Theses and Dissertations

Date of Award

7-1-2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum & Instruction

First Advisor

Uma Ganesan

Second Advisor

Laura Jewett

Third Advisor

Ana Carolina Diaz Beltran

Abstract

As global environmental, social, and economic challenges continue to intensify, sustainability education has emerged as an important component in preparing students to address complex local and global issues. Despite growing international support for Education for Sustainable Development (ESD), the integration of sustainability concepts into middle school curricula remains inconsistent, particularly in historically underserved communities. The purpose of this qualitative case study was to explore how middle school educators in the Rio Grande Valley (RGV) integrate sustainability education into traditional content areas and navigate implementation challenges.

Guided by Transformative Learning Theory, Funds of Knowledge, and Critical Place Inquiry this study examined the experiences of eight middle school teachers representing science, mathematics, and social studies classrooms. Data was collected through semi-structured interviews, reflexive journaling, and researcher field notes. Data was analyzed using thematic analysis to identify patterns and shared meanings across participants’ experiences.

Four major themes emerged from the findings. First, teachers effectively integrated sustainability education, connecting instruction to local RGV realities, including agriculture, water access, immigration, and economic inequality. Second, participants viewed sustainability as extending beyond environmental stewardship to include issues of equity and community well-being. Third, teachers identified significant barriers to implementation, including standardized testing pressures, limited instructional time, curriculum pacing requirements, and insufficient resources. Finally, participants described an evolving commitment to sustainability education that developed through classroom experience, reflection, and community engagement rather than formal professional development.

The findings suggest that sustainability education is most meaningful when it is place-based, culturally responsive, and connected to students’ lived experiences. While institutional constraints continue to limit implementation, educators demonstrated resilience and agency in creating relevant, interdisciplinary learning opportunities that foster critical thinking, civic engagement, and environmental awareness. This study contributes to the growing body of sustainability education research by highlighting how educators in culturally diverse and economically underserved communities enact sustainability education in ways that are locally relevant, equity-centered, and action-oriented. Findings have implications for curriculum development, teacher preparation, educational leadership, and policy initiatives aimed at expanding sustainability education in K-12 settings.

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Copyright 2026 Norma Pena. All Rights Reserved. https://proquest.com/docview/3408996726

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