The research investigated how science education through integrated sustainability practices helps primary school students develop environmental identity while studying sustainability practices in their daily schoolwork. The research investigated methods to incorporate sustainability principles into regular school operations, which would lead students toward environmentally responsible conduct. The research used qualitative methods to achieve its goals. The research team conducted 60 sessions of semi-structured interviews and school observations in private schools located in Riyadh and Al-Ahsa regions of Saudi Arabia. The Grounded Theory method enabled researchers to generate concepts that directly stem from the collected data. The research results demonstrated that schools need to implement sustainability practices to teach students about nature-human connections and develop environmental values and sustainable practices and improve daily environmental practices and establish sustainable practices as school examples. The study demonstrated that students developed stronger environmental identity through daily school activities that incorporated sustainability education. Furthermore, students’ environmental behaviors improved through participation in activities such as waste sorting and tree planting. Based on these findings, the study recommends strengthening the role of science education in promoting sustainability through practical activities, training teachers in integrative environmental education strategies, developing curricula that emphasize sustainable practices, and involving parents in raising environmental awareness within the school community.

Amid growing global environmental concerns, education plays a critical role in shaping students' understanding and attitudes toward sustainability. Science education, in particular, is uniquely positioned to foster environmental awareness and encourage responsible behaviors. This research was conducted to identify science teachers' perspectives regarding their role in instilling environmental sustainability values and reinforcing responsible behaviors among their students. A qualitative approach was employed through conducting interviews with a purposive convenience sample of 51 primary-stage science teachers in Saudi Arabia. Collected data was analyzed based on the grounded theory approach to facilitate the extraction of core ideas and themes. The findings demonstrated that teachers are deeply aware of their role in the reciprocal relation between human and the environment, which extends beyond knowledge transmission to shaping students' environmental behaviors, and that their environmental practices function as a model that strongly influences students' practices. Teachers' awareness of modeling, intellectual empowerment, and capability to link learning to real life situations demonstrated their deep understanding of how environmental education shapes long-term environmental attitudes. They highlighted empowering students to expect environmental challenges through integrating science curricula into real-life concerns. The findings strongly support integrating sustainability across disciplines to provide a comprehensive understanding of the concept and demonstrate science teachers' advanced educational vision to facilitate values and critical thinking rather than knowledge transmission. Keywords: primary science education, environmental sustainability, teachers' beliefs, contextualized teaching

Hydrogen is a clean and promising future energy source. In this work, we study a new class of lithium–based complex hydrides, ALi ₃ H ₉ (A = Zr, Nb, Ru, and Rh), to explore their hydrogen storage potential through density functional theory (DFT) calculations. The stability of ALi ₃ H ₉ (A = Zr, Nb, Ru, and Rh) is confirmed by its negative formation energy. Ab initio molecular dynamics (AIMD) simulations up to 300 K demonstrate that ALi ₃ H ₉ (A = Zr, Nb, Ru, and Rh) remains thermally stable. ALi ₃ H ₉ (A = Zr, Nb, Ru, and Rh) hydrides exhibit high gravimetric hydrogen capacities of 7.49, 7.39, 6.93, and 6.83 wt%, respectively. ALi ₃ H ₉ (A = Zr, Nb, Ru, and Rh) hydrides show high volumetric capacities ranging from 138.6 to 169.4 gH ₂ L ⁻¹ , substantially exceeding that of liquid hydrogen (~71 gH ₂ L ⁻¹ ), highlighting their strong potential for compact solid‐state hydrogen storage applications. The corresponding desorption temperatures are 268.7 K (Zr), 201.13 K (Nb), 414.9 K (Ru), and 396.3 K (Rh), indicating that Nb‐ and Zr‐based compounds enable hydrogen release at comparatively lower temperatures. Electronic structure calculations performed using the hybrid HSE06 functional reveal that ZrLi ₃ H ₉ , NbLi ₃ H ₉ , and RhLi ₃ H ₉ exhibit metallic behavior due to band crossings at the Fermi level, while RuLi ₃ H ₉ shows semiconducting nature with a bandgap of 1.627 eV. The density of states (DOS) shows dominant transition‐metal d ‐states near the Fermi level with strong hybridization and symmetric spin channels, confirming robust bonding and nonmagnetic behavior. Mechanical analysis confirms that all ALi ₃ H ₉ (A = Zr, Nb, Ru, and Rh) hydrides satisfy the Born stability criteria, indicating structural stability, with Ru‐ and Rh‐based compounds showing higher stiffness, while Zr‐ and Nb‐based systems exhibit ductile behavior.