1. Introduction

2. Methods

3. Results

3.2. Pre-implementation and Post-Implementation of the ESBIK Pedagogical Model

After the development of the ESBIK pedagogical model, a pre-implementation questionnaire was designed to measure the level of satisfaction and importance of each of the aspects of the model (Table 3). However, after the implementation of the ESBIK pedagogical model, a post-implementation questionnaire was administered to measure its level of satisfaction and importance on elementary school learners’ knowledge assessment on native tree species, sustainability awareness on native tree species as well as sustainability consciousness and competence toward the conservation of native tree species in their locality and Ghana as a whole (Table 4). A total of eighteen (18) study participants comprising of three (3) curriculum experts and fifteen (15) elementary school teachers (Table 2). All the study participants were Akan by ethnicity. This is as a result of the study location which is stepped in a typical Akan zone.

Table 3 shows the results from the questionnaire administered to measure the level of satisfaction and importance of the ESBIK pedagogical model before its implementation.

Table 3. Pre-Implementation Evaluation of the ESBIK Pedagogical Model.

Table 3. Pre-Implementation Evaluation of the ESBIK Pedagogical Model.

		N	Percent
How important is the overarching purpose of the ESBIK pedagogical model to general environmental education in Ghana?	Very Important	13	72.2
	Extremely important	5	27.7
	Total	18	100
How well do you think the proposed learning objectives in the ESBIK pedagogical model (refer to the model attached) would help in achieving its overarching purpose of helping elementary school teachers know and implement best teaching practices in instructing elementary school learners about the native tree species in Ghana using the time-tested indigenous knowledge approaches that reflect their cultural realities	Moderately important	2	11.1
	very important	11	61.1
	Extremely important	5	27.8
	Total	18	100
How well do you think the proposed content in the ESBIK pedagogical model would help elementary school teachers in the effective teaching and learning of native tree species in Ghana	Somewhat important	1	5.6
	Moderately important	1	5.6
	very important	11	61.1
	Extremely important Total	5 18	27.8 100
How important is the proposed indigenous knowledge component in the ESBIK pedagogical model that would assist in the effective teaching and learning of the content on native tree species in Ghana	Moderately important	1	5.6
	very important	15	83.3
	Extremely important	2	11.1
	Total	18	100
How well do you think the proposed pedagogical philosophies in the ESBIK pedagogical model would help teachers in their quest to teach elementary school learners about native tree species in Ghana?	Somewhat important	1	5.6
	Very Important	13	72.2
	Extremely important	4	22.2
	Total	18	100
How well do you think the proposed teaching methods in the ESBIK pedagogical model would help teachers in their quest to teach elementary school learners about native tree species in Ghana?	Moderately important	3	16.7
	very important	9	50
	Extremely important	6	33.3
	Total	18	100
How well do you think the proposed suggested activities for elementary school teachers in the ESBIK pedagogical model would effectively help them in teaching elementary school learners about native tree species in Ghana?	Moderately important	2	11.8
	very important	14	82.4
	Extremely important	1	5.9
	Total	17	100
How well do you think the proposed learning outcomes in the ESBIK pedagogical model (refer to the model attached) would help in achieving its overarching purpose and learning objectives of the model?	somewhat important	1	5.6
	very important	12	66.7
	Extremely important	5	27.8
	Total	18	100
How important are the expected environmental sustainability competencies proposed in the ESBIK pedagogical model to elementary school learners’ environmental sustainability competence and consciousness?	Moderately important	2	11.1
	very important	13	72.2
	Extremely important	3	16.7
	Total	18	100
How well do you think the proposed assessment strategies in the ESBIK pedagogical model would help teachers in their quest to ascertain the learning processes and learning outcomes of elementary school learners on native tree species in Ghana?	somewhat important	2	11.1
	Moderately important	2	11.1
	very important	10	55.6
	Extremely important Total	4 18	22.2 100

Table 4. Post-Implementation Evaluation of the ESBIK Pedagogical Model.

Section 1. The Effectiveness of the ESBIK Pedagogical Model.

		N	Percent
what is your level of satisfaction of the content on native tree species in your locality and Ghana that was taught?	Very satisfactory	12	85.7
	Extremely satisfactory	2	14.3
	Total	14	100
what is your level of satisfaction on the teaching methods used for the native tree species in your locality and Ghana?	Very satisfactory	7	50
	Extremely satisfactory	7	50
	Total	14	100
what is your level of satisfaction of the use of indigenous knowledge such as folk songs, myths, folk stories, cosmological belief system that were used for the teaching native tree species in your locality and Ghana?	Very satisfactory	9	64.3
	Extremely satisfactory	5	35.7
	Total	14	100
what is your level of satisfaction of on the adoption of community elders as co-instructors in the teaching of native tree species in your locality and Ghana?	Very satisfactory	7	50
	Extremely satisfactory	7	50
	Total	14	100
what is your level of satisfaction of the teaching and learning activities used for teaching you native tree species in your locality and Ghana?	Very satisfactory	10	71.4
	Extremely satisfactory	4	28.6
	Total	14	100
what is your level of satisfaction of the assessment strategies used for eliciting your understanding of the content taught on native tree species on your locality and Ghana?	Very satisfactory	11	78.6
	Extremely satisfactory	3	21.4
	Total	14	100

Section 2. Sustainability Awareness of Native Tree Species among Elementary School Learners after the Implementation of the ESBIK Pedagogical Model.

		N	Percent
How would you rate the current understanding on the need for the sustainability of native tree species in their locality and Ghana??	Slightly better	1	7.1
	Much better	13	92.9
	Total	14	100
How would you rate the belief of elementary school learners on the importance of protecting and practicing sustainability toward the native tree species in their locality and Ghana??	My belief has somewhat strengthened	1	7.1
	My belief has very much strengthened that it’s even more important	13	92.9
	Total	14	100

Section 3. Elementary School Learners’ Knowledge Assessment on Native Tree Species in Their Locality and Ghana.

		N	Percent
How knowledgeable are you in describing the physical characteristics of some native tree species (those that were taught) in their locality and Ghana?	Moderately knowledgeable	1	7.1
	Very Knowledgeable	9	64.3
	Extremely Knowledgeable	4	28.6
	Total		100
How knowledgeable are you in describing the medicinal uses of some native tree species (those that were taught) in their locality and Ghana?	Somewhat Knowledgeable	1	7.1
	Moderately knowledgeable	2	14.4
	Very Knowledgeable	10	71.4
	Extremely Knowledgeable	1	7.1
	Total	14	100
How knowledgeable are you in describing the economic uses of some native tree species (those that were taught) in their locality and Ghana?	Somewhat Knowledgeable	1	7.1
	Moderately knowledgeable	2	14.3
	Very Knowledgeable	11	78.6
	Total	14	100
How knowledgeable are you in describing the religious/spiritual uses of some native tree species (those that were taught) in their locality and Ghana?	Moderately knowledgeable	4	28.6
	Very Knowledgeable	10	71.4
	Total	14	100

Section 4. Determination of Elementary School Learners in Engaging in Environmental Practices related to Native Tree Species after the Implementation of the ESBIK Pedagogical Model.

		N	Percent
How determined are you to exhibit sustainability competence and consciousness by engaging in environmentally friendly practices such as the planting of native tree species in their locality and Ghana?	Moderately determined	1	7.1
	Very determined	13	92.9
	Total	14	100
How determined are you to exhibit environmental sustainability competence and consciousness by engaging in environmentally friendly practices such as the refraining from negative human activities and behaviour that destroys native tree species and their habitats in their locality and Ghana such as wild fires, deforestation, etc.?	Very determined	8	57
	Extremely determined	6	43
	Total	14	100
How determined are you to exhibit environmental sustainability competence and consciousness by engaging in environmentally friendly practices such as engaging in an environmental campaign and education (leading or assisting others) against negative human activities and behaviour that destroys native tree species and their habitats in their locality and Ghana such as wild fires, deforestation, etc.?	Moderately determined	2	14.3
	Very determined	9	64.3
	Extremely determined	3	21.4
	Total	14	100

Scheme 5. Attitudes of Elementary School Learners Toward the Sustainability of Native Tree Species in Their Locality and Ghana.

How sure are you that you would exhibit managerial skills and sustainability actions towards the native tree species in their locality and Ghana such as voluntarily planting native tree seedlings, preventing the indiscriminate cutting down of native tree species, watering or helping a naturally-growing native tree seedling?	Very sure	11	78.6
	Extremely sure	3	21.4
	Total	14	100

3.2.1. The overarching purpose of the ESBIK pedagogical model is very important because it will help elementary school learners to gain holistic knowledge on their native tree species since their knowledge is interwoven in the indigenous knowledge systems of local communities (Pre-Implementation Stage)

Generally, the study participants had high hopes that the model would be able to impact significantly on the sustainability consciousness and competence of elementary school learners who would be instructed with it. The overarching purpose of the model was rated very important (72.2%) and extremely important (27.7%) (Table 3). All the curriculum experts mentioned during the interview sessions that it was very important to tailor environmental education pedagogy to indigenous knowledge especially for content on native tree species. They asserted that the model will help elementary school learners to gain holistic knowledge on their native tree species since their knowledge is interwoven in the indigenous knowledge systems of local communities. Some of the views shared before the implementation of the model were:

‘This model will give a broader knowledge to the elementary school learners on the essential roles that their native plant species play and their benefits to their immediate environment’ (Curriculum Expert 2, Personal Interview, October 4 2023).

3.2.2. The learning objectives of the ESBIK pedagogical model are SMART and are aligned to the overarching purpose, activities and pedagogical activities specified for environmental education in Ghana by the Ministry of Education (Pre-Implementation Stage)

The four learning objectives that support the overarching purpose of the ESBIK pedagogical model were seen by all the study participants as important with 95% indicating that they were very important. The curriculum experts said that all the four learning objectives met the SMART (specific, measurable, achievable, reliable and time-bound) requirements. Both the curriculum experts and elementary school teachers mentioned that they were very important in the quest of instructing learners in native tree species because of their association with the content and activities specified in the curriculum for environmental education by the Ministry of Education. Some of the views shared have been presented below:

‘The learning objectives are well adapted as they are linked to the purpose, content and pedagogical activities specified in the model’ (Elementary School Teacher 12-School B, Personal Interview, October 6 2023).

3.2.3. The ESBIK pedagogical model is rooted in the constructivism and pragmatism pedagogical philosophies that place premium on hands-on and experiential learning that re-aligns the experiences of elementary learners toward sustainability consciousness and competence needed to conserve native tree species (Pre-Implementation Stage)

The pedagogical philosophies for the ESBIK model are rooted in the constructivism and pragmatism philosophies for teaching. These were seen by all the study participants (100%) as appropriate as they aligned very well with the curriculum by the Ministry of Education. Moreover, the elementary school teachers indicated that both constructivism and pragmatism prioritized hands-on and experiential learning which is action-based and essential in nurturing sustainability competence and consciousness for native tree species in elementary school learners.

‘Constructivist and pragmatist pedagogical philosophies emphasize hands-on experimental learning and reflection where students actively construct their knowledge and understanding through exploration and discovery. This promotes critical thinking and understanding in learners and would charge them to be actively involved in conservation initiatives for native tree species especially the threatened species’ (Elementary School Teacher 6-School A, Personal Interview, October 14, 2023).

3.2.4. Level of Satisfaction and Appropriateness of the Content in the ESBIK Pedagogical Model (Pre-Implementation Stage)

In relation to the specified content to be taught, 100% of the study participants affirmed that the content proposed in the ESBIK pedagogical model was not alien to the plant content already specified in the Our World and Our People curriculum that has already been approved by the Ministry of Education used at the elementary school level. All the study participants (100%) agreed that the introduction of indigenous knowledge in the teaching of the content on native tree species was very important. The elementary school teachers were excited that the content was rather tailored to the indigenous knowledge on the native tree species which is often ignored or overshadowed with Western dominated content and exemplars in the existing curriculum. Also, the curriculum experts intimated that indigenous knowledge as the basis for teaching native tree species was very important and appropriate as it would serve as a vehicle for preserving cultural heritage.

‘Indigenous knowledge is very essential in understanding the native plant species since it involves interesting learning activities such as poems, songs, proverbs etc, and also has insightful wisdom to be passed on to future generations which plays a crucial role in preserving cultural heritage’ (Curriculum Expert 1, Personal Interview, October 2, 2023).

3.2.5. Level of Satisfaction and Appropriateness of the Content in the ESBIK Pedagogical Model (Post-Implementation Stage)

In terms of the content suggested by the ESBIK model for teaching native tree species, the model suggested that the content in the Our World and Our People (OWOP) curriculum is maintained and yet, a spotlight on the plants is tailored to native tree species. It suggested that all exemplars in the content should focus on native tree species in the locality of the learners and in the broader Ghanaian environment. Again, it suggested that at least one of the threatened native tree species in Ghana should be taught. In the implementation of the content, four native tree species were taught students. These included Pericopsis elata (Kokrodua), Ceiba Pendantra (Onyina), Alstonia boonei (Nyamedua), Newbouldia laevis (Sesemasa) and Blighia sapida (Ackee/Akyee).

The quantitative results indicated that all the study participants (100%) were very satisfied with the content suggested for teaching native tree species in the EBIK model. The qualitative findings from elementary school teachers and learners affirmed the quantitative results that the content suggested was very appropriate. For instance, the teachers said the content was very satisfactory because it was based on the standard curriculum by the Ministry of Education but the exemplars suggested were the native tree species found in the local environment of learners which they mentioned reflected the cultural realities and lived experiences of learners. Others said that because the learners were exposed to the native tree species which relates to their natural environment, it made it easy for them to learn the plant content in the OWOP curriculum. Also, the learners in the focus group sessions said that the content was comprehensive broadening their knowledge base on native tree species in their environment and proactive measures that can take to protect them. Likewise, the classroom observation reports showed positive indicators of greater learner involvement in all the lessons because the content were based on the native tree species in their environment.

‘It was also very important since the content provided knowledge on the significance of native trees in our local environment, some in our backyards at school and home and this made it easy for us to learn them. Also, the content we were taught stressed on the necessity to protect, manage and sustainably utilize the native tree species for the benefit of present and future generations’ (Elementary School Learners, FGD 1, November 11 2023).

3.2.6. Level of Satisfaction and Appropriateness of the Teaching Methods in the ESBIK Pedagogical Model (Pre-Implementation Stage)

All the study participants (100%) were convinced that the teaching methods in the ESBIK pedagogical model were appropriate and suitable for teaching the content on native tree species. The curriculum experts expressed positive remarks about the teaching methods in the ESBIK pedagogical model. They said that the teaching methods in the ESBIK model aligns very well with the constructivism and pragmatism philosophies. Interestingly, they are what the curriculum for Our World and Our People subject proposes and as such its implementation will be easy since the elementary school teachers are already familiar with them.

3.2.7. Level of Satisfaction and Appropriateness of the Teaching Methods in the ESBIK Pedagogical Model (Post-Implementation Stage)

According to the quantitative results, all the study participants (100%) were satisfied with the teaching methods in the ESBIK model. Similarly, the qualitative comments suggest that the teaching methods that were deployed by the elementary school teachers as specified in the ESBIK model were very appropriate. They remarked that it made the learners active and interactive in the teaching and learning activities. Also, they made the lessons on native tree species very practical and relatable to the learning experiences of learners. Moreover, it was observed during the classroom activities that the learners found the teaching methods as very appropriate.

‘We feel the teaching methods were very satisfactory because we were actively involved by our teachers in all the lessons. We were asked to draw, recite, point at, touch and describe our emotional responses and many others. We paired with our classmates in planting and watering native tree seedlings. We found the teaching methods as more meaningful because they were relatable to our everyday life experiences and we learned without coercion or whatsoever. It was excitement and fun’ ((Elementary School Learners, FGD 2, November 11 2023).

‘It was extremely satisfactory because students were excited to carefully observe the colours and physical characteristics of each of the native tree species, touching them, and this increased their understanding and appreciation of the species’ (Classroom Observation Report, 2023).

3.2.8. Level of Satisfaction and Appropriateness of the Use of Elders as Co-Instructors in the ESBIK Pedagogical Model (Post-Implementation Stage)

The use of elders with immense indigenous knowledge on native tree species as co-instructors in the classroom and out-of-classroom activities was seen as very satisfactory and appropriate to all the study participants (100%). The qualitative views and classroom observation report emphasized that the learners felt at home when the elders used local language (Asante Twi) in the teaching. They saw them as their grandparents giving them directions and because they see such aged persons as arbiters of knowledge, they listened to them keenly with high interest and seriousness. Also, the elders carefully and patiently listened and addressed all the concerns and queries raised by the learners. The elementary school teachers also were excited about this arrangement because they realised that the elders filled their knowledge gaps in indigenous knowledge related to the native tree species as they satisfactorily taught the scientific and/or theoretical aspects of the content. The elders saw this arrangement as a privilege for them to impart to the children, the future leaders of their society, the rich knowledge on the native tree species to prevent any possible extinctions. They saw this as a spiritual duty that would be handsomely rewarded by the God and the ancestors. These were some of the qualitative views shared:

‘The community elders helped us greatly as co-instructors. They helped in filling our knowledge gaps and deficiencies in the indigenous knowledge related to the native tree species we were teaching the learners. They recounted the myths, cosmological beliefs and deepened our comprehension of the folklores and folk songs used for the instruction. They really helped in making the lessons very interesting and complete’ (Elementary School Teacher 9, School B, Personal Interview, November 11 2023).

‘We saw the elders as our grandparents teaching us about the sacrosanct nature of the native trees, their spiritual, economic and medicinal properties, the stories, myths and folk songs that exemplified the roles each of the native trees play in their lives in the past and our lives today. He [referring to the elderly man who taught them] reminded us that it was our duty to plant, sustain and conserve the native tree species because our ancestors required us to do this as a bait for their blessings and protection. After ever lesson, our resolve to jealously stand against all forms of abuse to the native tree species were renewed. In fact, they should be constant features in our classroom and out-of-classroom teaching and learning activities’ (Elementary School Learners, FGD-6, November 12 2023).

‘I am overjoyed that I have the privilege of serving as a teacher in a school, teaching my grandchildren things I was taught by my kinsmen about these native tree species. I am happy that at least they will know about them well and protect them for posterity. I see this responsibility as a spiritual duty required of me by God and my ancestors and I know they would reward me with a great reward after my physical passing to where they are’ (Elderly Man, Personal Interview, November 15 2023).

3.2.9. Level of Satisfaction and Appropriateness of the Teaching and Learning Activities in the ESBIK Pedagogical Model (Pre-Implementation Stage)

The suggested activities for elementary school teachers and learners were seen by the study participants (100%) as very important in the teaching and learning of native tree species in Ghana. Some of the elementary school teachers said:

‘The suggested activities for elementary school teachers and learners in this pedagogical model help plan participatory activities for learners as they embark on field visits and real- life observation and interactions with native tree species in their natural environment’ (Elementary School Teacher 12-School B, Personal Interview, October 11 2023).

Level of Satisfaction and Appropriateness of the Teaching and Learning Activities in the ESBIK Pedagogical Model (POST)

All the study participants (100%) positively admitted that the teaching and learning activities in the ESBIK pedagogical model was very and extremely satisfactory. In the qualitative views expressed by teachers during the personal interviews, focus group discussions and classroom observations made, it was evident that these suggested activities followed in the lessons on native tree species education were really helpful. They mentioned that the teaching and learning activities such as field trips to nature reserves, nature walks in the local communities of the learners and other interactive sessions provided the learners with real-world experiences, making them active participants in the lessons. This motivated them to learn the content that was taught on native tree species. These were some of the comments shared by the study participants:

‘The teaching and learning activities in the ESBIK model were very satisfactory as they provided real-world experiences for learners. This helped learners to be active participants rather than mere observers and also interact with and learn about native tree species’ (Elementary School Teacher 4, School B, November 11 2023).

‘The teaching and learning activities made us very interactive learners. We were able to interact well with the trees when we went on field trips and nature walks. Also, the group and individual projects pushed us to work and get involved in all the lessons on native tree species. Together with my classmates, we planted seedlings of native tree species, prepared and cared for a garden and did drawings and colouring works on native tree species for class presentations. They really helped us to own the learning’ (Elementary School Learners, FGD-5, November 13 2023).

3.2.10. Level of Satisfaction and Appropriateness of the Assessment Strategies in the ESBIK Pedagogical Model (Pre-Implementation Stage)

The assessment plan in the ESBIK pedagogical model offers long term learning because it is geared purposefully toward learning especially for low achieving learners. It prioritizes formative assessment strategies pegged around 70% of the entire assessment of the teaching and learning activities for the content on native tree species specified with 30% summative assessment. One of the curriculum experts remarked about the assessment plan in the ESBIK pedagogical model:

‘The assessment in the model gives much consideration for formative assessment strategies that consider assessment as a part of the learning of learners with an accompanied comprehensive rubrics to guide learners on how to achieve success. It stresses on assessment as a medium for long life learning on native tree species’ (Curriculum Expert 2, Personal Communication, October 4 2023).

An elementary school teacher after deciphering the assessment plan proposed by the model said:

‘The assessment strategies are meant to help the elementary school learners to achieve the expected learning outcomes and succeed in the acquisition of indigenous knowledge on native tree species to bolster their resolve to conserve the remnant in their local communities’ (Elementary School Teacher 12-School B, Personal Interview, October 11 2023).

3.2.11. Level of Satisfaction and Appropriateness of the Assessment Strategies in the ESBIK Pedagogical Model (Post-Implementation Stage)

The study participants (100%) indicated via the quantitative results that they were very satisfied with the assessment strategies specified in the ESBIK model. The qualitative views expressed by the study participants indicated that the emphasis on formative assessment that required assessing learners during the learning processes and not at the end of the learning processes helped greatly in improving the performance of the learners, especially those with learning difficulties who often trail behind during summative assessments of subjects in their schools. Moreover, they indicated that learners were informed on what they were to do to get their grades via comprehensive assessment rubrics that were explained to them. This put them on guard always and motivated them to perform the required activities to succeed in the OWOP subject under which the content on native tree species was delivered. In the summative assessments of learning on native tree species, all learners performed satisfactorily. These were some of the qualitative views shared:

‘The formative assessment that took 70% of the assessment score of learners is a good initiative because it helped us in following the performance of each of the learners. It also helped them a lot in getting marks for each activity of the learning process, something we ignore mostly when we focus greatly on summative assessment. I saw that the learners were motivated to do other activities when they saw their marks recorded for the earlier activities. It is not surprising that the equally performed well in the summative assessment, generally reflecting satisfactory performances in the overall assessment on native tree species education’ ((Elementary School Teacher 7, School B, November 13 2023).

‘We scored a point or some points for every activity in class or out-of-class. This motivated us to engage in all the other activities because we were rewarded. We need what we must do to excel in the lessons and the activities were not beyond us. They were fun to do them so it came to us easily. We didn’t fear the final exam to assess our knowledge because we were instructed well’ (Elementary School Learners, FGD-5, November 13 2023).

3.2.12. The expected environmental sustainability core competencies specified in the learning outcomes of the ESBIK model (Pre-Implementation Stage)

The curriculum experts indicated that the learning outcomes in the ESBIK pedagogical model were very aligned to the learning objectives and they were stated in much clarity making it easy for elementary school teachers in knowing their expectations for learners after a successful deployment of the pedagogical model in teaching and learning. Also, they were geared toward developing in learners’ core competencies on sustainability consciousness and competence regarding native tree species. The curriculum experts interviewed indicated that the core competencies on environmental sustainability that the model proposes were what learners need for the 21st century. The added that it would ensure the holistic personal development of elementary school learners, making them function well in the society as agents of change for the native tree species in their various communities.

The elementary school teachers indicated that the development of the core competencies in environmental sustainability such as critical thinking and problem-solving skills, good sense of place, cultural identity, creativity and innovation skills among others, would incite learners to appreciate the environment as well as sustain, preserve and conserve the native tree species in Ghana for generations to come while preserving the cultural heritage.

3.2.13. Knowledge Assessment of Elementary School Learners on Native Tree Species after the Implementation of the ESBIK Pedagogical Model

The elementary school teachers and the learners (100%) were very optimistic that their levels of knowledge regarding their native tree species have been significantly increased. In the qualitative interviews and FGD sessions, they mentioned that the learners can now confidently describe the physical characteristics of the native tree species they were taught. Also, the learners said that they could describe the domestic, medicinal, cultural, spiritual/religious as well as economic relevance of each of the native tree species that were taught. The learners exhibit a changed attitude toward the tree species, treating them gently with care unlike their initially careless attitude toward them. These are some of the comments shared:

‘All the learners in our school including the Kindergarten learners can now identify native tree species based on their leaf structure and pattern, colour, fruits, barks, height, width etc. They can recount and describe more vividly, the medicinal, cultural, economic, religious and/or spiritual uses of some of the native tree species’ (Elementary School Teacher 3, School A, Personal Interview, November 11 2023).

‘The heightened knowledge on the native tree species have increased learners’ awareness of them. Some parents have told us the high interests shown by their wards in native tree species in their homestead and communities. They jealously care for them, watering native tree seedlings in and around their homes and streets’(School Administrator School A, Personal Interview, November 11 2023).

‘While sending some of our learners to school, one of the learners asked a tree how it was faring because he has been taught it’s a living thing with a protective spirit. This action can only be as a result of the recent native tree species education we gave the learners’ (Elementary School Teacher 7, School B, November 15 2023).

3.2.14. Sustainability Awareness of Native Tree Species Among Elementary School Learners

All the elementary school learners and their teachers (100%) affirmed that the native tree species education using the ESBIK model was very successful because the learners now have a much better understanding on the need to take sustainability actions toward native tree species in their environment such as planting and watering native tree seedlings, caring for gardens, and engaging in environmental campaign among their colleagues on the need to live sustainably and engage in sustainable practices toward the native tree species in their environment.

‘Knowing that native tree species play vital roles in maintaining ecological balance, the learners in our school have adopted the habit of planting and watering seedlings of trees, including native tree species, to safeguard the natural environment of the school and there are reports that they are pressuring their parents to do so in their homes’ (Elementary School Teacher 6, School B, Personal Interview, November 10 2023).

‘Now we have nurseries in our homes where we've planted seedlings of various trees including native tree species. Anytime it becomes necessary, we tell our friends and neighbours about our tree projects in school and in the house. We encourage them to do same after letting them know of the tremendous benefits we get from native trees and all other tree species’ (Elementary School Learners, FGD 4, November 12 2023)’.

3.2.15. Sustainability Competence, Consciousness and Action Among Elementary School Learners After the Implementation of the ESBIK Pedagogical Model for Native Tree Species Education

The quantitative data affirmed that the study participants were much determined to exhibit sustainability competence and consciousness by engaging in environmentally friendly practices such as the planting of native trees (Very Determined 92.9%), refraining from from negative human activities and behaviour that destroys native tree species and their habitats in their locality and Ghana such as wild fires, deforestation, etc (Very determined to extremely determined 100%) and engaging in environmentally friendly practices such as environmental campaign and education (leading or assisting others) against negative human activities and behaviour that destroys native tree species and their habitats in their locality and Ghana such as wild fires, deforestation, etc. (very determined to extremely determined 85.7%). Likewise, the study participants were very certain of exhibiting managerial skills and sustainability actions towards the native tree species in their locality and Ghana such as voluntarily watering or helping a naturally-growing native tree seedling, preventing the indiscriminate cutting down of native tree species, etc. (Very Sure-78.6% to Extremely Sure-21.4%). Some of the qualitative views expressed by the study participants were:

After instructing the learners on native tree species, you could see that they now demonstrate profound appreciation for the values and importance of these native trees. This increased appreciation motivates them to desist from negative human practices such as bush fire, deforestation etc. That often destroy native tree species (Elementary School Teacher 8, School A, Personal Interview, November 5 2023).

We are able to self-manage the nurseries of native tree species in our schools with little to no support from our teachers. Some of us have our own nurseries at home which we solely manage. We are teaching the children and other younger teens how to set up nurseries and gardens for native tree species. We are delighted to share the knowledge we have about the native tree species (Elementary School Learners, FGD-3, November 14 2023).

It was observed during the classroom and out-of-classroom teaching and learning activities on native tree species that learners were very much excited to engage in environmentally friendly activities such as planting and watering seedlings of native trees, caring for naturally-grown seedlings in the communities. When teachers asked them to design posters on ways of caring for native tree species and ways of refraining from negative environmental practices such as bush fires and indiscriminate cutting down of trees (Classroom Observation Report, 2023).

4. Discussion

5. Conclusions

References

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