Role of Eco-Clubs in Student Engagement and School Reputation: A Qualitative Study

Abstract

Eco-clubs were developing as sustainability structures in K–12 international schools, which contributed to the experiential and value-based learning. This qualitative research explored the enriching factors engaging students in eco-club and its impact on school reputation. Teachers, eco-club coordinators, counsellors and academic heads were interviewed semi-structured. Thematic analysis identified the ways in which eco-club experiences supported students' agency, leadership development, sense of environmental responsibility and engagement in community. The research also investigated how parents and non-school interests made sense
of the eco-club activities, and whether these had an impact on school image, trust and reputation. The results helped to inform theoretical knowledge around sustainability education and internal branding within international schools. A conceptual model was developed that posited a relationship between eco-club activities and student engagement, reputation-related outcomes including parent trust, and word-of-mouth and institutional positioning. It included suggestions for facilitating sustainability-oriented branding.