article · Integrated Science Education Journal
Integrating Green Sustainable Science and Technology into STEM education helps improve environmental literacy among junior high school students. Using a qualitative case study with classroom observations, interviews with teachers and school officials, and document analysis, the research examined project-based learning activities. Teachers successfully incorporated sustainability concepts into practical projects, such as designing energy-saving devices from recycled materials. As a result, students showed high enthusiasm, gained meaningful learning experiences, and developed a stronger awareness of environmental protection. Furthermore, supportive school policies and appropriate facilities played a critical role in strengthening students' conceptual understanding, environmental literacy, and positive attitudes towards sustainability. The approach connects sustainable practices with hands-on STEM education to foster environmental responsibility alongside academic learning at the secondary school level.
Fostering environmental literacy in young learners is essential for long-term sustainability. Demonstrating how secondary schools can combine STEM subjects with practical sustainability projects offers educators and policymakers a tested approach to building environmental responsibility. Hands-on learning using recycled materials helps students understand ecological challenges while acquiring foundational scientific and technical skills.
The findings can inform the design of practical educational curricula, teacher training programmes, and classroom learning kits focused on sustainable STEM projects. The primary users are secondary schools, education authorities, and providers of STEM learning materials. Because this was evaluated as an applied educational framework within a school setting, the approach is ready for adaptation and wider trial by curriculum developers and educational institutions.
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Purpose of the study: This study aims to explore the integration of Green Sustainable Science and Technology (GSST) in STEM learning to improve junior high school students’ environmental literacy through a project-based learning approach. Methodology: A qualitative case study design was employed. Data were collected through classroom observations, in-depth interviews with teachers and school officials, and document analysis. The data were analyzed using the Miles and Huberman model, which consists of data reduction, data display, and conclusion drawing. Main Findings: The results show that teachers successfully integrated GSST into STEM learning through project-based activities, such as designing energy-saving devices using recycled materials. Students demonstrated high enthusiasm, gained meaningful learning experiences, and developed awareness of environmental protection. Supportive school policies and facilities further enhanced students’ conceptual understanding, environmental literacy, and positive attitudes toward sustainability. Novelty/Originality of this study: This study introduces GSST integration into STEM learning at the secondary school level as an innovative model to enhance environmental literacy. The novelty lies in linking sustainability with practical project-based approaches, advancing educational practices that foster both conceptual mastery and environmental responsibility to support sustainable education.
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DOI: 10.37251/isej.v6i3.2116
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