IJSTIP Published Article Details

Abstract Purpose: The research aimed to explore faculty engagement with recycled materials to advance sustainable science teaching at Northern Iloilo State University-Ajuy Campus. It seeks to address sustainability challenges by integrating innovative practices into science education, fostering critical thinking and environmental stewardship among students. Methods: The study employed a narrative research design, gathering data through structured interviews with four faculty members. Thematic analysis was used to identify patterns and insights from the interviews. Faculty members’ strategies included collaborations with local businesses, the adoption of innovative instructional methods, and participation in professional development initiatives focused on sustainability. Barriers such as time constraints and limited access to resources were also examined. Findings/Application: The study revealed that faculty members actively engaged in sustainability practices despite challenges. Strategies such as sourcing recycled materials from local businesses and employing creative teaching methods were effective in addressing sustainability goals. However, time limitations and insufficient resources hindered broader implementation. The findings underscored the need for systemic institutional support to embed sustainability into science education comprehensively. This research aligns with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 12 (Responsible Consumption and Production), SDG 13 (Climate Action), and SDG 15 (Life on Land). By addressing these goals, the study highlights the potential of higher education institutions to contribute significantly to global sustainability efforts. The study concludes that systemic changes are essential for promoting sustainable practices within educational institutions. Providing faculty with adequate resources, training, and institutional support can empower them to integrate sustainability into their teaching effectively. This approach not only enhances science education but also prepares students to tackle pressing environmental challenges, fostering a culture of environmental responsibility and innovation in the academic community. By integrating arts and creativity into STEM education, educators can make learning more engaging and relevant, aligning with broader educational reforms aimed at revitalizing the Philippine education system. Keywords: Faculty engagement, Recycled Materials, Sustainable Science Teaching, Higher Education, SDG 4,12,13,15