PERCEPTIONS OF TEACHERS ON ENVIRONMENTAL EDUCATION CURRICULUM: A CASE STUDY OF LIBYAN PRIMARY SCHOOLS

Environmental education like all forms of is a process learning that requires an optimally designed teaching curriculum. However, unlike other conventional courses and education, environmental not linear form as it complex place-based due to the individuality diversity people their local environment biodiversity. Libya most countries world has joined active fight against climate change through incorporation into traditional system designing curriculum for entire school ensure uniformity in standards. This study carries out investigation efficiency Libyan primary from perspective teachers. Using open-ended questionnaires using adequate theoretical framework, teachers were surveyed perceptions on satisfaction with curriculum, dislikes about what they enjoyed how prepared complementary modifications carry it. The results this indicate finding where majority happy its but have recommended several changes enable become optimal.