<![CDATA[This study examined junior high school science teachers’ perceptions of integrating sustainability education into STEM-based deep learning in West Nusa Tenggara (NTB), Indonesia. A quantitative cross-sectional survey design was employed involving 45 science teachers selected through purposive sampling. Data were collected using a five-point Likert-scale questionnaire consisting of 15 items measuring five constructs: perceived relevance, pedagogical self-efficacy, institutional support, perceived barriers, and implementation intention. The instrument demonstrated satisfactory reliability (Cronbach’s alpha = .87). Descriptive analysis showed that perceived relevance was rated very highly (M = 4.32, SD = 0.51), whereas institutional support was moderate (M = 3.21, SD = 0.71). Teachers reported high pedagogical self-efficacy (M = 3.85, SD = 0.62), high perceived barriers (M = 3.67, SD = 0.58), and very high implementation intention (M = 4.05, SD = 0.56). Sixty percent of the teachers had not attended STEM or sustainability-related professional development programs. Spearman’s rho analysis indicated that pedagogical self-efficacy (r = .52), perceived relevance (r = .48), and institutional support (r = .47) were positively associated with implementation intention, whereas perceived barriers were negatively associated with implementation intention (r = −.39). The findings highlight the importance of strengthening institutional support and sustained professional development to facilitate the integration of sustainability education into STEM-based deep learning]]>
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