Introduction

The provision of basic education is no longer sufficient; the current ideal aims at an education that fosters social, economic, and environmental consciousness in students (Parra et al., 2020; SEAMEO INNOTECH, 2010). Education for Sustainable Development (ESD) plays a crucial role in cultivating a culture of sustainability and environmental stewardship among students (UNESCO, 2014). In the Philippines, where environmental issues such as climate change, biodiversity loss, and pollution pose significant challenges, integrating ESD into educational practices, particularly within Physical Education and Health (PEH) curricula, is essential (Boquet, 2017; De Leon, 2022). PEH, as compulsory subjects in Philippine schools (Commission on Higher Education, 2021; Department of Education, 2016), offer a unique platform to incorporate ESD principles, promoting physical activity while instilling environmental awareness and responsibility. Despite the recognized importance of ESD, the extent to which Filipino teachers intend to integrate sustainable development principles into their teaching practices remains underexplored. Therefore, this study aims to address this gap by examining the determinants that influence Filipino teachers’ intentions to integrate ESD into PEH curricula.

Environmental sustainability can be effectively integrated into PEH curricula through various educational approaches (Boeve-de Pauw et al., 2022; Fröberg et al., 2023). For instance, PE classes can incorporate outdoor activities such as nature walks and eco-friendly sports, which promote both physical well-being and an appreciation for the natural environment (Pasek et al., 2020). Similarly, health education classes can cover topics related to environmental conservation and sustainable living practices, empowering students to make informed decisions that positively impact both their personal health and the health of the planet (Davis & Cooke, 2007). Hands-on learning experiences, such as gardening projects and waste reduction initiatives, can teach students to apply sustainable principles in their daily lives (Holloway et al., 2023; Paño et al., 2022). By integrating environmental sustainability into PEH curricula, educators can inspire environmentally conscious individuals committed to protecting the planet and promoting a sustainable future.

Theoretical frameworks such as the Theory of Planned Behavior (TPB) offer valuable insights into understanding human behavior, including intentions toward adopting new practices (Ajzen, 2012). According to TPB, intentions are influenced by three main factors: attitudes, subjective norms, and perceived behavioral control. Attitudes refer to individuals’ evaluations of behavior, subjective norms reflect perceived social pressure to perform the behavior, and perceived behavioral control pertains to the perceived ease or difficulty of performing the behavior. Previous research applying TPB in educational contexts has shown that attitudes toward behavior, subjective norms, and perceived behavioral control significantly influence teachers’ intentions and actual behaviors. However, few studies have specifically examined these determinants in the context of ESD in