e.g., the United Nations Sustainable Development Goals (UNSDGs), specifically Goal 4 (Quality Education) and Goal 13 (Climate Action), that highlight education as critical for the build-up of sustainable societies (United Nations, 2015; UNESCO, 2020). 8. Conclusion and Recommendations It has been through this study that EELL integration in the context of North Sindh, Pakistan has been explored with the aim to construct sustainable futures via participatory action research. Findings indicate that while the value of environmental education is present within the region, there are significant challenges, primarily in the correlation of formal schooling and local environmental contexts. Through the cyclical loops of document analysis, semi-structured interviews, and curriculum analysis, this research has found some key policy gaps, curriculum gaps, and gaps in community engagement that need to be bridged in order to render EELL initiatives more effective. The study highlights the need for more localised, context-oriented educational policies that consider the particular environmental crises of North Sindh, such as water scarcity, soil degradation, and impacts of climate change. Besides, it has been understood that community participation is essential to the success of environmental education because local practices and knowledge provide a foundation for sustainable solutions. Further, curriculum development should incorporate indigenous knowledge and issues of contemporary importance to equip students with the ability to address the environmental issues of their region. Based on these findings, the following are suggested : Contextualize Environmental Education Policies : The policymaking institutions have to make sure that environmental education policies are carefully crafted under the local ecological and socio-cultural context. It is about addressing local environmental concerns and integrating formal as well as local knowledge systems in the curriculum (Green & Khan, 2023; Gul et al., 2021). Enhance Community Involvement : Educational programs must involve local communities, teachers, and stakeholders actively in planning and executing environmental education programs. Community-based programs have proven effective in fostering sustainable behaviours and the management of the environment (Ali et al., 2020; Jickling & Wals, 2017). Alter the Curriculum to Include Indigenous Knowledge : The education system in the state should incorporate indigenous knowledge of local environmental practices like saving water and farming in a sustainable manner so that learning is made relevant and useful for students of North Sindh (Hussain et al., 2019; Green & Khan, 2023). Strengthen Policy Frameworks for Implementation : Policymakers must provide clear guidelines and support for the implementation of environmental education policies, including targeted funding, teacher professional development, and providing teaching materials and resources (Shah et al., 2024; Bhatta, 2020). Promote Action Research : As action research is participatory in nature, it must be undertaken on a wider scale throughout the region to facilitate continuous reflection and refinement of environmental education policies. Through the involvement of local stakeholders in the research, educational practice can be adjusted more effectively to the needs and problems of the community (Kemmis & McTaggart, 2017; Hussain et al., 2019). Briefly, the integration of EELL into North Sindh's educational system can enrich local people, foster sustainability, and alleviate pressing environmental issues. However, if such initiative is to be made successful, it must be founded on a sharp understanding of local needs, values, and practices, supplemented by effective policy frameworks and public participation. With the adoption of these suggestions, Pakistan can contribute to the global movement towards sustainability while ensuring that its citizens are equipped with the understanding and skills they need to build resilient, sustainable futures. References Abdullah S et al (2019) Environmental Education and Sustainable Development: A Review of Concepts, Goals, and Challenges. Int J Environ Sci Educ 14(8):423–438 Ahmed R, Ali M, Shah A (2021) Environmental education for sustainable development in rural areas of Pakistan. J Educ Pract 12(25):131–139 Ali F et al (2020) Action Research in Environmental Education: A Case Study of Community Engagement in Sustainable Development. Environ Educ Res 26(5):706–723 Bhatta KP (2020) Action research for sustainability: Challenges and opportunities. J Sustain Sci Manage 15(6):154–168 Brown A, Patel S (2024) Integrating Environmental Education into Formal Curricula: Challenges and Opportunities. J Environ Stud 15(2):45–62 Brown L, Garcia M (2022) Environmental Education: A Pathway to Sustainable Development. Sustain Rev 18(3):235–250 Corcoran PB (2018) Lifelong environmental education. Routledge Creswell JW, Creswell JD (2017) Research design: Qualitative, quantitative, and mixed methods approaches. Sage Ferreira AJD, Delors J, Murphy M (2017) Ecopedagogy: Education, culture, economy, and the environment. Environ Educ Res 23(2):259–260 Green L, Khan R (2023) Exploring Indigenous Knowledge in Environmental Conservation: A Theoretical Sampling Approach. Int J Sustain Dev 8(1):112–130 Gruenewald DA (2003) The best of both worlds: A critical pedagogy of place. Educational Researcher 32(4):3–12 Gul S et al (2021) Integrating Environmental Education into the Curriculum: Challenges and Opportunities in Rural Pakistan. Environ Educ Res 27(3):335–351 Hussain A et al (2019) Action Research in Environmental Education: A Participatory Approach to Sustainable Development. Environ Educ Res 25(4):463–478 Hussain A et al (2019) Exploring Socio-Cultural Contexts in Environmental Education in North Sindh. Environ Educ Res 26(1):45–58 Hussain S et al (2023) Community Engagement in Environmental Education: Lessons from Action Research Projects in Pakistan. Environ Educ Res 29(1):109–125 Jickling B, Wals A (2018) Linking education for sustainable development and environmental education: Retrospect and prospect. J Environ Educ 49(3):193–212 Jickling B, Wals AEJ (2017) Sustainability education: Perspectives and practice across higher education. Routledge Jones A et al (2023) Integrating environmental education into primary school curricula: A pathway to sustainability. J Environ Educ 45(2):215–230 Jones B et al (2022) Community-based Programs for Environmental Sustainability: Insights from Focus Group Discussions. Sustain Res J 12(3):78–94 Kemmis S, McTaggart R (2017) Participatory action research: Communicative action and the public sphere. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 559–606). Sage publications Khan A et al (2022) Environmental Education and Lifelong Learning: Towards Sustainable Futures in Pakistan. J Environ Manage 305:114–126 Khan MA et al (2021) Action Research for Sustainable Environmental Practices in North Sindh. Sustain Sci 14(5):1235–1250 Khan S et al (2023) Leveraging Technology for Environmental Education: Opportunities and Challenges in Rural Pakistan. Environ Educ Res 29(2):256–271 Lotz-Sisitka H, Wals A, Kronlid D, McGarry D (2019) Transformative, transgressive social learning: Rethinking higher education pedagogy in times of systemic global dysfunction. Curr Opin Environ Sustain 39:20–27 Mahmood R et al (2023) Inclusive Approaches to Environmental Education in North Sindh. Int J Sustain High Educ 24(2):189–203 Miles MB, Huberman AM, Saldana J (2014) Qualitative data analysis: A methods sourcebook. Sage Nasir A, Nawaz A, Usman S (2019) Integrating environmental education in the formal education system of Pakistan: Progress, challenges and prospects. J Clean Prod 231:1055–1066 Nawaz M et al (2021) Challenges in Scaling Up Environmental Education Initiatives in North Sindh. J Environ Manage 278(4):111305 Patton MQ (2015) Qualitative research & evaluation methods: Integrating theory and practice. Sage Pramling Samuelsson I, Asplund Carlsson M (2017) Action research: Historical and theoretical roots. Handbook of international research in early childhood education. Springer, Cham, pp 139–153 Rizvi AS (2017) Local Contexts in Environmental Education: A Case Study from North Sindh. Environ Educ Res 22(3):301–315 Scoffham S (2017) Lifelong learning and education for sustainable development. Res Educ 98(1):17–31 Shah F et al (2024) Challenges in Implementing Environmental Education Programs in North Sindh. Environ Dev 36:100623 Smith GA (2017) Place-based education: Learning to be where we are. Routledge Smith J (2023) Transcribing and Categorizing Data: Initial Steps in Qualitative Data Analysis. Qualitative Res Methods 10(4):123–140 Smith JA (2018) Qualitative psychology: A practical guide to research methods. Sage Smith J, Johnson A (2023) The Urgency of Environmental Education in Addressing Climate Change. J Environ Stud 45(2):112–128 Smith J, Patel R (2022) Community-based environmental education: A catalyst for sustainable behavior change. Environ Sci Policy 38(4):567–580 Soomro S et al (2021) Challenges and Opportunities for Environmental Education in North Sindh, Pakistan: A Stakeholder Analysis. Int J Sustain High Educ 22(5):1037–1055 Sterling S (2020) Education for sustainability and the United Nations Sustainable Development Goals: Policy integration and lifelong learning. Sustainability 12(4):1387 Stringer ET (2019) Action research. Sage Sund P, Wickman PO (2019) Sustainability education: Perspectives, definitions and methodological implications. In Handbook of sustainability and social science research (pp. 43–57). Springe publications r , Cham UNESCO (2017) Education for sustainable development goals: Learning objectives. UNESCO UNESCO (2019) Lifelong learning. UNESCO publications UNESCO (2020) UNESCO Strategy on Education for Sustainable Development and Global Citizenship. UNESCO United Nations Educational, Scientific and Cultural Organization (UNESCO) (2021) Education for Sustainable Development. https://www.unesco.org/en/themes/education-sustainable- development United Nations (2015) Transforming our World: The 2030 Agenda for Sustainable Development. Retrieved from https://sustainabledevelopment.un.org/post2015/transformingourworld United Nations (2020) Transforming our world: The 2030 Agenda for Sustainable Development. Retrieved from https://sdgs.un.org/ goals White C, Ali M (2023) Toward a Conceptual Framework for Environmental Education and Lifelong Learning. Environ Educ Res 20(1):30–48 Zia S et al (2020) Action Research in Environmental Education: Lessons from North Sindh. J Action Res 18(4):567–582 Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6577477","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":451028960,"identity":"02885148-f7f5-4e35-b866-fe07aa70277a","order_by":0,"name":"Raja Bahar Khan Soomro","email":"data:image/png;base64,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","orcid":"https://orcid.org/0000-0001-6309-5471","institution":"Sukkur IBA University","correspondingAuthor":true,"prefix":"","firstName":"Raja","middleName":"Bahar Khan","lastName":"Soomro","suffix":""},{"id":451029817,"identity":"df180587-db99-4cc9-89f8-8a18a8ece75d","order_by":1,"name":"Dr. Sharik Zamir","email":"","orcid":"https://orcid.org/0000-0003-0225-7128","institution":"Sukkur IBA University","correspondingAuthor":false,"prefix":"Dr.","firstName":"Sharik","middleName":"","lastName":"Zamir","suffix":""},{"id":451030753,"identity":"78337ada-a1eb-4fc3-b1f2-c0f6f4298634","order_by":2,"name":"Abdul Basit Soomro","email":"","orcid":"https://orcid.org/0000-0002-6820-7257","institution":"Sukkur IBA University","correspondingAuthor":false,"prefix":"","firstName":"Abdul","middleName":"Basit","lastName":"Soomro","suffix":""},{"id":451030754,"identity":"983fbae6-c581-4df1-a037-ac0d5972448b","order_by":3,"name":"Ihsanullah Memon","email":"","orcid":"https://orcid.org/0000-0003-0743-3071","institution":"Sukkur IBA University","correspondingAuthor":false,"prefix":"","firstName":"Ihsanullah","middleName":"","lastName":"Memon","suffix":""},{"id":451030755,"identity":"53781249-fb3c-4036-b4a8-aec07229d459","order_by":4,"name":"Adil Hussain Ghani","email":"","orcid":"https://orcid.org/0009-0009-2681-4209","institution":"Sukkur IBA University","correspondingAuthor":false,"prefix":"","firstName":"Adil","middleName":"Hussain","lastName":"Ghani","suffix":""}],"badges":[],"createdAt":"2025-05-02 10:12:05","currentVersionCode":1,"declarations":{"humanSubjects":false,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":false,"humanSubjectConsent":false,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-6577477/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6577477/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":81927684,"identity":"aa247117-d8da-4887-bdaf-5e690212c1cd","added_by":"auto","created_at":"2025-05-05 04:11:54","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":51094,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003eShowing Conceptual Framework\u003c/em\u003e\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-6577477/v1/3c456f8e0e4b3e6685b14ac9.png"},{"id":81927292,"identity":"13ae4f59-502a-4d38-94ee-811d29c00b76","added_by":"auto","created_at":"2025-05-05 04:03:54","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":28007,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003eReflecting Study’s Theoretical Framework\u003c/em\u003e\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-6577477/v1/4f66f9ae09e80f8b7acba28c.png"},{"id":81928559,"identity":"7fda057c-0e3e-438b-ab06-64847070ff1c","added_by":"auto","created_at":"2025-05-05 04:35:55","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1663861,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6577477/v1/cdcf56e8-6811-4f08-af01-5844879d143f.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003e\u003cstrong\u003eEnvironmental Education and Lifelong Learning for Sustainable Futures: A Participatory Action Research in the Context of Sindh, Pakistan\u003c/strong\u003e\u003c/p\u003e","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eIn today\u0026rsquo;s globalized world characterized by escalating environmental crises, the call for sustainable living has never been more urgent. The world is currently besieged by a multitude of challenges, prominently the issue of climate change exacerbated by a fundamental lack of understanding of Environmental Education (EE). The release of chlorofluorocarbons, greenhouse gas emissions, industrialization, fossil fuel combustion, massive use of plastics, spraying pesticides on crops, cutting of trees, improper waste disposal, utilizing non-renewable sources of energy, and inadequate drainage systems pose significant threats to our ecosystem. Failure to address these 21st-century challenges through EE could render human survival increasingly precarious. Recent studies highlight the significance of incorporating environmental education into formal curricula to instil sustainability principles from an early age (Jones et al., 2023). Additionally, community-based environmental education initiatives have demonstrated success in promoting sustainable behaviours among diverse populations (Smith \u0026amp; Patel, 2022). EE is a paramount in addressing these challenges, playing a crucial role in fostering sustainable development by raising awareness, equipping individuals and communities with the knowledge, attitudes, as well as skills necessary to confront environmental issues. As a ray of hope, EE offers pathways to a future where humanity and nature can coexist harmoniously (UNESCO, 2019). Moreover, the intersection of EELL serves as a vital nexus for societal transformation towards sustainability. In this context, action research in the unique landscape of Sindh, Pakistan, aims to explore the role of education in shaping sustainable practices and mind-sets. By examining the local context and engaging with stakeholders, this research seeks to elucidate the potential of education in driving positive environmental change. This research responds to the absence of environmental education guidelines in Sindh, Pakistan, that hinders the creation of environmentally conscious citizens (Gul et al., 2021; Nasir et al., 2019). It explores the influence of Environmental Education for Lifelong Learning (EELL) on attitudes, behaviours, and sustainable decision-making (Corcoran, 2018; Khan et al., 2022). By taking North Sindh as its focus area, the study takes an action-oriented approach of analysis of prevailing EELL practice gaps and lacunas and suggests a theoretical framework (Ali et al., 2020; Zia et al., 2020). The research intends to raise environmental awareness and environmental literacy among stakeholders for assuring a sustainable future (Mahmood et al., 2023; UNESCO, 2020).\u003c/p\u003e \u003cp\u003e \u003cb\u003e1.1 Research Objectives\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eTo explore and understand how individuals' experiences within EELL settings contribute to the development of their ecological consciousness, environmental attitudes, and sustainable behaviours over time.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eTo examine the role of EELL in sustaining the impacts of EE beyond formal educational settings, particularly in influencing individuals' continued engagement with sustainable practices and behaviours.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eTo identify and analyse the key components of effective EE programs aimed at promoting lifelong learning for sustainable futures.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003e1.2 Research Questions\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eHow do individuals perceive EELL for sustainable futures in the context of Sindh, Pakistan?\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eHow do individuals' experiences within EELL settings contribute to their ecological consciousness, environmental attitudes, and sustainable behaviours over time?\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eTo what extent does lifelong learning play a role in sustaining the impacts of EE beyond formal educational settings?\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cdiv id=\"Sec2\" class=\"Section2\"\u003e \u003ch2\u003e1.3 Conceptual Framework\u003c/h2\u003e \u003cp\u003eThis conceptual framework (Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e) informs action research and education efforts to build EELL for sustainable futures in Sindh, Pakistan (Khan et al., 2022; UNESCO, 2020). It is anchored in contextual consciousness, prioritizing socio-economic issues like water shortages and waste management (Ahmed et al., 2021), and emphasizing the incorporation of indigenous knowledge systems (Green \u0026amp; Khan, 2023). Theoretical foundations encompass transformative learning and socio-ecological models encouraging critical thinking as well as collaborative action in the environment (Mezirow, 2000; Ferreira et al., 2017). Environmental education key concepts and sustainable futures develop capacity for individual and collective agency (Corcoran, 2018; Sterling, 2020). Enhanced environmental literacy, sustainable practices, and civic participation are goals to empower societies (Mahmood et al., 2023). The methodological perspective is based on participatory action research and participatory learning (Hussain et al., 2019; Kemmis \u0026amp; McTaggart, 2017), cyclic patterns of planning, acting, observing, and reflecting (Stringer, 2019). Foreseen outcomes include heightened awareness, institutional integration, and resilience. Scale-up and sustainability strategies are capacity development, partnership networks, and policy influence (Soomro et al., 2021; Shah et al., 2024). This paradigm creates a blueprint for localised, sustainable environmental activism.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Taba\" border=\"1\"\u003e \u003ccolgroup cols=\"1\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003c/p\u003e \u003cp\u003e\u003c/p\u003e \u003cp\u003e\u003c/p\u003e \u003cp\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e1.6 Scope and Limitations\u003c/h2\u003e \u003cp\u003eThough this particular study focuses specially on the region of North Sindh, Pakistan, its findings may offer broader implications for regions facing similar environmental challenges. However, the scope of the study is delimited to a specific geographic region or context, and the findings may not be fully generalizable to other settings. This study aims to provide a comprehensive understanding of EELL for sustainable futures, it is important to acknowledge its inherent limitations. Additionally, the study may encounter challenges related to data collection, such as access to participants and the subjective nature of qualitative research. Despite these limitations, the study endeavours to make a valuable contribution to the existing body of knowledge on EE and sustainable development.\u003c/p\u003e \u003c/div\u003e"},{"header":"2. Literature Review","content":"\u003cp\u003eOur future sustainable world's concept for our next generations is lacking direction without the realization of EE importance. For North Sindh, where educational and socio-economic challenges prevail, understanding the success of EELL is vital. In the theme of this thematic literature review, five primary themes, along with sub-themes, are discussed to assess the EELL in terms of sustainable futures for North Sindh, Pakistan.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.1 Environmental Education and Lifelong Learning Principles:\u0026nbsp;\u003c/strong\u003eWe owe it to ourselves and the future to prioritize putting Environmental Education and Lifelong Learning at the forefront, especially in developing regions like North Sindh, Pakistan. It is an area that is faced with profound socio-economic and education deficits that have long-term effects on its capacity to address developing environmental issues. The integration of EELL enables individuals and society to understand, settle, and react to environmental problems via the strength of information, citizenship, and continuous understanding. EELL acts as a change agent facilitating evidence-based decisions, people-centred decision-making and environmentally friendly practices, which are all crucial for sustainable growth in hazard-prone regions.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.1.1 Environmental Education (EE):\u0026nbsp;\u003c/strong\u003eEnvironmental Education is the foundation for the development of ecologically conscious societies. It entails the creation of awareness, critical reflection, and action for sustainability. According to UNESCO (2017), EE is intended to empower learners with the knowledge, skills, and values required to make responsible and informed decisions regarding environmental conservation and management. EE is not merely the communication of knowledge; it is about shifting attitudes and behaviour to produce ecological balance and intergenerational justice.Environmental literacy in Pakistan, and particularly peripheral and rural areas like North Sindh, is low. National education policy, though recognizing the importance of EE, is slowed down by a number of challenges in implementation. These are a lack of competent teachers, material shortages, and infrastructural deficits (Ahmed et al., 2021; Gul et al., 2021). In the majority of schools, EE is either downplayed or taught as a theoretical subject without experiential education or practical community engagement. Furthermore, cultural attitudes and economic factors typically discourage the local populace from placing a high priority on environmental sustainability.However, stakeholder sensitisation and policy reforms are opening up new possibilities for EE in these focused areas. Local NGOs-led projects and community-based organisations are introducing programmes to incorporate functional environmental modules based on regional problems like water scarcity, waste disposal, and deforestation.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.1.2 Lifelong Learning (LL):\u0026nbsp;\u003c/strong\u003eLifelong Learning refers to continuous self-initiated pursuit of knowledge and skills in a person's lifetime. Lifelong Learning encompasses formal, non-formal, and informal forms of learning and is considered essential in ensuring individuals remaining responsive and flexible in an ever-changing environment. Scoffham (2017) and UNESCO (2019) refer to LL as a critical driver towards the actualization of the United Nations Sustainable Development Goals (SDGs), particularly those relating to education, climate action, and sustainable communities.In Pakistan, LL is increasingly recognized as a valuable tool for stimulating sustainable practices and self-empowerment. In North Sindh, LL offers a solution for bridging educational gaps, particularly among women and adults who may not have had access to traditional schooling. Community learning centres, vocational training institutions, and informal learning groups are proving to be crucial in promoting environmental awareness and sustainable behaviours among local communities (Khan et al., 2022). Furthermore, LL facilitates social mobility through enhancing the abilities of marginalized groups to participate effectively in both economic enterprise and environmental conservation.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.1.3 Interlinkages and Action Research:\u0026nbsp;\u003c/strong\u003eEnvironmental Education and Lifelong Learning are not distinct fields; indeed, they are inextricably interconnected and mutually supportive. EE borrows the principles of LL to promote continuity, flexibility, and community relevance in environmental action. Similarly, LL adopts the pragmatic and problem-solving focus of EE to make learning context-based and action-oriented (Corcoran, 2018; Jickling \u0026amp; Wals, 2018).One of the most powerful instruments that keep EE and LL in check is action research. Action research is a collaborative approach that involves identifying local problems, imagining context-specific solutions, making changes, and observing results (Stringer, 2019; Ali et al., 2020). Action research in North Sindh allows the development of environmental education models responsive to cultural, economic, and ecological contexts.By involving communities directly in the learning and problem-solving process, action research builds local capacity and fosters ownership of environmental action. It also ensures that learning is not prescriptive or static but dynamic and responsive to changing environmental conditions.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.2 Environmental Education and Sustainability:\u0026nbsp;\u003c/strong\u003eEnvironmental Education is important to attaining sustainability through the promotion of awareness, change in behaviour, and lifelong learning. In areas such as Sindh, where environmental concerns like deforestation, water scarcity, and land degradation are common, EE becomes an imperative instrument for empowering people and communities to own their environment.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.2.1 Environmental Education Importance:\u0026nbsp;\u003c/strong\u003eEE empowers people with the knowledge and skills to address environmental issues and adopt sustainable actions (Abdullah et al., 2019). In the case of North Sindh farming and resource-based societies, such learning holds great relevance. An understanding of the consequences of poorly managed irrigation, overuse of pesticides, and ineffective waste management systems may encourage people to take more sustainable decisions. EE not only facilitates rational decision-making but also facilitates the cultivation of environmental ethics and stewardship among students (Gul et al., 2021).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.2.2 Lifelong Learning for Sustainable Futures:\u0026nbsp;\u003c/strong\u003eLifelong Learning ensures that environmental education is always current at every stage of one's life. As the environmental problems and issues evolve, so should our knowledge and responses. At the peripheral and rural locations of Sindh, LL has demonstrated potential in building resilience and sustainability in the community (Soomro et al., 2021). Adult literacy programs, sustainable agriculture training for the community, and workshops on environmental health play a major role in a community's long-term resilience and ability to cope and prosper despite environmental change.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.2.3 Environmental Education through Participatory Action Research:\u0026nbsp;\u003c/strong\u003eParticipatoryAction research bridges the gap between abstract knowledge and ground realities of the environment. With involvement of people in problem analysis, localized investigation, and deployment of solutions, EE becomes significant and impactful. In Sindh, action research has proved an effective tool to generate community engagement, particularly where indigenous knowledge systems are strong (Hussain et al., 2023). These efforts help corroborate indigenous practice and integrate them with modern scientific understanding to generate holistic and situational sustainability options.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.2.4 Challenges and Opportunities:\u0026nbsp;\u003c/strong\u003eEE in Sindh has all the potential but is also faced with various challenges. These include finance issues, weak capacity among teachers, insufficient educational material, and a lack of educational resources, besides resistance to change in social life, particularly for conservative societies (Soomro et al., 2021; Khan et al., 2023). There are significant opportunities, however. Growth in digital technology, community radio, and educational platforms via mobile phones offers new opportunities for delivery of EE to remote areas. Partnerships among government agency, NGO, and universities also offer avenues to create capacity and pool resources.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.3 The Role of Lifelong Learning in Sustainability:\u0026nbsp;\u003c/strong\u003eWith growing global environmental emergencies, Lifelong Learning is an indispensable necessity for sustainable development. In Sindh, where environmental degradation overlaps with economic hardship and social injustice, LL is a lifeline to human and ecological resilience.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.3.1 Longitudinal Needs and Sustainability Demands:\u0026nbsp;\u003c/strong\u003eLL empowers communities to learn to adjust permanently to shifting environmental and socio-economic conditions. It fosters ecological literacy, critical thinking, and stewardship of the environment by exposure to formal and informal learning systems across their lifetime (Scoffham, 2017; UNESCO, 2019). Sterling (2020) opines that LL is in the very centre of embedding values for sustainability into the deepest structures of society, integrating them into everyday practice and not into isolated campaigns for awareness.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.3.2 Environmental Education for Sustainable Futures:\u0026nbsp;\u003c/strong\u003eEE boosts awareness of interconnectedness among ecological, social, and economic systems. Place-based and experiential learning strategies emphasize real-world experience, which allows learners to grasp local implications of global environmental trends (Lotz-Sisitka et al., 2019). In Sindh, the integration of EE, alongside LL strategies, in the school curriculum can allow students to become social change makers that ensure cleaner culture, water conservation, and climate-resilient farming (Ahmed et al., 2021).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.3.3 Participatory Action Research Role in EE:\u0026nbsp;\u003c/strong\u003eParticipatory action research aligns with the values of LL and EE. Participatory action research fosters local ownership and relevance in sustainability education through involving local people in co-designing solutions (Bhatta, 2020; Kemmis \u0026amp; McTaggart, 2017). In culturally rich and diverse areas like North Sindh, participatory action research makes sure EE does not displace local culture but includes science-based practices.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.3.4 Implications to Sindh, Pakistan:\u0026nbsp;\u003c/strong\u003eIncorporating EELL into government and community systems of education gives Sindh an avenue to take on key environmental issues like degradation of land, climate change, and water depletion. More importantly, EELL integration triggers the behaviour change and socio-ecological resilience needed. Education as a way toward action integrating the scientific expertise knowledge base with that of traditional indigenous knowledge has the potential to cause green habits across future generations (Ahmed et al., 2021).\u003c/p\u003e\n\u003cp\u003eIn practice, when Lifelong Learning is incorporated into Environmental Education and informed by participative, place-based methods, it is a powerful agent of sustainability. In North Sindh, where vulnerabilities are high and institutional capacities are low, such an approach is not only beneficial, it is essential.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.4 Research Gaps and Challenges Identified through Literature Review:\u0026nbsp;\u003c/strong\u003eEnvironmental education and lifelong learning are critical in creating sustainable futures for Sindh, Pakistan, but several research gaps hinder development in this field. One of the primary limitations is that the majority of the research lacks contextual understanding; much of the research does not take into account the particular socio-cultural and environmental trends in North Sindh (Rizvi, 2017; Hussain et al., 2019). In addition, while action research is a participatory approach to addressing real-world environmental issues, its application is not fully exploited in the region's education interventions (Zia et al., 2020; Khan et al., 2021). Cross-sectional study dominance also limits understanding long-term impact, with longitudinal studies being demanded to quantify change in behaviour and sustainability impacts over time (Ahmed et al., 2021). Second, major stakeholders, like local people, teachers, and policymakers, have their experiences rarely accorded sufficient attention, limiting the impact and relevance of interventions (Mahmood et al., 2023). Finally, despite the success of some programs, a lack of adequate scalability due to insufficient resources, poor institutional support, and lack of adequate participation by people at the local level remain serious impediments (Nawaz et al., 2021; Shah et al., 2024). Plugging these gaps is crucial to formulating inclusive, effective, and sustainable education policies that promote environmental resilience in Sindh.\u003c/p\u003e"},{"header":"3. Theoretical Framework for EELL","content":"\u003cp\u003eEELL are essential in advocating for sustainable development, particularly in ecologically sensitive regions like Sindh, Pakistan. Figure 2 depicts six interwoven theories rationalizing action research in EE and LL based on this literature-based framework.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.1 Eco-pedagogy:\u003c/strong\u003e Eco-pedagogy emphasizes the interconnectedness of social and ecological systems, promoting transformative learning to address sustainability (Ferreira et al., 2017). In Sindh, it promotes critical discourse on environmental issues in the context of social justice.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.2 Socio-ecological Systems Framework:\u003c/strong\u003e The framework includes human and ecological dimensions, helping students learn how environmental degradation is linked with socio-economic systems (Khan et al., 2022).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.3 Community-Based Learning:\u003c/strong\u003e Involving the community in EE promotes shared responsibility and locally relevant solutions (Smith \u0026amp; Patel, 2022), necessary in Sindh's rural and resource-based contexts.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.4 Critical Pedagogy:\u003c/strong\u003e Critical pedagogy challenges unsustainable power relations and promotes environmental justice through reflection and action (Gruenewald, 2003).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.5 Place-Based Education:\u003c/strong\u003e Connecting education to local contexts increases ecological literacy and community resilience (Smith, 2017).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.6 Transformative Learning Theory:\u003c/strong\u003e Transformative Learning Theory supports worldview changes through reflection that enables individuals to adopt sustainable behaviour (Lotz-Sisitka et al., 2019).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe integration of the above models informs participatory, context-sensitive EELL that can result in sustainable futures for Sindh.\u003c/p\u003e"},{"header":"4. Methodology","content":"\u003cp\u003eResearch takes a participatory action research (PAR) stance to studying the integration of EELL towards sustainable futures in North Sindh, Pakistan. PAR is an iterative process of planning, acting, observing, reflecting, and revising that focuses on working collaboratively between participants and researchers in an effort to tackle local problems and create practical knowledge (Kemmis \u0026amp; McTaggart, 2017).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.1 Research Design:\u003c/strong\u003e Qualitative design is used in the study, with various methods of collecting data to obtain various points of view. PAR process (plan, act, observe, and reflect) shapes the process, with continuous adjustments made to strategies based on participant observation and feedback (McNiff, 2016).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.2 Action Research Justification:\u003c/strong\u003e With the urgency of environmental issue in Sindh, e.g., land and water shortages, using conventional research initiatives might not be the best to identify the intricacies of these issues. PAR supports collaboration by its approach that brings local stakeholders' concerns and opinions to the forefront first, leading to empowerment and helping in co-producing context-specific resolutions (Sadruddin, 2024). This system resonates with global sustainability targets, such as SDG 4 (Quality Education) and SDG 13 (Climate Action), through the formulation of inclusive and participatory pedagogies (United Nations, 2015).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.3 Data collection methods:\u003c/strong\u003e Three phases of data collection:\u0026nbsp;\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cstrong\u003e\u003cem\u003eSemi-structured Interviews:\u003c/em\u003e\u003c/strong\u003e With key informants, teachers, community leaders, policymakers, to listen to their perceptions and experiences of EELL and sustainability.\u0026nbsp;\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003e\u003cem\u003eParticipatory Action Projects:\u003c/em\u003e\u003c/strong\u003e Projects co-designed with participants to tackle local environmental problems, data collected through observation and field notes.\u0026nbsp;\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003e\u003cem\u003eDocument Analysis:\u003c/em\u003e\u003c/strong\u003e Examination of current education policies, curriculum and community programs to contextualize findings and to look for alignment with EELL goals.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003e4.4 Sampling Methods:\u003c/strong\u003e Purposive sampling was utilized to choose participants who are directly affected by or engaged in environmental education programs. 12 research participants included students, policymakers, community leaders, and teachers for broad representation of views (Patton, 2015).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.5 Triangulation and Validation of Data:\u003c/strong\u003e For ascertaining the validity and credibility of evidence, the research utilized:\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cstrong\u003e\u003cem\u003eMethodological Triangulation:\u003c/em\u003e\u003c/strong\u003e Using multiple data collection procedures (interviews, observation, and document examination) to corroborate data (Creswell \u0026amp; Creswell, 2017).\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003e\u003cem\u003eData Source Triangulation:\u003c/em\u003e\u003c/strong\u003e Sourcing data from multiple participant groups in order to acquire rich experience and perceptions (Patton, 2015).\u0026nbsp;\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003e\u003cem\u003ePeer Debriefing:\u003c/em\u003e\u003c/strong\u003e Talking to peers and specialists in order to critique results and interpretation to ensure that it is unbiased and free of researcher bias (Lincoln \u0026amp; Guba, 1985).\u0026nbsp;\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003e\u003cem\u003eMember Checking:\u003c/em\u003e\u003c/strong\u003e Sharing preliminary outcomes with participants in order to confirm and cross-check, feedback and clarify errors, and open up possibilities of further information (Creswell \u0026amp; Creswell, 2017).\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003e4.6 Ethical Concerns:\u003c/strong\u003e Ethical approval was obtained from the respective institutional review boards. Informed consent will be collected from participants, and voluntariness of participation and confidentiality will be assured. Participants' right to withdraw at any point without penalty was explained and the data were anonymized to provide anonymity.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.7 Limitations and Delimitations:\u003c/strong\u003e Limitations are the possible biases in participant sampling and the challenge of generalising across the study area. Delimitations are the specific attention to North Sindh, which cannot be presumed to be representative of the entire province's diversity. Findings were located within the unique socio-cultural and environmental context of the region.\u003c/p\u003e\n\u003cp\u003eUsing a participatory action research approach, this research initiative is designed to produce useful knowledge that will enable North Sindh communities to resolve environmental issues through connected environmental education and lifelong learning.\u003c/p\u003e"},{"header":"5. Data Analysis Procedure","content":"\u003cp\u003eFor data analysis in the research study, some significant procedures were used, such as initial coding, focused coding, constant comparative analysis, theoretical sampling, memo writing, framework development, and thematic analysis.\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eInitial Coding\u003c/b\u003e: Smith (2023) further adds that initial coding categorizes raw data. In this research study, interview and focus group discussion data were coded and transcribed under categories like curriculum effectiveness, community involvement, and policy implementation.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eFocused Coding\u003c/b\u003e: Jones et al. (2022) defined focused coding; as the process of turning preliminary codes into significant categories. Trends within community program-based discussion were established in this study and categorized under subthemes such as stakeholder collaboration and knowledge sharing.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eConstant Comparative Analysis\u003c/b\u003e: Brown \u0026amp; Patel (2024) affirm that constant comparative analysis is essentially comparing new information with old codes in an effort to continue to construct categories. Responses to the interview by policymakers and teachers were compared in this case to examine challenges and possibilities of mainstreaming environmental education in curricula.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eTheoretical Sampling\u003c/b\u003e: Green \u0026amp; Khan (2023) are of the view that theoretical sampling is selecting emerging data according to the criteria of developing insights. Theoretical sampling was employed throughout this research to explore gaps, for example, where indigenous knowledge is conserved, by purposively sampling experts in traditional ecological knowledge.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eMemo Writing\u003c/b\u003e: Taylor (2022) illustrates memo writing as documenting ideas and insights. Memos during this research documented remarks on power dynamics and policy consistency while gathering data.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eFramework Development\u003c/b\u003e: White \u0026amp; Ali (2023) explain framework development as the act of putting data into an analysis frame. This study developed a framework to portray the connection between environmental education, lifelong learning, and sustainable development.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eThematic Analysis\u003c/b\u003e: Interview and focus group results were examined to determine common themes for EELL and sustainability. Constant comparative analysis honed these themes to yield plausible theoretical findings.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e"},{"header":"6. Results and Analysis","content":"\u003cp\u003eThe results of this research came about through a back-and-forth process of participatory action research. This involved repeatedly gathering data and then analysing it. To make sure findings were solid; researchers used a few different methods: looking at documents, conducting interviews with a set of questions, and examining the curriculum. Researchers then compared the results from each of these methods; this is called \u0026quot;\u003cem\u003etriangulation\u003c/em\u003e\u0026quot;. The outcomes of each round of research are shown below (Table 1), in line with how participatory action research is typically carried out.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 1:\u003c/strong\u003e \u003cem\u003eRepresentation of the findings from the first round of research: Document Analysis, which looked specifically at EE in Sindh.\u003c/em\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 18.8474%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eKey Area\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50.3115%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFindings\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 30.8411%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eImplications\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 18.8474%;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePolicy Gaps\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50.3115%;\"\u003e\n \u003cp\u003eNo clear guidelines for integrating environmental education into the curriculum.\u0026nbsp;\u003cbr\u003e\u0026nbsp;Lack of a standardized implementation framework.\u0026nbsp;\u003cbr\u003e\u0026nbsp;Local ecological issues like water scarcity and soil erosion are underrepresented.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 30.8411%;\"\u003e\n \u003cp\u003eNeed for localized, structured policies to guide EE integration.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 18.8474%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCommunity Engagement\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50.3115%;\"\u003e\n \u003cp\u003ePrograms are fragmented and lack coordination among stakeholders (government, NGOs, communities).\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 30.8411%;\"\u003e\n \u003cp\u003eWeak collaboration limits grassroots impact of EE initiatives.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e6.1 Cycle 1: Document Analysis:\u0026nbsp;\u003c/strong\u003eDuring the initial phase, we examined current educational policies, curricula, and community programs in Sindh that deal with environmental education. This review brought to light several significant issues.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e6.1.1 Policy Gaps:\u003c/strong\u003e Researchers found that when it comes to weaving EE into the standard classroom curriculum, things are a bit unclear. Even though everyone at the national and provincial levels seems to agree that EE is important, there isn\u0026apos;t a unified game plan for actually putting it into action locally. Also, the rules often don\u0026apos;t really address the specific environmental issues that folks are facing locally, like water shortages or when the soil washes away.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e6.1.2 Community Involvement: Room for Improvement:\u003c/strong\u003e Researchers noticed that programs designed to get communities involved in environmental issues, especially those related to sustainability, are pretty scattered. It seems like there\u0026apos;s just not enough teamwork happening between the government, non-profit groups, and the people living in these areas. Because of this, efforts to teach people about environmental issues at the local level aren\u0026apos;t having as big of an impact as they could.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e6.2 Cycle 2: Semi-structured Interviews:\u0026nbsp;\u003c/strong\u003eIn the second cycle of research, researchers held semi-structured interviews with a variety of individuals (12 Research Participants) who had a stake in the EELL. These included teachers, community leaders, policymakers, and environmental experts. The insights (Table 2) gathered from these conversations highlighted several key points, which are summarized below:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 2:\u003c/strong\u003e \u003cem\u003eF\u003c/em\u003e\u003cem\u003eindings from Cycle 2: Semi-structured Interviews\u003c/em\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 21.2264%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eKey Area\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47.6415%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFindings\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 31.1321%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eImplications\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 21.2264%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCurriculum Support for EE\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47.6415%;\"\u003e\n \u003cp\u003eEE is often treated as supplementary rather than integral.\u003cbr\u003e\u0026nbsp;Teachers lack training, resources, and development opportunities.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 31.1321%;\"\u003e\n \u003cp\u003eNeed for stronger curriculum integration and teacher capacity-building.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 21.2264%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCommunity Empowerment\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47.6415%;\"\u003e\n \u003cp\u003eParticipatory approaches (e.g., local projects, fieldwork) enhance awareness and ownership.\u003cbr\u003e\u0026nbsp;Aligns with local values and knowledge.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 31.1321%;\"\u003e\n \u003cp\u003ePromote community-led EE models to strengthen local engagement.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 21.2264%;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePolicy Support \u0026amp; Challenges\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47.6415%;\"\u003e\n \u003cp\u003ePolicymakers support EE in principle.\u003cbr\u003e\u0026nbsp;Barriers include funding shortages and limited political commitment.\u003cbr\u003e\u0026nbsp;Need for robust frameworks.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 31.1321%;\"\u003e\n \u003cp\u003eStrengthen policy backing and secure institutional resources for EE.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e6.2.1 Limited Curriculum Support for EE:\u003c/strong\u003e One of the teachers (RP1) voiced worries about the insufficient training and resources available for teaching environmental education effectively. \u003cstrong\u003eRP1\u003c/strong\u003e stated, \u0026quot;\u003cem\u003eWe lack access to funds and resources. Additionally, we haven\u0026apos;t participated in any environmental education and eco-conscious training or workshops\u003c/em\u003e.\u0026quot; Teachers reported that, although environmental education is included in the curriculum, it is often regarded as an extra rather than a fundamental part of the curriculum. They identified the lack of adequate teaching materials and limited professional development opportunities as significant obstacles.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e6.2.2 Community Empowerment through Participation:\u0026nbsp;\u003c/strong\u003eOne of the sources researchers spoke with (RP7) pointed out that getting people directly involved in environmental learning; like through neighbourhood eco-projects and hands-on nature activities, really works to boost awareness and make them feel personally connected to sustainability initiatives. \u003cstrong\u003eRP7\u003c/strong\u003e put it like this: \u0026quot;\u003cem\u003eGetting people in the community on board with things like planting trees, saving energy, making sure trash is disposed of right and cutting back on plastic use can make a real difference\u003c/em\u003e.\u0026quot; This kind of involvement gives communities the power to take charge of caring for the environment in ways that match their traditions and understanding of the local area.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e6.2.3 Policy Support and Challenges:\u003c/strong\u003e One of the policymakers (RP10) understood just how crucial EE is, but they also pointed out some serious roadblocks to putting it into practice, like not having enough money or backing from those in power. \u003cstrong\u003eRP10\u003c/strong\u003e went on to say, \u0026quot;\u003cem\u003eThe Forestry Department of Sindh isn\u0026apos;t really doing anything substantial to fight climate change, like protecting existing forests, preventing deforestation, or planting new trees.\u003c/em\u003e\u0026quot; They made it clear that they wanted to see stricter policies and more support from institutions to make sure environmental education programs could keep going for a long time. Another participant in the research (RP12) added, \u0026quot;\u003cem\u003eWhen you look at how various government institutions are doing, it\u0026apos;s pretty obvious they\u0026apos;re falling short, especially when it comes to showing they care about the environment and dealing with all the different problems related to climate change.\u003c/em\u003e\u0026quot;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e6.3 Cycle 3: Curriculum Analysis:\u0026nbsp;\u003c/strong\u003eDuring the third cycle, researchers shifted their focus to analysing how environmental education was woven into the formal school curricula in Sindh. This analysis brought to light several key findings, summarized below:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 3:\u003c/strong\u003e \u003cem\u003eFindings from Cycle 3: Curriculum Analysis, highlighting critical insights into EE in Sindh\u003c/em\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eKey Area\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eFindings\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eImplications\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eCurriculum Gaps\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eEnvironmental topics present but lack depth and practical application.\u003cbr\u003e\u0026nbsp;Socio-cultural and ecological realities of North Sindh underrepresented.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eNeed for hands-on, region-specific content and teaching methods.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eIndigenous Knowledge\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eMinimal integration of traditional ecological knowledge.\u003cbr\u003e\u0026nbsp;Strong demand from communities and educators for inclusion.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eIncorporate indigenous knowledge to enhance local relevance and effectiveness.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eCall for Contextualization\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eCurriculum needs to reflect local challenges like water management and biodiversity.\u003cbr\u003e\u0026nbsp;Suggestions for skill-based, place-based learning.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eRevise EE content to be more practical, contextual, and culturally grounded.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e6.3.1 Curriculum Gaps:\u0026nbsp;\u003c/strong\u003eEven though the curriculum touched on a few environmental issues, it didn\u0026apos;t really dive deep into the social, cultural, and environmental realities specific to Sindh; things like water management and how local, traditional knowledge plays a part in sustainability. The focus was also a bit too heavy on theory, and it could have used more practical, hands-on experiences when it came to environmental education.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e6.3.2 Relevance of Indigenous Knowledge:\u0026nbsp;\u003c/strong\u003eWhen looking closely at the curriculum, it became clear that while there were mentions here and there of local environmental practices, traditional knowledge wasn\u0026apos;t truly woven into the formal lessons. Both teachers and members of the community really felt that this indigenous ecological knowledge needed to be included in teaching materials, because it\u0026apos;s seen as essential for tackling the area\u0026apos;s environmental challenges.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e6.3.3 Call for Contextualization:\u003c/strong\u003e Teachers and curriculum specialists are recommending a tailored approach to EE in Sindh. They believe that for EE to truly resonate and make a difference, it needs to be directly relevant to the area\u0026apos;s unique environmental issues. This might mean tweaking the curriculum to teach hands-on skills like eco-friendly farming, water-saving methods, and ways to protect the region\u0026apos;s distinct plant and animal life.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e6.4 Crux of Findings across Cycles:\u0026nbsp;\u003c/strong\u003eTable 4 highlights the triangulation of findings across the three cycles of data collection including revealing several overarching themes which are analysed below:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 4:\u003c/strong\u003e \u003cem\u003eCrux of findings across all three cycles, reflecting themes identified through triangulation\u003c/em\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eOverarching Theme\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eSynthesis of Findings\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eImplications\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eContextualized Environmental Education\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eCurriculum and policy documents lack local relevance.\u003cbr\u003e\u0026nbsp;Limited integration of indigenous knowledge.\u003cbr\u003e\u0026nbsp;Region-specific issues often overlooked.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eTailor EE content to reflect North Sindh\u0026rsquo;s socio-ecological context.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eCommunity Participation \u0026amp; Empowerment\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eParticipatory approaches found effective in interviews and document reviews.\u003cbr\u003e\u0026nbsp;Local engagement boosts environmental awareness and responsibility.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003ePromote inclusive, hands-on learning rooted in community experiences.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ePolicy \u0026amp; Curriculum Support\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eGaps in policy direction, funding, and teacher training.\u003cbr\u003e\u0026nbsp;Curriculum needs enhancement to support practical and value-driven EE.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eStrengthen institutional support, policies, and educator capacity.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e6.4.1 The Importance of Relevant Environmental Education:\u003c/strong\u003e When researchers looked closely at the documents and the curriculum, they saw a real need for schools to teach about local environmental problems and to include the knowledge of the local people. People involved in the study across different phases really drove home how important it is to shape environmental education to fit the unique social, cultural, and natural setting of Sindh.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e6.4.2 Getting the Community Involved and Empowered:\u003c/strong\u003e After having in-depth conversations with people and looking through documents, it was obvious that having the community participate in hands-on activities really helped increase their interest and sense of responsibility towards the environment. The people involved recognized the importance of having more interactive environmental education that gives local communities the power to take the lead in building a sustainable future.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e6.4.3 Policy Support and Curriculum Enhancement:\u003c/strong\u003e Both the documents and the interviews pointed out the need for stronger policy frameworks and more support for developing environmental education curricula. Policymakers and teachers agreed that the lack of resources and training were the main obstacles to effective implementation.\u003c/p\u003e\n\u003cp\u003eBy bringing together insights from document reviews, semi-structured interviews, and curriculum evaluations, this research paints a detailed picture of the various challenges and opportunities surrounding the advancement of environmental education and lifelong learning in Sindh, Pakistan. The findings emphasize the need to tailor environmental education to the local context and to support collaborative efforts driven by the community to build a more sustainable future.\u003c/p\u003e"},{"header":"7. Discussion","content":"\u003cp\u003eThe results of this participatory action research project underscore the nuances and challenges of implementing EELL for sustainable futures in North Sindh, Pakistan. Through the recursive cycles of data collection, document analysis, semi-structured interviews, and curriculum analysis, some primary themes emerged that are critical to furthering EELL programs in the region. One of the most salient themes that came through from the document analysis and curriculum review was that education policies were not contextually grounded. The policies, although giving recognition to environmental education as a key consideration, did not clearly incorporate the regional ecological and socio-cultural contexts of North Sindh. For instance, regional environmental concerns like water scarcity and land degradation, which are vital to the region, are not accorded sufficient priority (Ahmed et al., 2021). This policy-practice disconnect has prevented effective incorporation of suitable and effective environmental education into school curricula (Gul et al., 2021). Policy makers and educators reiterated the issue, a need for localised curriculum construction through local knowledge and environmental concern (Nasir et al., 2019).\u003c/p\u003e \u003cp\u003eAdditionally, the value of community engagement in environmental education became apparent during the study. Semi-structured interviews with community leaders and teachers emphasized how school programs were perceived to be more effective towards sustainability since they were more sensitive to local practices and culture (Ali et al., 2020). This aligns with Pramling Samuelsson \u0026amp; Asplund Carlsson (2017), who contends that participatory approaches are essential towards catalysing long-term environmental stewardship. Participation by the community not only strengthens the people but also allows indigenous knowledge to be shared with formal educational systems, raising the general effectiveness of environmental education programs. Moreover, analysis of the curriculum demonstrated serious loopholes in incorporating indigenous knowledge within the formal educational system. This is supported by Green \u0026amp; Khan (2023), who emphasize incorporating traditional ecological knowledge into environmental education to cater to region-specific environmental issues. In North Sindh, the curriculum failed to adequately incorporate indigenous peoples' knowledge regarding water management and environmentally sustainable agriculture practices that are important to local environmental sustainability efforts (Hussain et al., 2019). The lacuna calls for a more effective curriculum development process that borrows from formal and informal sources of environmental knowledge.\u003c/p\u003e \u003cp\u003eIn addition, the research highlighted the importance of policy support for successful incorporation of EELL. Despite the fact that environmental education was recognized to be critical by national and regional policy reports, there was a general failure to have systematic structures to execute such policies. Lack of funding, absence of professional teacher development opportunities, and resource scarcity were listed as major constraints (Shah et al., 2024). This is in line with existing literature, which has cited the necessity for more robust policy frameworks that enable mainstreaming sustainability education into the formal curriculum (Brown \u0026amp; Patel, 2024). The results also indicate that action research is a good research approach to solve local environmental education problems. The participatory research process allowed for collaboration among researchers, teachers, policymakers, and community members, ensuring a thorough understanding of the regional environmental education opportunities and requirements (Kemmis \u0026amp; McTaggart, 2017). With active involvement of stakeholders at every level of the research, the research not only generated useful information but also helped in building local capacity for environmental education and sustainable development (Bhatta, 2020).\u003c/p\u003e \u003cp\u003eAbove all else, this study highlights the imperative for more locally relevant, participatory, and policy-informed environmental education in North Sindh. By redressing these silences and working to include local knowledge within curriculum, EELL projects have the potential to capacitate people and communities to anticipate and actively act upon environmental challenges and play their part more helpfully in sustaining development. These results are consistent with global sustainability agendas, e.g., the United Nations Sustainable Development Goals (UNSDGs), specifically Goal 4 (Quality Education) and Goal 13 (Climate Action), that highlight education as critical for the build-up of sustainable societies (United Nations, 2015; UNESCO, 2020).\u003c/p\u003e"},{"header":"8. Conclusion and Recommendations","content":"\u003cp\u003eIt has been through this study that EELL integration in the context of North Sindh, Pakistan has been explored with the aim to construct sustainable futures via participatory action research. Findings indicate that while the value of environmental education is present within the region, there are significant challenges, primarily in the correlation of formal schooling and local environmental contexts. Through the cyclical loops of document analysis, semi-structured interviews, and curriculum analysis, this research has found some key policy gaps, curriculum gaps, and gaps in community engagement that need to be bridged in order to render EELL initiatives more effective.\u003c/p\u003e \u003cp\u003eThe study highlights the need for more localised, context-oriented educational policies that consider the particular environmental crises of North Sindh, such as water scarcity, soil degradation, and impacts of climate change. Besides, it has been understood that community participation is essential to the success of environmental education because local practices and knowledge provide a foundation for sustainable solutions. Further, curriculum development should incorporate indigenous knowledge and issues of contemporary importance to equip students with the ability to address the environmental issues of their region.\u003c/p\u003e \u003cp\u003e \u003cem\u003eBased on these findings, the following are suggested\u003c/em\u003e:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eContextualize Environmental Education Policies\u003c/b\u003e: The policymaking institutions have to make sure that environmental education policies are carefully crafted under the local ecological and socio-cultural context. It is about addressing local environmental concerns and integrating formal as well as local knowledge systems in the curriculum (Green \u0026amp; Khan, 2023; Gul et al., 2021).\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eEnhance Community Involvement\u003c/b\u003e: Educational programs must involve local communities, teachers, and stakeholders actively in planning and executing environmental education programs. Community-based programs have proven effective in fostering sustainable behaviours and the management of the environment (Ali et al., 2020; Jickling \u0026amp; Wals, 2017).\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eAlter the Curriculum to Include Indigenous Knowledge\u003c/b\u003e: The education system in the state should incorporate indigenous knowledge of local environmental practices like saving water and farming in a sustainable manner so that learning is made relevant and useful for students of North Sindh (Hussain et al., 2019; Green \u0026amp; Khan, 2023).\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eStrengthen Policy Frameworks for Implementation\u003c/b\u003e: Policymakers must provide clear guidelines and support for the implementation of environmental education policies, including targeted funding, teacher professional development, and providing teaching materials and resources (Shah et al., 2024; Bhatta, 2020).\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003ePromote Action Research\u003c/b\u003e: As action research is participatory in nature, it must be undertaken on a wider scale throughout the region to facilitate continuous reflection and refinement of environmental education policies. Through the involvement of local stakeholders in the research, educational practice can be adjusted more effectively to the needs and problems of the community (Kemmis \u0026amp; McTaggart, 2017; Hussain et al., 2019).\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003eBriefly, the integration of EELL into North Sindh's educational system can enrich local people, foster sustainability, and alleviate pressing environmental issues. However, if such initiative is to be made successful, it must be founded on a sharp understanding of local needs, values, and practices, supplemented by effective policy frameworks and public participation. With the adoption of these suggestions, Pakistan can contribute to the global movement towards sustainability while ensuring that its citizens are equipped with the understanding and skills they need to build resilient, sustainable futures.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAbdullah S et al (2019) Environmental Education and Sustainable Development: A Review of Concepts, Goals, and Challenges. Int J Environ Sci Educ 14(8):423\u0026ndash;438\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAhmed R, Ali M, Shah A (2021) Environmental education for sustainable development in rural areas of Pakistan. J Educ Pract 12(25):131\u0026ndash;139\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAli F et al (2020) Action Research in Environmental Education: A Case Study of Community Engagement in Sustainable Development. 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Environ Educ Res 20(1):30\u0026ndash;48\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eZia S et al (2020) Action Research in Environmental Education: Lessons from North Sindh. J Action Res 18(4):567\u0026ndash;582\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"N/A","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Environmental education, lifelong learning, sustainable futures, collaborative learning, participatory action research","lastPublishedDoi":"10.21203/rs.3.rs-6577477/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6577477/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis action research study explores the dynamic relationship between Environmental Education and Lifelong Learning (EELL) as essential components in the pursuit of sustainable futures in the context of Sindh, Pakistan. As the global community grappling with pressing environmental challenges, it has become increasingly imperative to understand how learners acquire and apply environment related knowledge throughout their lives. Utilising the Participatory Action Research (PAR) method, this research develops a theoretical framework that sheds light on the complex interplay between EELL. The study identifies three key dimensions that characterize the relationship between EELL: (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e) \u003cem\u003ePersonal Agency and Responsibility\u003c/em\u003e, (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e) \u003cem\u003eAdaptive Capacity\u003c/em\u003e, and (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e) \u003cem\u003eSocial Engagement\u003c/em\u003e. The first dimension, Personal Agency and Responsibility, underscores the significant role of individual motivation and sense of responsibility in initiating and sustaining lifelong environmental learning. The second dimension, Adaptive Capacity, emphasizes the role of lifelong learning in building resilience and adaptability in the face of environmental changes. The third dimension, Social Engagement, underscores the significance of collaborative learning and community involvement in fostering environmental consciousness. This participatory action research offers valuable insights into the mechanisms through which EELL can jointly contribute to sustainable futures. It highlights the need for educational institutions, teachers, policymakers, intellectuals, and civil society members to promote a culture of lifelong learning and social engagement, empowering individuals to become active proponents of the environment. Eventually, in an era of unprecedented environmental crises, this study offers a useful framework for designing educational strategies and policies that can catalyse sustainable change at both individual and societal levels.\u003c/p\u003e","manuscriptTitle":"Environmental Education and Lifelong Learning for Sustainable Futures: A Participatory Action Research in the Context of Sindh, Pakistan","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-05-05 04:03:50","doi":"10.21203/rs.3.rs-6577477/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"9c4be536-c283-424c-ba58-70386a869733","owner":[],"postedDate":"May 5th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":47986294,"name":"Educational Philosophy and Theory"}],"tags":[],"updatedAt":"2025-05-05T04:03:50+00:00","versionOfRecord":[],"versionCreatedAt":"2025-05-05 04:03:50","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6577477","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6577477","identity":"rs-6577477","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}