Exploring Bhutanese Teachers' Beliefs and Concerns when Implementing Environmental Science Curriculum: A Case Study

This case study explored the environmental beliefs of Bhutanese teachers and their concerns when implementing environmental science in their classrooms. Teachers' environmental beliefs were theorised through a convergence of deep ecology and Buddhist approaches, while teacher concerns were investigated using the stages of concern framework. The findings revealed that while participants' personal environmental beliefs tended to be nature-centred, this was in direct contrast to the human-centred view of nature strongly represented across environmental science textbooks. In the context of the environmental science curriculum, the participants mainly adopted a human-centred worldview when in the classroom. Concerns in teachers were caused by various barriers including logistical, educational, attitudinal, and conceptual barriers. This study's findings could inform government decision-makers, curriculum developers, and environmental science teachers in Bhutan.