Schools play a crucial role in education for sustainable development. The aims of this study are to determine the extent of the incorporation of the Sustainable Development Goals (SDGs) in the secondary science curriculum and the extent of knowledge and attitude of science teachers regarding SDGs. The research design was concurrent triangulation mixed method. Purposive sampling was used in the selection of the science curriculum while convenience sampling was used in determining the participants for the survey and focus group discussion. The locale of the study is at Cordillera Administrative Region, Philippines. Findings show that the clusters of the SDGs related competencies of the Junior High School science curriculum are 51.61% knowledge, 21.29% values, and 21.19% skills. The dimensions reveal 14 learning competencies for social, 25 environmental, and 23 economic. This means that students are taught the interconnection of social, ecological and economic issues as evident in the curriculum. Furthermore, the extent of knowledge of science teachers regarding SDGs is high (M = 3.10, SD = 0.15) while the attitude is very positive (M = 3.46, SD = 0.09). Pearson correlation indicates weak positive correlation between the two variables, r=.37 while regression test showed significant correlation between knowledge and attitude, r=.37, p=0.03. Therefore, due to the inclusive nature of the SDGs, they are a great tool for expanding the science curriculum by giving real-world scenarios and life skills. SDGs are also helpful teaching resources that offer depth and perspective to scientific lessons.
Thea Suaco, University of Baguio, Philippines