**3. Theoretical framework**

Realist Social Theory (RST) is the framework that underpinned this case study research In this study RST is premised on both theoretical and methodological framework approaches. As [35] and [36] explain, knowledge is socially produced, and it warrants exploration of social interests and the related dynamics of power as individuals seek understanding of the world in which they live and work. The global environmental crisis is a real social problem as evident in its impacts such as depletion of the ozone layer, rising levels of carbon dioxide in the atmosphere, global warming, deforestation, climate change, pollution and improper toxic waste disposal. Hartas [37] suggests that individuals create their own realist meanings of their experiences through interactions with each other and with their surrounding environment. In this study, the interactions studied occurred within school environment and were supported by different structures and agents such as documents, teachers, learners, and external support such as training programmes. The theoretical framework of this study comprised the interactions and roles played by structure, culture and agency in the integration of environmental impact topics in the curriculum (see **Figure 1**).

**Figure 1.** *Realist social theoretical framework used in this study.*

The study is premised on the critical realism paradigm where most scholars agree with the ontological claim that social reality is stratified and emergent [38, 39]. For example, one cannot study the coverage of environmental content without analysing all the important documents such as policy statements, examination papers and textbooks.

#### **3.1 Ontological and epistemological assumptions**

The researcher adopted a realist orientation towards the research whereby the interaction with educational structures such as documents during the study evoked a new niche and spaces that are deemed necessary in providing ideal solutions to the enquiry being conducted. According to RST, the reality is not an independent construct but is socially constructed and has varied meanings. The RST ontology followed by this study is that there is reality of the world (environmental content), however, the interpretation of reality is in the human mind and is conditional upon individual experiences and interpretations [40]. The research also adopted an epistemological approach where knowledge is considered subjective and constructed by people. In this research, knowledge was accumulated from the FET curriculum (CAPS), teaching and learning support materials, and examination documents.

### **4. Problem statement**

The underpinning assumption in this research is that teachers' views on the content and nature of environmental impact issues are complex and founded upon implicit theories and personal practical knowledge. Environmental impacts have negative implications of global proportions. Negative human impacts on the environment threaten not only natural resources such as water, air and land but also the very existence of humanity itself. The education sector plays an important role in ensuring that younger generations develop appropriate skills, knowledge and principles for sustainable living. Furthermore, the changes in the curriculum can be linked to shifts in content coverage in the examinations, thus the study investigates the extent of such changes for environmental content. Further to this, it is also against the assumption that teachers tend to teach and put more emphasis on topics that are frequently examined at the end of the year examinations, leaving behind topics that are not consistently being examined, thus creating a knowledge gap in the learners.

Le Grange [41] argues that the new language of education involves risk and that the risk is compounded when the environment is added into the equation. According to [41], environmental problems are complex, and today's solutions could become tomorrow's problems. Human civilisation has brought about the current modern era and the associated imbalance between natural resource utilisation and sustainability of the Earth. Le Grange [41] further believes that the complex and contingent nature of environmental problems and their associated risk cannot be captured in a few learning outcomes set out in the curriculum in South Africa. Le Grange [41] states that the previous South African curricula such as the NCS (Grade 10–12) did not include the environment as a key component but created space for EE/ESD processes to be included. In CAPS, assessment is one of the major aspects used to determine whether learners have reached a level of competence to progress to a higher grade and teachers put more emphasis on the content that is likely to be examined at the end of the year. This has led to my investigation of the integration of environmental content aspects in Grade 12 Geography examinations and policies.

*Effects of the Changes of Curriculum on the Coverage of Environmental Content in Geography DOI: http://dx.doi.org/10.5772/intechopen.104988*

### **5. Research question**

To what extent are environmental education/education for sustainable development topics being covered in teaching and learning documents used by teachers and learners in Geography Grade 12 curriculum?
