TEACHERS’ PERSPECTIVES ON TEACHING ENVIRONMENTAL EDUCATION TO SPECIAL EDUCATIONAL NEEDS STUDENTS. An interview-based study of special educational needs teachers in the Indonesian context.

Abstract

This study explores the experiences and strategies of special educational needs (SEN) teachers in Indonesia in teaching environmental education (EE) to SEN students. The research employs the conceptual framework of Environmental Pedagogical and Content Knowledge (EPACK) to analyse the findings. Using a qualitative method, the study collected and analysed data through semi-structured interviews. The findings highlight the positive perception of teachers towards teaching EE to SEN students, emphasising the engagement and awareness enhancement of the students. Additionally, proactive management and innovative teaching techniques become the teachers' strategy for maintaining student involvement in EE lessons. The study also reveals the challenges faced by teachers, such as the need for additional training and understanding of EE principles, as well as the impact of disruptive behaviour on the learning process. The study concludes with recommendations for improving EE instruction in SEN contexts, including the need for teacher professional development and further research to understand the reasons behind teachers' challenges in teaching EE to SEN students.