This study highlights the limited efficacy of current teaching approaches for green education in the university, which heavily rely on transmissive and discursive methods without incorporating hands-on experience learning. To effectively prepare students for sustainable environmental conservation, transformative and implementation-focused approaches are necessary. This mixed-methods study utilized a pragmatic paradigm as its theoretical framework to examine the instructional pedagogies used in green education at Guimaras State University. Data was collected through surveys, interviews, and classroom assessments from a diverse group of participants across six colleges.