Environmental Education as an Entry Point to Green Education and Sustainable Development: Evidence from Faculties of Education in Libyan Universities

Abstract

This study aimed to investigate the role of environmental education in promoting green education and achieving sustainable development within the Faculties of Education at Misurata University, Al-Asmarya Islamic University, and Al-Mergib University in Libya. A descriptive-analytical approach was employed, and a structured questionnaire was used to collect data from 332 faculty members. The proposed conceptual framework considered environmental education as the independent variable, represented by four dimensions: environmental curricula, faculty teaching practices, environmental activities, and a supportive university environment. Green education was examined as a mediating variable, while sustainable development served as the dependent variable. Data were analyzed using the Statistical Package for the Social Sciences (SPSS).

The findings revealed statistically significant positive effects of all dimensions of environmental education on green education, as well as a significant positive effect of green education on sustainable development. The results indicate that successful implementation of green education requires integrated institutional efforts involving curriculum development, faculty capacity building, environmental activities, and the creation of a sustainable university environment. The study recommends that Libyan universities adopt comprehensive green university policies, integrate sustainability principles into teacher education programs, strengthen environmental research, and expand partnerships with governmental and community organizations to support sustainable development.