From Consumer Awareness to Environmental Stewardship: Lived Experiences of Bachelor of Technology and Livelihood Education Students at Don Mariano Marcos Memorial State University in Promoting Clean and Green Practices for Sustainable Life Sciences

Abstract

Environmental sustainability has become a fundamental concern in higher education as
institutions strive to develop graduates who are environmentally responsible, socially
accountable, and capable of promoting sustainable development. Within Technology and
Livelihood Education (TLE), Consumer Education provides learners with the knowledge, values,
and competencies necessary to make informed decisions regarding resource utilization, waste
management, environmental conservation, and sustainable consumption. Despite the growing
emphasis on environmental education, limited qualitative studies have explored how Bachelor of
Technology and Livelihood Education (BTLEd) students translate consumer education into clean
and green environmental practices that contribute to sustainable life sciences. This study explored
the lived experiences of BTLEd students at Don Mariano Marcos Memorial State University in
promoting clean and green practices through the lens of consumer education and environmental
stewardship. Employing a descriptive phenomenological research design, the study purposively
selected fifteen (15) BTLEd students actively engaged in environmental and sustainability-related
activities. Data were gathered through semi-structured, in-depth interviews and analyzed using
Colaizzi's seven-step phenomenological method. The findings revealed five major themes: (1)
Developing Environmental Consciousness through Consumer Education; (2) Translating
Sustainable Knowledge into Daily Environmental Practices; (3) Experiencing Challenges in
Maintaining Sustainable Behaviors; (4) Strengthening Environmental Stewardship through
Community Participation; and (5) Envisioning Future Roles as Environmentally Responsible
Educators. The participants emphasized that consumer education extends beyond responsible
purchasing and consumption, fostering ecological responsibility, resource conservation, and
sustainable lifestyles. Their experiences highlight the vital role of higher education in nurturing
future educators who can integrate environmental sustainability into teaching and community
engagement. The study proposes an Environmental Stewardship Integration Framework that may
guide curriculum enhancement, institutional sustainability initiatives, and environmental
education programs within Technology and Livelihood Education. The findings contribute to the
growing body of literature on life sciences education, consumer education, and sustainable
development in higher education.