Sustainable Development Goals Literacy Among Public School Teachers in Pangasinan: Knowledge, Attitudes, and Pedagogical Integration in Basic Education

This study examined the Sustainable Development Goals (SDGs) literacy among public school teachers in Pangasinan, Philippines, focusing on knowledge, attitudes, and pedagogical integration in basic education. Using a quantitative descriptive-correlational research design, the study assessed teacher-respondents’ SDG knowledge, attitudes toward SDG integration, extent of classroom application, perceived implementation challenges, and relationships among the major variables. Data were gathered using a researcher-developed SDG Literacy Questionnaire and analyzed using frequencies, percentages, weighted means, t-tests, analyses of variance, and correlation analyses. Findings showed that teachers had a high level of SDG knowledge (M = 3.76) and very high positive attitudes toward SDG integration (M = 4.31). However, pedagogical integration was only moderate (M = 3.41), indicating a gap between awareness and classroom practice. The most serious barriers were limited SDG-related training, lack of localized instructional materials, curriculum congestion, limited time, and insufficient assessment tools. Significant differences in SDG literacy were found according to educational attainment, SDG-related training, and school location. Correlation results revealed significant positive relationships among SDG knowledge, attitudes, and pedagogical integration, with attitudes showing the strongest association with classroom practice. The study recommends a structured SDG Literacy and Pedagogical Integration Enhancement Program for public school teachers in Pangasinan.