TITLE:
Growing Green Minds: Stakeholders’ Perspectives on the Development of Environmental Literacy in Tanzanian Primary Schools
AUTHORS:
Esther Kibga, Jane Rarieya
KEYWORDS:
Environmental Literacy, Reading Gardens, Reading Clubs, Mixed-Methods, Tanzania, Educational Resilience, Community Engagement
JOURNAL NAME:
Creative Education,
Vol.17 No.3,
March
20,
2026
ABSTRACT: This study explores the integration of literacy and environmental education in Tanzanian primary schools through the Growing Green Minds (RESCUE) project. Guided by sociocultural and place-based learning theories, the research aimed to assess stakeholder perspectives, co-design practical models, and evaluate system resilience in supporting literacy-environment innovations. A mixed-methods approach was employed, combining surveys of 597 pupils and 24 teachers, a multi-stakeholder co-design workshop, and administration of the Educational Systems Resilience Scorecard. Quantitative data were analyzed using SPSS, while qualitative reflections, workshop outputs, and discussions were thematically examined with NVivo. Findings reveal strong enthusiasm for integrating environmental themes into literacy practices. Statistically, 72% of pupils preferred nature-related stories, 68% identified lack of outdoor reading spaces as a barrier, and 77% of community leaders expressed willingness to provide resources, though only 40% felt clear about their roles. Teachers emphasized the need for structured materials, with 80% reporting insufficient resources despite their readiness to embed environmental learning. Workshop outputs produced innovative prototypes such as recycled-bottle irrigation systems and nature storytelling models, demonstrating creative, low-cost strategies for linking literacy with environmental awareness. Scorecard results indicated moderate institutional readiness but significant gaps in climate preparedness, inclusivity, gender-sensitive planning, and teacher training, with particularly low scores in aspects addressing school accessibility (avg. 0.925) and gendered impacts on attendance (avg. 1.525). The study concludes that reading gardens and clubs hold substantial promise as catalysts for integrated literacy and environmental education. However, investments in teacher professional development, community role clarification, inclusive planning, and climate resilience measures are imperative to achieve sustainability. By embedding literacy practices in ecological contexts and aligning them with resilience priorities, the RESCUE model can contribute meaningfully to both SDG 4 (Quality Education), SDG 11 (Sustainable Cities and Communities), and SDG 13 (Climate Action) in Tanzania and beyond.