Effect of Health Education on Environmental Pollution as a Primary Factor in Sustainable Development

Environmental Pollution (EP) is an escalating worldwide issue affecting the entire planet. Environmental consciousness plays a crucial role in addressing EP's problems. Environmental Education (EE) is one of the methods used to instill these ideals in individuals. EE is a critical determinant of enhancing the condition of the ecosystem, and it is imperative to get instruction from a young age. Instructors influence children's interests, mindsets, and beliefs on environmental issues and their associated difficulties in Peru. The significance of EE is exceedingly elevated. This significantly impacts the nation's Economic Development (ED) and Public Health (PH). The Sustainable Development Goals (SDGs) serve as a comprehensive plan for achieving a more prosperous and environmentally responsible future for everyone. The establishment of SDGs aims to eliminate poverty, protect against natural calamities, and provide universal prosperity and security. This study investigates educators' potential, perspectives, and opinions in instructing the subject of EP and PH. The research documents the correlation between EE and EP in Peru. The primary objective was to engage with instructors and ascertain their capacity to educate students about EP. The requisite information was acquired by a survey (240 participants) distributed to all pertinent elementary and secondary schools. The mean yearly number of classes taught is just 2.62, although the preferred number of lessons, as indicated by the instructors, is considerably more. Instructors find water and air contamination particularly intriguing among the various forms of pollution. When instructors mediate the curriculum, they prioritize respecting both living and inanimate nature, focusing on living nature for 19% of their efforts. Several instructors continue to depend on inadequate technological advancement, which is restricted by nature protection (2%). According to instructors, the conversation technique (34%) is a frequently used approach to engage students in learning about the issue of contamination. Studies have indicated that instructors believe that to address the concerns adequately, the number of classes devoted to this topic should be increased threefold. The collected results validate educators' endeavors in addressing environmental contamination, which is a positive trajectory.