Awareness and Perceptions of Environmental Sustainability Among Educators in the Special Education Sector in Riyadh, Saudi Arabia

Environmental sustainability is increasingly recognised as part of quality education, public health, and national development. However, sustainability education may unintentionally exclude students with disabilities when teaching materials, school activities, and environmental practices are not adapted to diverse learning and support needs. This study examined awareness, perceptions, preparedness, current practices, and barriers related to environmental sustainability among educators in the special education sector in Riyadh, Saudi Arabia. A cross-sectional survey was conducted among 432 educators and education-related professionals working in special education schools and general education schools with special education programmes in Riyadh. Data were collected using a structured self-administered questionnaire. Awareness, perceptions, preparedness, institutional support, current practices, and barriers were assessed using Likert-scale items and practice checklists. Descriptive statistics, chi-square tests, Cramér’s V, and multiple linear regression were used for analysis. Respondents showed moderate to high awareness of environmental sustainability, with a mean awareness score of 21.2 out of 30 (SD 4.9); 204 respondents (47.2%) had high awareness. Perceptions were generally favourable, with a mean perception score of 23.8 (SD 3.9), and 311 respondents (72.0%) classified as having high perception. Preparedness was positive but less consistent, with a mean score of 22.0 (SD 4.9); 239 respondents (55.3%) had high preparedness, while 176 (40.7%) had moderate preparedness. In regression analysis, preparedness was independently associated with perception score, special or inclusive education training, sustainability or climate education training, direct disability-related experience, and working in settings with structured sustainability activities. Educators in Riyadh’s special education sector generally recognise the relevance of environmental sustainability and support the inclusion of students with disabilities in sustainability-related learning and activities. Strengthening disability-inclusive sustainability education in special education settings will require integrated professional development, accessible teaching resources, curriculum guidance, leadership support, and whole-school sustainability planning.