Abstract
This paper aims to enhance our understanding of the challenges teachers engaged in Education for Sustainability (EfS) in New Zealand face when using social media for professional learning. An online questionnaire, including open-ended questions, was distributed to Enviroschools lead teachers nationwide to investigate these challenges. The study identifies key barriers, including time constraints, information overload, concerns about privacy and trust, and the perceived misalignment between the hands-on nature of EfS and the virtual nature of social media. Participants expressed a strong preference for face-to-face learning, emphasising its value for meaningful collaboration and practical engagement. The study highlights the need for systemic support to address these barriers. It suggests that integrating teacher professional learning through social media into teachers' working hours could significantly enhance their engagement in professional learning for EfS.