Fostering Environmental Awareness And Understanding Of Sustainability Concepts Through Project-Based Learning Activities In Early Childhood

Abstract

Amid growing global concerns about climate change and environmental degradation, cultivating environmental awareness and understanding of sustainability concepts from an early age has become a pedagogical imperative. This study investigates the effectiveness of project-based learning (PBL) activities in developing environmental awareness and selected sustainability concepts among young learners. Adopting a quasi-experimental one-group pre-post design, the study was conducted on a sample of 34 fourth-grade boys from a primary school in Al-Ahsa, Kingdom of Saudi Arabia.To guide the intervention, a tailored list of age-appropriate sustainability concepts was developed specifically for the participating children. A validated environmental awareness scale and a conceptual understanding test were both administered before and after the intervention. Over a six-week period, children engaged in a series of structured, hands-on, project-based activities focused on real-life environmental issues and sustainable practices.The findings revealed statistically significant improvements in both environmental awareness and understanding of the targeted sustainability concepts. Specifically, children's environmental awareness improved across three core dimensions: Cognitive Awareness (knowledge of environmental concepts such as pollution, recycling, and conservation), Emotional Connection (expressing care and concern for nature and living organisms), and Behavioral Readiness (willingness to engage in eco-friendly actions). Furthermore, the post-test results demonstrated a marked enhancement in children's conceptual grasp of sustainability principles, including resource conservation, responsible consumption, biodiversity protection, and renewable energy use.These results underscore the potential of project-based learning to foster environmental responsibility and embed sustainability values in early education settings. The study highlights the importance of integrating experiential, inquiry-based approaches into childhood curricula to promote a more sustainable and conscious generation.