SINTA

0.0

Impact

Google Scholar

8

h-index

Journal of Academic Biology and Biology Education

Open Access Journal

Fostering Environmental Awareness Through Environmental Learning: A Cross-Country Study in Zambia, Brunei Darussalam, and Nigeria

Matilda Kanyampa Nakazwe
University of Zambia ROR
Zambia
matildaanpankzwee@gmail.com
Masnah Mirasan
University of Brunei Darussalam ROR
Brunei Darussalam
Angelica Effiong
University of Calabar ROR
Nigeria
Share

  • Purpose of the study: This study examines the implementation of Environmental Learning in fostering environmental awareness and behavioral transformation among elementary school students across different developing-country contexts. The study addresses the limited comparative research on environmental learning practices and behavioral outcomes in diverse socio-cultural and educational settings.

    Methodology: A qualitative multi-site case study design was employed in three public elementary schools located in Lusaka (Zambia), Bandar Seri Begawan (Brunei Darussalam), and Calabar (Nigeria). Participants consisted of 90 students aged 9–11 years and six teachers selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis. Trustworthiness was ensured through triangulation, member checking, expert validation (CVI = 0.91), and intercoder reliability procedures (Cohen’s Kappa = 0.86). Data were analyzed using thematic analysis and cross-case comparison.

    Main Findings: The findings indicate that Environmental Learning effectively promotes environmental awareness, environmental responsibility, and sustainable behavioral practices. Students demonstrated positive behavioral changes, including proper waste disposal, environmental cleanliness, resource conservation, and active participation in environmental activities. Cross-country analysis revealed contextual differences in implementation. In Zambia, environmental learning emphasized community participation and local environmental challenges; in Brunei Darussalam, implementation was supported by stronger institutional policies and sustainability-oriented school programs; while in Nigeria, community engagement played a central role despite infrastructure limitations.

    Novelty/Originality of this study: his study contributes to environmental education literature by providing comparative evidence from three developing countries and demonstrating how environmental learning promotes behavioral transformation through constructivist, experiential, socio-cultural, and environmental citizenship processes.

  • How to cite

    [1]
    M. K. Nakazwe, M. Mirasan, and A. Effiong, “Fostering Environmental Awareness Through Environmental Learning: A Cross-Country Study in Zambia, Brunei Darussalam, and Nigeria”, Jou. Acd. Bio. Ed, vol. 2, no. 2, pp. 264–280, Dec. 2025, doi: 10.37251/jouabe.v2i2.3291.

    More Citation Formats

  • 28
    Abstract views
    20
    Downloads

    Metrics — Badges

    1. S. K. Yadav et al., “Environmental education for sustainable development,” in Natural Resources Conservation and Advances for Sustainability, Elsevier, 2022, pp. 415–431. doi: 10.1016/B978-0-12-822976-7.00010-7.
    2. I. Elegbede, R. Matti-Sanni, O. Moriam, and I. Emily Osa, “Sustainability education and environmental awareness,” in Encyclopedia of Sustainable Management, Cham: Springer International Publishing, 2023, pp. 1–9. doi: 10.1007/978-3-030-02006-4_128-1.
    3. M. Imran, N. Almusharraf, M. Sayed, and A. Abdellatif, “Education for a austainable future: The impact of environmental education on shaping sustainable values and attitudes among students,” Eng. Pedagog., vol. 14, no. 6, pp. 155–171, 2025, doi: 10.12737/2173834.
    4. A. Faganel and B. Kovač, “Inquiring and strengthening the environmental awareness among elementary school children,” Int. J. Innov. Learn., vol. 37, no. 4, pp. 439–473, 2025, doi: 10.1504/IJIL.2025.146510.
    5. P. M. A. Castellanos and A. Queiruga-Dios, “From environmental education to education for sustainable development in higher education: a systematic review,” Int. J. Sustain. High. Educ., vol. 23, no. 3, pp. 622–644, Feb. 2022, doi: 10.1108/IJSHE-04-2021-0167.
    6. A. M. Corpuz, T. C. S. Andres, and J. M. Lagasca, “Integration of environmental education (Ee) in teacher education orograms : Toward sustainable curriculum greening,” Probl. Educ. 21st Century, vol. 80, no. 1, pp. 119–143, 2022, doi: 10.33225/pec/22.80.119.
    7. D. Murzyn, T. Mroczek, M. Czyżewska, and K. Jezierska, “Environmental awareness and responsibility: A machine learning analysis of polish university students,” Sustain., vol. 17, no. 19, pp. 1–31, 2025, doi: 10.3390/su17198577.
    8. S. Suralin, “Integrating environmental education to form environmental care characters in schools,” Adv. Community Serv. Res., vol. 1, no. 2, pp. 47–56, 2023, doi: 10.60079/acsr.v1i2.335.
    9. S. Yadav, “Cultivating Sustainable Behavior and Critical Consciousness Towards the Environment,” in The Impact of Climate Change and Sustainability Standards on the Insurance Market, Wiley, 2023, pp. 333–348. doi: 10.1002/9781394167944.ch21.
    10. S. K. Shah, T. Zhongjun, A. Sattar, and Z. XinHao, “Consumer’s intention to purchase 5G: Do environmental awareness, environmental knowledge and health consciousness attitude matter?,” Technol. Soc., vol. 65, p. 101563, May 2021, doi: 10.1016/j.techsoc.2021.101563.
    11. N. M. Ardoin and J. E. Heimlich, “Environmental learning in everyday life: Foundations of meaning and a context for change,” Environ. Educ. Res., vol. 27, no. 12, pp. 1681–1699, 2021, doi: 10.1080/13504622.2021.1992354.
    12. L. Misqa, W. Oviana, Z. Hayati, and M. Jannah, “Improving student learning outcomes in mathematics learning through a contextual teaching and learning approach in elementary schools,” J. Indones. Prim. Sch., vol. 1, no. 2, pp. 19–26, 2024, doi: 10.62945/jips.v1i2.34.
    13. P. N. Monde, M. Muchanga, and L. Mweemba, “Strategic environmental education framework for sustainable ecosystems management in Lusaka District, Zambia,” Int. J. Humanit. Soc. Sci. Educ., vol. 10, no. 3, pp. 110–117, 2023, doi: 10.20431/2349-0381.1003011.
    14. W. Sikwibele and L. Chipatu, “Management of Zambia’S chongwe river catchment through environmental education.,” Am. J. Environ. Stud., vol. 4, no. 1, pp. 38–53, 2021, doi: 10.47672/ajes.747.
    15. Z. H. Zamri, N. Ahmad, L. S. Shamsu, and A. Masum, “Human rights to a sustainable environment and environmental Law: A critical examination of social ovements in Brunei and ASEAN,” in SSRN Electronic Journal, 2025, pp. 379–401. doi: 10.2139/ssrn.5195067.
    16. A. R. Dariah, A. M. Rani, Y. Sundaya, and R. Abdullah, “Sustainable business practices in Indonesia and Brunei Darussalam: awareness or innovation?,” Discov. Sustain., vol. 6, no. 1, pp. 1–16, 2025, doi: 10.1007/s43621-025-01028-9.
    17. A. Babalola and D. S. Olawuyi, “Advancing environmental education for sustainable development in higher education in nigeria: Current challenges and future directions,” Sustain., vol. 13, no. 19, pp. 1–14, 2021, doi: 10.3390/su131910808.
    18. F. Jimoh, T. S. M, and A. H. Dahiru, “Health education approaches in tackling environmental chalenges in Nigeria,” Kantagora J. if Intellect. Discourse, vol. 3, no. 2, pp. 107–118, 2025, doi: 10.5281/zenodo.17471194 Despite.
    19. R. Brahma, “Innovations in teaching and learning for environmental education,” J. Am. Inst., vol. 2, no. 2, pp. 210–224, 2025, doi: 10.71364/kxrd4r73.
    20. A. Chrysomalidou, I. Takos, I. Spiliotis, and P. Xofis, “Factors that influence the teachers’ involvement in outdoor, nature-Based educational activities and environmental education programs,” J. Zool. Bot. Gard., vol. 7, no. 1, pp. 1–23, 2025, doi: 10.3390/jzbg7010003.
    21. R. M. AlAli and A. A. Al-Barakat, “Assessing the effectiveness of environmental approach-based learning in developing science process skills and cognitive achievement in young children,” Educ. Sci., vol. 14, no. 11, pp. 1–18, 2024, doi: 10.3390/educsci14111269.
    22. A. Meryantie, N. Huda, V. M. T. L. Tobing, and M. Muhajir, “Implementation of TBL with constructivist and discovery learning approaches to enhance eco-literacy of homeschooling students,” J. Inov. Teknol. Pendidik., vol. 12, no. 3, pp. 307–316, 2025, doi: 10.21831/jitp.v12i3.85855.
    23. S. W. Al Idrus, R. Rahmawati, and A. Kadir, “Analysis of students environmental attitudes as a contribution to the sustainable development goals (SDGs),” J. Pijar Mipa, vol. 20, no. 7, pp. 1347–1353, 2025, doi: 10.29303/jpm.v20i7.9015.
    24. F. R. da Silva and F. Gerhard, “Do responsible consumption and production and climate policies influence an individual’s environmentally oriented consumption and anti-consumption?,” Rev. Adm. Contemp., vol. 29, no. 2, pp. 1–20, 2025, doi: 10.1590/1982-7849rac2025240257.en.
    25. N. Khasana, D. I. Pambudi, and N. Masaei, “Implementing effective strategies to foster environmental care character among students,” Int. J. Learn. Reform. Elem. Educ., vol. 2, no. 02, pp. 86–94, 2023, doi: 10.56741/ijlree.v2i02.312.
    26. M. B. Khofi, “The green school concept in elementary schools as an effort to form sustainable sehavior and environmental awareness,” Al-Adzka J. Ilm. Pendidik. Guru Madrasah Ibtidaiyah, vol. 14, no. 2, pp. 206–225, 2024, doi: 10.18592/aladzkapgmi.v14i2.14412.
    27. R. Silva, C. Farias, and I. Mesquita, “Cooperative learning contribution to student social learning and active role in the class,” Sustain., vol. 13, no. 15, pp. 1–18, 2021, doi: 10.3390/su13158644.
    28. S. A. R. Khan, Z. Yu, and M. Umar, “How environmental awareness and corporate social responsibility practices benefit the enterprise? An empirical study in the context of emerging economy,” Manag. Environ. Qual. An Int. J., vol. 32, no. 5, pp. 863–885, Jul. 2021, doi: 10.1108/MEQ-08-2020-0178.
    29. H. R. Perea, A. R. Piedrahita, and Ó. E. T. Alzate, “Models of environmental awareness: exploring their nature and role in environmental education – a systematic review,” Heliyon, vol. 11, no. 13, pp. 1–24, 2025, doi: 10.1016/j.heliyon.2025.e43679.
    30. A. Khoiri, W. Sunarno, S. Sajidan, and S. Sukarmin, “Analysing students’ environmental awareness profile using strategic environmental assessment,” F1000Research, vol. 10, pp. 1–27, 2021, doi: 10.12688/f1000research.51523.2.
    31. G. Pan, V. Shankararaman, K. Koh, and S. Gan, “Students’ evaluation of teaching in the project-based learning programme: An instrument and a development process,” Int. J. Manag. Educ., vol. 19, no. 2, pp. 1–11, 2021, doi: 10.1016/j.ijme.2021.100501.
    32. R. S. Siregar, “Improving the arabic writing skills of students through the application of contextual learning methods at dayah irsyadul abidin qurani,” Indones. J. Educ. Soc. Humanit., vol. 2, no. 1, pp. 358–369, 2025, doi: 10.62945/ijesh.v2i1.726.
    33. C. Reddy, “Environmental education, social justice and teacher education: Enabling meaningful environmental learning in local contexts,” South African J. High. Educ., vol. 35, no. 1, pp. 161–177, 2021, doi: 10.20853/35-1-4427.
    34. J. K. Debrah, D. G. Vidal, and M. A. P. Dinis, “Raising awareness on solid waste management through formal education for sustainability: A developing countries evidence review,” Recycling, vol. 6, no. 1, pp. 1–21, 2021, doi: 10.3390/recycling6010006.
    35. S. Zarei and S. Mohammadi, “Challenges of higher education related to e-learning in developing countries during COVID-19 spread: a review of the perspectives of students, instructors, policymakers, and ICT experts,” Environ. Sci. Pollut. Res., vol. 29, no. 57, pp. 85562–85568, 2022, doi: 10.1007/s11356-021-14647-2.
    36. A. Amoah and T. Addoah, “Does environmental knowledge drive pro-environmental behaviour in developing countries? Evidence from households in Ghana,” Environ. Dev. Sustain., vol. 23, no. 2, pp. 2719–2738, Feb. 2021, doi: 10.1007/s10668-020-00698-x.
    37. N. D. Napitupulu, I. Novianti, I. Iduard, R. Rutmiyanti, I. Ibrahim, and K. S. Embatau, “Environmental literacy in middle school: Ecological knowledge, cognitive skills, environmental affect, and pro-environmental behavior,” J. Eduscience, vol. 12, no. 2, pp. 281–296, 2025, doi: 10.36987/jes.v12i2.6691.
    38. A. Suhendar et al., “Eco-literacy and sustainable citizenship: The role of the school environment in shaping responsible environmental behavior,” Sekumpul J. Multidiscip. Educ. Sci., vol. 1, no. 1, pp. 12–19, 2023, doi: 10.62568/jomes.v1i1.13.
    39. K. J. Masemene and S. B. Msezane, “Exploring environmental literacy components in promoting sustainable behaviour: A case study of rural primary schools,” J. Educ. Gift. Young Sci., vol. 9, no. 3, pp. 233–249, 2021, doi: 10.17478/jegys.980968.
    40. R. Yusuf and I. Fajri, “Differences in behavior, engagement and environmental knowledge on waste management for science and social students through the campus program,” Heliyon, vol. 8, no. 2, pp. 1–14, 2022, doi: 10.1016/j.heliyon.2022.e08912.
    41. B. Yang, N. Wu, Z. Tong, and Y. Sun, “Narrative-based environmental education improves environmental awareness and environmental attitudes in children aged 6–8,” Int. J. Environ. Res. Public Health, vol. 19, no. 11, pp. 1–19, 2022, doi: 10.3390/ijerph19116483.
    42. I. Karachalios and N. Manesis, “Fostering environmental awareness in primary school students: Evaluating the impact of a waste management education program,” Eur. J. Educ. Stud., vol. 12, no. 4, pp. 77–94, 2025, doi: 10.46827/ejes.v12i4.5886.
    43. C. N. Agbor, M. . Etan, R. . Akuji, and C. . Ogbor, “Methods of teaching environmental education for sustainability,” Int. J. Econ. Environ. Dev. Soc., vol. 2025, no. 2, pp. 209–233, 2025.
    44. M. M. Leko, B. G. Cook, and L. Cook, “Qualitative methods in special education research,” Learn. Disabil. Res. Pract., vol. 36, no. 4, pp. 278–286, Nov. 2021, doi: 10.1111/ldrp.12268.
    45. T. Muzari, G. N. Shava, and S. Shonhiwa, “Qualitative research paradigm, a key research design for educational researchers, processes and procedures: A theoretical overview,” Qual. Res. Paradig., vol. 2, no. 01, pp. 14–20, 2022.
    46. D. Mohajan and H. Mohajan, Constructivist grounded theory: A new research approach in social science, no. 114970. 2022.
    47. L. Rodríguez-Labajos, C. S. Thomson, and G. O’Brien, “Applying constructivist grounded theory in co-production research: A case study exploring its potential and lessons for construction management research,” Constr. Manag. Econ., vol. 39, no. 5, pp. 369–382, 2021, doi: 10.1080/01446193.2021.1894654.
    48. G. P. Ambawono, B. Budiono, and E. Poerwanti, “Fostering Environmental Awareness Through School-Based Programs: A Case Study of the Adiwiyata Initiative in Indonesian Elementary Education,” AL-ISHLAH J. Pendidik., vol. 17, no. 4, pp. 6871–6883, Dec. 2025, doi: 10.35445/alishlah.v17i4.7785.
    49. R. Fatahidin, “Ecopedagogic model: A teacher’s approach to implementing learning in elementary schools to foster students’ critical awareness of the environment,” Subang Int. J. Gov. Account., vol. 3, no. 1, pp. 39–42, 2025.
    50. T. S. Ezeudu and E. K. Chukwudubem, “Exploring socio-cultural factors in the context of Urban environmental management in Nigeria,” Int. J. Res. Innov. Soc. Sci., vol. VII, no. X, pp. 282–300, 2023, doi: 10.47772/IJRISS.2023.701025.
    51. M. A. Altassan, “Sustainable leadership and green HRM: Fostering environmentally responsible organizational cultures,” Sustain., vol. 17, no. 20, pp. 1–19, 2025, doi: 10.3390/su17209331.
    52. O. Tajik, J. Golzar, and S. Noor, “Purposive sampling,” Int. J. Educ. Lang. Stud., vol. 2, no. 2, pp. 1–9, 2024.
    53. E. I. Obilor, “Convenience and purposive sampling techniques: Are they the same?,” Int. J. Innov. Soc. Sci. Educ. Res., vol. 11, no. 1, pp. 1–7, 2023.
    54. T. T. D. Susanto, S. Zahrah, M. Z. Prtama, J. Aisyah, and A. Kurniawan, “Improving the quality of education through environmentally based learning,” Perspekt. Ilmu Pendidik., vol. 38, no. 1, pp. 47–56, 2024, doi: 10.21009/pip.381.5.
    55. A. Husin, H. Helmi, Y. K. Nengsih, and M. Rendana, “Environmental education in schools: sustainability and hope,” Discov. Sustain., vol. 6, no. 41, pp. 1–11, 2025, doi: 10.1007/s43621-025-00837-2.
    56. S. Kazazoglu, “Environmental education through Eco-literacy: Integrating sustainability into english language teaching,” Sustain., vol. 17, no. 5, pp. 1–23, 2025, doi: 10.3390/su17052156.
    57. B. Algurén, “Toward behavioral learning outcomes: A case study of an experiential learning approach and students’ self-reported facilitators and barriers for pro-environmental behavior,” Int. J. Sustain. High. Educ., vol. 26, no. 9, pp. 265–280, Dec. 2025, doi: 10.1108/IJSHE-01-2025-0063.
    58. R. Takbir, R. Dewi, and F. A. Baso, “Lecturer’s strategies in teaching speaking during COVID-19 pandemic,” Indones. J. Psycholinguist., vol. 2, no. 1, pp. 25–29, 2023, doi: 10.56983/ijp.v2i1.483.
    59. B. Cahyanto, “Implementation of deep learning for strengthening reading literacy in elementary school,” Ghancaran J. Pendidik. Bhs. dan Sastra Indones., vol. 7, no. 1, pp. 219–235, 2025, doi: 10.19105/ghancaran.v7i1.18892.
    60. S. Loots, F. Strydom, and H. Posthumus, “Learning from students: Factors that support student engagement in blended learning environments within and beyond classrooms,” J. Student Aff. Africa , vol. 11, no. 2, pp. 73–88, 2023, doi: 10.24085/jsaa.v11i2.4897.
    61. J. Li and E. Xue, “Dynamic interaction between student learning behaviour and learning environment: Meta-analysis of student engagement and its influencing factors,” Behav. Sci. (Basel)., vol. 13, no. 1, pp. 1–15, 2023, doi: 10.3390/bs13010059.
    62. Y. Herlanti, S. Nobira, Y. Kuboki, and Q. Qumilaila, “Online lesson study design: Integrating environmental issues with science learning to enhance students’ environmental literacy,” Int. J. Lesson Learn. Stud., vol. 14, no. 1, pp. 27–40, Feb. 2025, doi: 10.1108/IJLLS-08-2024-0169.
    63. J. van de Wetering, P. Leijten, J. Spitzer, and S. Thomaes, “Does environmental education benefit environmental outcomes in children and adolescents? A meta-analysis,” J. Environ. Psychol., vol. 81, p. 101782, Jun. 2022, doi: 10.1016/j.jenvp.2022.101782.
    64. M. C. Schlunegger, M. Zumstein-Shaha, and R. Palm, “Methodologic and data-analysis triangulation in case studies: A scoping review,” West. J. Nurs. Res., vol. 46, no. 8, pp. 611–622, 2024, doi: 10.1177/01939459241263011.
    65. S. Bhalla, N. Bahar, and K. Kanapathy, “Pre-testing semi-structured interview questions using expert review and cognitive interview methods,” Int. J. Bus. Manag., vol. 7, no. 5, pp. 11–19, Oct. 2023, doi: 10.26666/rmp.ijbm.2023.5.2.
    66. K. S. Tan, Y. C. Yeh, P. S. Adusumilli, and W. D. Travis, “Quantifying interrater agreement and reliability between thoracic pathologists: Paradoxical behavior of cohen’s kappa in the presence of a high prevalence of the histopathologic feature in lung cancer,” JTO Clin. Res. Reports, vol. 5, no. 1, pp. 1–8, 2024, doi: 10.1016/j.jtocrr.2023.100618.
    67. M. L. Coleman, M. Ragan, and T. Dari, “Intercoder reliability for use in qualitative research and evaluation,” Meas. Eval. Couns. Dev., vol. 57, no. 2, pp. 136–146, Apr. 2024, doi: 10.1080/07481756.2024.2303715.
    68. A. Baharuddin S, S. Saihan, and L. Usriyah, “Green school initiatives: Cultivating environmental awareness in elementary education,” J. Educ. Res. Pract., vol. 3, no. 1, pp. 50–68, Jan. 2025, doi: 10.70376/jerp.v3i1.285.
    69. P. R. Herros, M. S. Hanafi, and I. Rusdiyani, “The implementation of principal policies and the role of teachers in fostering students’ environmental awareness through the kurasaki habit at Cibadak 05 public elementary school,” Int. J. Community Engagem. Payungi, vol. 5, no. 1, pp. 79–86, 2025, doi: 10.58879/ijcep.v5i1.82.
    70. L. Sugiastutih, A. Restian, and Kuncahyono, “Fostering student enthusiasm in ecoprint pounding as an environment-based learning technique,” J. Pendidik. Teor. Penelitian, dan Pengemb., vol. 10, no. 5, pp. 211–218, 2025, doi: 10.17977/jptpp.v10i5.25873.
    71. B. Setiawan, A. Barokah, D. N. Hafifah, and V. Iasha, “Enhancing environmental awareness through STEAM-based learning with ESD principles in elementary education,” Int. J. Educ. Learn. Stud., vol. 1, no. 1, pp. 1–12, 2025, doi: 10.64421/ijels.v1i1.1.
    72. R. Beach, “Teachers and students use of systems thinking about their participation in school environmental clubs,” J. Adolesc. Adult Lit., vol. 67, no. 1, pp. 22–31, 2023, doi: 10.1002/jaal.1299.
    73. M. M. AR, S. Sama, and K. Aini, “The implementation of ecoliteracy as a learning resource to improve environmental care attitudes in elementary schools,” Mimb. Sekol. Dasar, vol. 10, no. 1, pp. 122–134, 2023, doi: 10.53400/mimbar-sd.v10i1.50333.
    74. T. Mutia, L. Y. Irawan, Sumarmi, R. Meilitasari, and R. R. Prasad, “The relationship between the adiwiyata program based on environmental activities and students’ environmental care attitudes in supporting green schools,” Int. J. Sustain. Dev. Plan., vol. 20, no. 1, pp. 25–31, Jan. 2025, doi: 10.18280/ijsdp.200103.
    75. E. Erwinsyah, “Environmental knowledge, attitudes, and practices for behavior change of university students: The case of Indonesia,” J. STEAM Educ., vol. 5, no. 2, pp. 181–192, 2022, doi: 10.55290/steam.1075516.
    76. M. C. Ruiz-Jiménez, R. Martínez-Jiménez, A. Licerán-Gutiérrez, and E. García-Martí, “Students’ attitude: Key to understanding the improvement of their academic RESULTS in a flipped classroom environment,” Int. J. Manag. Educ., vol. 20, no. 2, pp. 1–11, 2022, doi: 10.1016/j.ijme.2022.100635.
    77. N. D. Orbanić and N. Kovač, “Environmental awareness , attitudes , and behaviour of preservice preschool and primary school teachers,” J. Balt. Sci. Educ., vol. 20, no. 3, pp. 373–388, 2021, doi: 10.33225/jbse/21.20.373.
    78. S. Sousa, E. Correia, J. Leite, and C. Viseu, “Environmental knowledge, attitudes and behavior of higher education students: A case study in Portugal,” Int. Res. Geogr. Environ. Educ., vol. 30, no. 4, pp. 348–365, Oct. 2021, doi: 10.1080/10382046.2020.1838122.
    79. D. C. Finger et al., “The importance of international collaboration to enhance education for environmental citizenship,” Sustain., vol. 13, no. 18, pp. 1–17, 2021, doi: 10.3390/su131810326.
    80. N. M. Ardoin, A. W. Bowers, and M. Wheaton, “Leveraging collective action and environmental literacy to address complex sustainability challenges,” Ambio, vol. 52, no. 1, pp. 30–44, 2023, doi: 10.1007/s13280-022-01764-6.
    81. F. Alam, H. Abdul Rahman, K. Y. Y. Kok, and K. H. Abdul-Mumin, “Exploring sustainability of educational environment among health science students at the largest public University in Brunei Darussalam: A convergent mixed-methods study,” Sustain., vol. 15, no. 17, pp. 1–15, 2023, doi: 10.3390/su151712714.
    82. E. I. Ezepue et al., “Evaluating the local language dimensions for effective teaching and learning sustainability in the secondary education system in southeast Nigeria: Results from a small-scale study,” Sustain., vol. 15, no. 9, pp. 1–18, 2023, doi: 10.3390/su15097510.
    83. E. S. Lufungulo, J. Jia, and K. Mwila, “Exploring factors of open educational resources (OER) in Zambian community schools: A qualitative study,” Soc. Sci. Humanit. Open, vol. 11, p. 101465, 2025, doi: 10.1016/j.ssaho.2025.101465.
    84. N. M. Ardoin, A. W. Bowers, and E. Gaillard, “Environmental education outcomes for conservation: A systematic review,” Biol. Conserv., vol. 241, p. 108224, Jan. 2020, doi: 10.1016/j.biocon.2019.108224.
    85. S. Otto and P. Pensini, “Nature-based environmental education of children: Environmental knowledge and connectedness to nature, together, are related to ecological behaviour,” Glob. Environ. Chang., vol. 47, pp. 88–94, Nov. 2017, doi: 10.1016/j.gloenvcha.2017.09.009.
    86. H. Lestari, M. Ali, W. Sopandi, and A. R. Wulan, “The ESD-oriented RADEC model: To improve students sustainability consciousness in elementary schools,” Pegem J. Educ. Instr., vol. 12, no. 2, pp. 93–102, Jan. 2022, doi: 10.47750/pegegog.12.02.11.