Learners’ Awareness and Engagement with Sustainability Education Through AI-Driven Service-Learning: Implications for Educational Practice

Abstract

Abstract

This study investigated senior secondary school students’ experiences and perceptions of AI-driven service-learning for sustainability education, with a specific focus on their awareness and attitudes toward green materials and sustainable practices. Guided by a descriptive survey research design, the study involved 251 students from four purposively selected secondary schools in the Obollo-Afor Education Zone of Enugu State, Nigeria. These schools were chosen based on their access to ICT facilities, AI-integrated learning platforms, and consistent electricity supply, ensuring a supportive environment for technology-enhanced learning. Data were collected using the Students’ Experiences and Perceptions of AI-Driven Service-Learning for Sustainability Education Questionnaire (SEPASLEQ), which was adapted from validated instruments and subjected to expert validation and pilot testing. The instrument exhibited strong internal consistency, with a Cronbach’s alpha coefficient of 0.81. Descriptive statistics, including mean and standard deviation, were used to answer the research questions. Findings indicated that students showed a high level of awareness and understanding of sustainability concepts and green materials, held positive attitudes toward sustainable practices, and acknowledged the value of AI-supported service-learning in enhancing their engagement. However, the actual integration of AI tools and structured service-learning experiences in classrooms remained limited. The results highlight the importance of aligning curriculum implementation with technological and experiential innovations to effectively equip learners for sustainable development goals.