Theam Foo Ng, Mohd Sukri Shafie, Mohd Wira Mohd Shafiei, Mohd Sayuti Hassan, Desalegn Yayeh Ayal, Ulisses M. Azeiteiro, Henri-Count Evans, Inga Grinfelde, José Baltazar Salgueirinho Osório de Andrade Guerra, Jasenka Gajdoš Kljusurić, João Carlos Correia Leitão, Chunlan Li, Newton R. Matandirotya, Bethwel Mutai, Gustavo J. Nagy, Thierry Razanakoto, Jame Schaefer, Goran Trbic, Roberto Ariel Abeldaño Zuñiga, Sane Pashane Zuka, Charles Galdies, Adriana Consorte-McCrea, Francisco Platas, Mittul Vahanvati, Pedi Obani, Safwatun Nida, Lucas Gabriel Zanon, Mayara Régia Sousa de Melo, Alison Glover, Roman Vakulchuk
The adoption of green practices in schools plays a crucial role in fostering environmental sustainability and climate resilience. This study evaluates the effectiveness of green initiatives implemented in Malaysian primary and secondary schools through a structured green auditing program. A mixed-method approach was employed, incorporating site surveys, baseline assessments, and postimplementation evaluations to assess schools’ environmental awareness, resource management efficiency, and sustainability practices. Key findings highlight the role of biodiversity conservation, carbon footprint reduction, and climate adaptation strategies in enhancing ecological responsibility within educational institutions. Additionally, this study identifies critical areas for improvement, including energy consumption, waste management, and water conservation, which can be addressed through strategic interventions such as renewable energy adoption, composting programs, and rainwater harvesting systems. The research emphasizes the importance of integrating environmental education into school curricula, empowering students to become proactive agents of sustainability. By establishing a formal green auditing framework, schools can systematically monitor and enhance their environmental performance, aligning with national and global sustainability agendas. This study contributes to the discourse on sustainable education and offers policy recommendations to strengthen the role of schools in Malaysia’s broader environmental conservation efforts. © Springer Nature Switzerland AG 2026.
School of Housing, Building and Planning, Universiti Sains Malaysia, Penang, Minden, Malaysia; Center for Food Security Studies, College of Development Studies, Addis Ababa Univesity, Addis Ababa, Ethiopia; The Centre for Environmental and Marine Studies (CESAM) and Department of Biology, University of Aveiro, Aveiro, Portugal; Department of Journalism and Mass Communication, University of Eswatini, Manzini, Kwaluseni Campus, Matsapha, South Africa; Institute of Landscape Architecture and Environmental Engineering, Latvia University of Life Sciences and Technologies, Jelgava, Latvia; Center for Sustainable Development (Greens), Universidade do Sul de Santa Catarina (Unisul), Santa Catarina, Florianópolis, Brazil; School of Urban and Regional Sciences, East China Normal University, Shanghai, China; Climate Change Adaptation and Resilience Centre, Beitbridge, Zimbabwe; Kgotso Development Trust, Beitbridge, Zimbabwe; Facultad de Ciencias, Universidad de la República Uruguay, Montevideo, Uruguay; CERED, University of Antananarivo, Antananarivo, Madagascar; Marquette University, Milwaukee, United States; University of Sierra Sur, Oaxaca, Mexico; University of Helsinki, Helsinki, Finland; Department of Land Economy, University of Malawi, The Polytechnic, Blantyre 3, Malawi; Institute of Earth Systems, University of Malta, Msida, Malta; Academy for Sustainable Futures, Canterbury Christ Church University, Kent, Canterbury, United Kingdom; Casa de Cultura de la UAEMéx en Tlalpan, Universidad Autónoma del Estado de México, Ciudad de México, Mexico; School of Global, Urban and Social Studies, RMIT University, Melbourne, VIC, Australia; University of Bradford, Bradford, United Kingdom; Science Education Department of Universitas Negeri Malang, Malang, Indonesia; University of São Paulo, São Carlos, Brazil; State University of Campinas (UNICAMP), Campinas, Brazil; The Open University, Cardiff, United Kingdom; Norwegian Institute of International Affairs, Oslo, Norway; Centre for Education and Training in Renewable Energy, Energy Efficiency and Green Technology (CETREE), CGSS, Universiti Sains Malaysia, Penang, Minden, Malaysia; Centre for Global Sustainability Studies (CGSS), Universiti Sains Malaysia, Gelugor, Malaysia; Centre for Global Sustainability Studies (CGSS), Universiti Sains Malaysia, Penang, Minden, Malaysia; School of Housing, Building and Planning, Universiti Sains Malaysia, Gelugor, Malaysia
