An evaluation of Life Orientation as a pathway to environmental sustainability: the case of Sithokozile secondary school in KwaDabeka (KZN)

Abstract

Life Orientation is a fundamental subject required for attaining the National Senior Certificate (NSC) in South Africa, playing a crucial role in shaping learners' understanding of personal and social responsibility toward environmental sustainability. This study evaluates Life Orientation as a pathway to environmental sustainability at Sithokozile Secondary School in KwaDabeka (KZN). Employing a quantitative approach rooted in positivism, the study utilised systematic random sampling to select students aged 16 and older from a class register provided by the form teacher, resulting in a sample size of 110 students. This methodology was chosen to quantify the relationship between Life Orientation skills and environmental sustainability practices. The findings reveal that learners effectively apply Life Orientation skills to promote environmental sustainability. For instance, 62% of respondents reported engaging in interpersonal discussions, reflecting their sense of social responsibility. However, a significant concern arises as nearly half (44.5%) acknowledged their involvement in the destruction of plants and trees for urbanization, highlighting a conflict between their stated values and actual behaviours. These results underscore the potential of Life Orientation to foster sustainable practices while identifying critical gaps in learners’ understanding that require further education. Recommendations for enhancing the curriculum and creating a more sustainable school environment are discussed, aiming to bridge the gap between values and actions.