Evaluation of Developed Mathematics Curricula at the elementary Stage in the Light of Green Education Dimensions

The current study aimed to evaluate elementary mathematics curricula in light of the principles and dimensions of green education and to propose a framework for incorporating these dimensions into the curricula. The evaluation was conducted using two primary sources. The first involved content analysis of the developed mathematics textbooks to assess the extent to which the principles and dimensions of green education are represented. The second source included surveying teachers and supervisors to gather their opinions on how well the mathematics curricula address green education principles and dimensions. To achieve these objectives, the study employed a descriptive-analytical methodology, specifically a content analysis design. Frequencies and percentages of green education dimension indicators within the developed mathematics curricula for the elementary stage in Egypt were calculated. The study tools included a checklist of green education dimensions to be incorporated into the developed mathematics curricula for the elementary stage, encompassing four main dimensions: social, environmental, economic, and life-related. Additional tools included a content analysis form based on green education dimensions and their indicators, as well as a survey to gauge teachers' and supervisors' perspectives on how well the curricula align with green education principles. These tools were scientifically validated. The study sample consisted of 12 developed mathematics textbooks assigned to elementary school students in grades one through six, covering both the first and second semesters of the 2024–2025 academic year in Egypt. The findings revealed that the overall integration of green education dimensions in the Developed mathematics curricula was weak, with an availability rate of only 32.8%. Among the dimensions, the environmental dimension ranked first with a percentage of 13.7%, followed by the social dimension at 7.6%, the life-related dimension at 6.7%, and the economic dimension at 4.8%. Regarding grade levels, the sixth-grade mathematics curriculum exhibited the highest inclusion of green education dimensions at 40.6%, followed by the fifth grade at 38.8%. Teachers and supervisors rated the developed mathematics curricula as moderately aligned with green education principles in areas such as curriculum objectives, content, activities, instructional materials, and evaluation methods. However, teaching strategies were rated as highly aligned with these principles. Based on these findings, the study proposed a validated framework for developing mathematics curricula in accordance with green education principles and dimensions to meet the requirements of sustainable development and Egypt’s Vision 2030. The study offered several recommendations, including emphasizing the necessity for curriculum developers to incorporate green education principles and dimensions into educational materials, establishing a systematic and intentional plan for integrating green education and sustainable development principles across curricula in Egypt, and ensuring a balanced and comprehensive inclusion of green education dimensions in mathematics curricula.