Sustainable Education between Standards and Implementation: An Analysis of a Sample of Physics Curricula in Lebanon

Sustainability is a fundamental pillar for addressing twenty-first-century challenges, with education emerging as a crucial tool for preparing citizens capable of building sustainable societies. The research problem lies in the absence of clear indicators ensuring the effective integration of sustainability principles into Lebanese curricula, specifically in secondary-level Physics, where current efforts remain limited.


This research aims to develop a list of sustainable education indicators and evaluate their inclusion in the official Lebanese Physics curriculum while proposing an enhanced methodological model. The study adopted a descriptive-analytical approach through three tracks: first, constructing and validating an analysis tool via expert judgment; second, conducting a content analysis of the official Physics curriculum documents for the third secondary grade (Sociology and Economics branch); and third, proposing an applied model featuring a pilot lesson that integrates sustainability indicators into objectives, activities, and assessment.


Results indicate that the current curriculum addresses sustainability in a fragmented and insufficient manner, whereas the proposed model offers a more integrated vision, particularly in renewable energy and resource management. The study concludes that updating curricula based on these indicators serves as a necessary roadmap for fostering responsible citizenship and developing educational practices aligned with global visions for future-oriented education