STRATEGIES FOR INTEGRATING BIOLOGY AND SUSTAINABLE DEVELOPMENT INTO CLASSROOM PRACTICES IN SECONDARY SCHOOLS IN ILORIN METROPOLIS, KWARA STATE NIGERIA
Keywords:
Biology integration, Sustainable development, Classroom practices, secondary schools, Teacher training social responsibility and Environmental ConservationAbstract
This descriptive survey, employing a quantitative research approach, explores strategies for integrating biology and
sustainable development into classroom practices in Senior secondary schools within Ilorin Metropolis, Kwara State.
The study specifically targeted 200 biology teachers from various senior secondary schools. The integration of biology
with sustainable development is critical for imparting knowledge of environmental conservation, sustainable resource
management, and social responsibility—key aspects of the global Sustainable Development Goals (SDGs). Structured
questionnaires were used to collect data on current teaching practices, methodologies, and the extent to which
sustainable development concepts are incorporated into biology instruction. The survey covered areas such as teacher
preparedness, curriculum content, availability of instructional resources, and student involvement in sustainability
projects. The data were analyzed using descriptive statistics, providing a quantitative understanding of the existing
practices and the challenges biology teachers face in implementing sustainability concepts in their teaching. The
results indicated that while a majority of biology teachers understand the importance of integrating sustainable
development into their lessons, many lacks the training and instructional materials necessary for full implementation.
Additionally, effective strategies such as project-based learning, real-world case studies, and community-based
sustainability initiatives were identified as beneficial in enhancing students’ understanding of sustainability. However,
challenges such as inadequate infrastructure, insufficient professional development, and limited funding emerged as
major barriers. The study concludes that addressing these challenges through improved teacher training, curriculum
development, and increased resource allocation is crucial for the successful integration of biology and sustainable
development in public secondary schools. The recommendations emphasize investing in teacher capacity building and
fostering partnerships with environmental organizations to support sustainability education.
