Synergy between Universities and Local Communities in Empowering Elementary School Teachers to Design Sustainable Environmental Education Projects

Abstract

Environmental education in elementary schools is constrained by limited contextual resources, predominantly theoretical instruction, and insufficient teacher capacity to design sustainable environmental projects. This study examines how collaboration between higher education institutions and local communities can support teachers in developing contextual and sustainable environmental education projects. A community-based empowerment approach combined with participatory action research (PAR) was employed, involving elementary school teachers in Cluster 3, Pasir Penyu District, Indragiri Hulu Regency, Riau Province. Activities comprised preparation, needs identification, pedagogical training, project design, learning media development, mentoring, and evaluation. Data from observations, interviews, documentation, and activity evaluations were analyzed descriptively. The findings highlight collaborative partnerships as a foundation for integrating local environmental resources, community knowledge, and project-based learning into environmental education. Proposed projects included waste sorting, composting, school greening, water conservation, and school garden development. A hybrid strategy combining printed materials, digital pocketbooks, and resources accessed through QR codes was identified to support learning accessibility and program continuity. The study presents a collaborative framework for strengthening teachers’ capacity to design locally relevant environmental education projects and advancing sustainable development. Its effectiveness in improving teacher competence and students’ environmental awareness, however, requires further empirical evaluation.