Mathematics and environmental management: A synergistic approach to education for sustainable development

Year 2025, Volume: 6 Issue: 2, 147 - 159, 26.12.2025

Antara Mukherjee , Shashi Singh

https://doi.org/10.5281/zenodo.17996038

https://izlik.org/JA35BT38EZ

Abstract

Amid the pressing need for environmental management through multidisciplinary approaches, this study investigated the perceptions and attitudes of prospective mathematics teachers towards integrating environmental management and sustainability topics into their pedagogical practices. A quantitative survey was conducted with 156 prospective mathematics educators, enrolled in a B.Ed. program, who incorporated environmental concepts into their lessons during their practicum sessions in schools. Using exploratory factor analysis, three factors were identified influencing the participants’ attitudes toward this integrated approach. The findings revealed a generally positive outlook, with some teachers embracing the integration of mathematics and environmental management as a means of engaging students in meaningful learning experiences, while others viewed it as enhancing mathematics and environmental skills at the same time. Importantly, these attitudes were consistent across gender and teaching experience. The study highlighted the potential of this interdisciplinary approach in enhancing students’ holistic development, and provide actionable insights for curriculum designers and educators seeking to promote sustainable education practices. By addressing a notable gap in empirical research on the intersection of mathematics pedagogy and environmental management, this work contributes to the ongoing dialogue on embedding sustainability within mathematics instruction and preparing future global citizens with both mathematical and environmental competencies.

Keywords

Prospective teachers , Mathematics pedagogy , Environmental management , Environmental sustainability , Sustainable education.

Ethical Statement

The study did not require formal approval from any ethical boards. But all due permissions were taken from the institutional heads where the study has been conducted, as well as from the university departmental head (HOD., Department of Education, Central University of Jharkhand, Ranchi, India) where the scholars are working.

Supporting Institution

No funding

Thanks

The authors sincerely thank the participant, faculty, and principals of the participating institutions for their cooperation and support throughout the study. Their valuable engagement and insights were essential in the successful completion of the research.

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