Instructional Approaches in Promoting Learners’ Pro-Environmental Behaviour

Abstract

Pro-environmental behaviour (PEB) serves as a catalyst for applying theoretical learning in an inclusive real-world context. This study examined the instructional approaches that promote PEB in inclusive higher education institutions (HEIs). Systematic literature review guided by PRISMA was utilized in the study and analysed peer-reviewed research papers published between 2016 and 2025 from major academic databases. Studies were selected based on relevance to instructional approaches, curriculum integration, and reported outcomes related to pro-environmental behaviour. Findings showed that experiential, participatory, context-responsive and values-oriented instructional approaches are evident in the reviewed articles. The instructional approaches are synthesized into three overarching themes: experiential and community-oriented environmental learning; environmental literacy, values and behavioural development; and inclusive curriculum integration and institutional support. Findings suggest that effective environmental education is achieved through the interaction of instructional design, contextual relevance, and inclusive institutional support. The study contributes to the implementation of inclusive environmental education curriculum by synthesizing diverse instructional approaches where the findings have important implications for educators to adopt inclusive learner-centred approaches emphasizing the need for holistic, and action-oriented strategies that move beyond awareness toward sustained pro-environmental behaviour.