Muna Alsalmi

With growing global attention to sustainability, integrating Circular Economy (CE) principles into school education has become increasingly relevant. This study examined teachers’ perceptions of CE implementation in public schools in Muscat Governorate, Sultanate of Oman, identified perceived implementation barriers, and explored teachers’ proposals for strengthening CE-related practices. A descriptive cross-sectional survey was conducted with a convenience sample of 291 teachers. Quantitative data were analyzed using descriptive statistics, while 165 substantive responses to an open-ended question were examined through inductive qualitative content analysis. Teachers perceived CE implementation to be high across the five assessed dimensions, with mean scores ranging from 3.80 to 3.89. Teachers also reported high perceived barriers, with the lack of tools for monitoring resource consumption and environmental data receiving the highest individual item rating. Their proposals emphasized circular resource management, awareness and capacity building, financial and infrastructural support, student participation, curriculum integration, community partnerships, and institutional coordination. The coexistence of high perceived implementation and substantial perceived barriers suggests that CE-related practices may be evident while their systematic development and continuity remain constrained. The findings suggest that a coordinated school-level approach may support further development of CE-related practices. These findings reflect participating teachers’ perceptions rather than independently verified school practices.