Knowledge, Understanding, and Awareness of Climate Change and Sustainability through Science Education: A Student Engagement in Project-Based Learning Interventions

 Corresponding author: Marinel R. Gara. Copyright © 2025 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0. Knowledge, Understanding, and Awareness of Climate Change and Sustainability through Science Education: A Student Engagement in Project-Based Learning Interventions Marinel R. Gara 1, *, Florence Mae F. Dela Cruz 2 and Alyssa Julia A. Inguillo-Topacio 2 1 National Teachers College -Quiapo, Manila, Philippines. 2 General Emilio Aguinaldo National High School, Schools Division of Imus City, Department of Education, Philippines. World Journal of Advanced Research and Reviews, 2025, 28(01), 2226-2240 Publication history: Received on 12 September 2025; revised on 28 October 2025; accepted on 31 October 2025 Article DOI: https://doi.org/10.30574/wjarr.2025.28.1.3593 Abstract This study examines how Project-Based Learning (PBL) can enhance students' understanding and awareness of climate change and sustainability within the context of science education at General Emilio Aguinaldo National High School in Imus City. Recognizing the urgent need to integrate environmental education into the curriculum, the research employed a mixed-methods approach combining quantitative surveys and qualitative focus group discussions. The PBL intervention was implemented over a three-month period, engaging Grade 10 learners in hands-on, real-world projects focused on climate and sustainability issues. Findings revealed that learners demonstrated a moderate to high level of knowledge and awareness of climate change, particularly regarding its causes, impacts, and global mitigation efforts. PBL activities significantly improved students’ conceptual understanding, engagement, and confidence, enabling them to connect classroom learning with real-world applications. Qualitative data further highlighted that students developed a holistic understanding of environmental issues, extending beyond reducing carbon footprints to include biodiversity conservation and personal accountability. However, challenges such as academic workload and the need for differentiated tasks emerged. This study concludes that PBL is a practical pedagogical approach for fostering environmental literacy, critical thinking, and responsible citizenship among learners. It recommends further integrating PBL-based climate education across disciplines, communities, partnerships, and utilizing interactive learning materials to deepen sustainability awareness and promote active participation in climate action. Keywords: Project-Based Learning (PBL); Climate Education; Sustainability; Sustainability Awareness; Science Education; Environmental Literacy 1. Introduction Climate change is a broad issue that the education sector has an important role to play. Climate change is a pressing issue that requires immediate attention and action. The education sector continuously responds to these challenges by shaping the future generation’s understanding of climate change and sustainability. Science education is uniquely positioned to foster a deep understanding of climate science, environmental impact, and sustainable practices among students. Integrating climate change and sustainability into the curriculum is crucial for equipping students with the knowledge, skills, and attitudes necessary to navigate and address these complex issues. General Emilio Aguinaldo National High School - Imus City, like other educational institutions, supports and prepares learners to navigate the complexities of a changing world. The effects of climate change and the need for sustainability require action. However, integrating climate change into the science curriculum requires innovative approaches that go beyond traditional teaching methods. World Journal of Advanced Research and Reviews, 2025, 28(01), 2226-2240 2227 However, the school’s location in a region susceptible to the impacts of climate change, such as extreme weather events and environmental degradation, makes this research study particularly relevant. Students at General Emilio Aguinaldo National High School must be prepared to understand the scientific concepts of climate change to engage in sustainability practices that can actively mitigate its effects. Furthermore, the importance of climate change in education and its integration into curricula needs a more profound understanding. Schools must prioritize these topics amidst a crowded curriculum, honing learners to have a broader understanding of climate change despite the growing technology and human activities that contribute to it. Aligning to the RA No. 9729 or the Climate Change Act of 2009 and the Enhanced Basic Education Curriculum Act of 2013, or the strengthened curriculum integration of key climate change concepts across the grade level, broadening the knowledge of learners to the effects of climate change and how learners can be a part of a solution to combat the said environmental issues. Innovative educational strategies that can effectively engage students and enhance their understanding of climate change and sustainability are needed to address the gaps in climate change education. Learners' and teachers' classroom engagement will be an eye-opener to their environmental awareness, as learning the main concepts in the classroom will be a part of their learning. Meanwhile, Project-Based Learning (PBL) presents a unique opportunity to enhance the science curriculum by making climate change and sustainability education more interactive and relevant to students' lives (Risamasu, P. V. M., et al., 2024) [15]. Embracing project-based learning (PBL) as a learning delivery approach promotes student-teacher engagement while fostering academic growth and well-being (Rubino, 2024). [16] Student involvement in hands-on, real-world projects encourages active learning, critical thinking, and problem-solving skills. Project-based learning makes the learning environment more engaging and relevant, allowing for a deeper understanding of the subject matter (Genc, 2014). [6] Furthermore, PBL can be a powerful tool for increasing student engagement, which is crucial for effective learning and retention. Moreover, student engagement is a crucial factor in the success of any educational initiative. Project-based learning (PBL) has been shown to significantly enhance student motivation and engagement, leading to improved learning outcomes. Using a project-based learning (PBL) intervention focused on climate change and sustainability, General Emilio Aguinaldo National High School in Imus City enhances students' understanding, inspiring them to become more proactive agents of change in their communities. This research examines how project-based learning (PBL) can be utilized to enhance climate change and sustainability education in conjunction with science education at General Emilio Aguinaldo National High School in Imus City. By prioritizing the topics within the science curriculum and engaging students through PBL, the school has the potential to produce a generation of learners who are well-informed, environmentally conscious, and equipped to contribute to a sustainable future. 2. Review of Related Literature Science education holds significant potential to be a powerful tool in adapting to climate change and addressing the climate emergency Dunlop & Rushton, 2021) [2]. Learners and educators collaborate to combat climate change, honing learners into resilient individuals who possess relevant content knowledge on climate change, social issues, and the institutional environment. This knowledge is implemented in the education system to promote a resilient and climateresilient sustainable environment in schools and communities (Anderson, 2013). [1] Education for Sustainable Development (ESD) prioritizes high-quality learning outcomes by focusing on both content and learning processes, with a strong emphasis on contributing to environmental sustainability and addressing climate change. Perwitasari, S., Hariyono, E., & Susantini, E. (2023) [12]. Education for Sustainable Development (ESD) continually shapes the mindset and lifestyles of learners, both now and in the future, by integrating project-based learning (PBL) approaches. This approach is considered effective in enhancing students' understanding of climate change and sustainability Khoiri, N., Hayat, M., & Siskawati, D., 2023) [8]. Despite curriculum overload and limited resources, schools have successfully integrated climate change into their curricula and employed innovative teaching strategies, embracing community engagement and technology integration to promote environmental literacy Fan, Chen, Xiang, & Fan, 2024) [5]. The Science Education in K to 12 program's conceptual framework aims to produce learners who are inclined toward scientific, technological, and environmental literacy (DepEd, 2016) [19]. Private and public schools work together to strengthen environmental awareness, preservation, and protection, integrating science subjects and other learning areas to promote ecological conservation, utilizing the science instructional materials to promote a broader understanding of environmental education, as stated on DO: no. 52, s 2011. The education sector continually designs curricula and learning delivery approaches that World Journal of Advanced Research and Reviews, 2025, 28(01), 2226-2240 2228 integrate climate change and sustainability. Climate change was also strengthened by implementing DRRM to develop the resiliency of teachers and students, providing knowledge on the adaptability to climate change across the learners in Junior High School level, Fale, M. T. L. (2022) [5] In partnership with DENR and other school related organization like YES-O, climate change has been part of their project in every school, to deepen the knowledge of learners about the possible effects of pollution and in surroundings associated with climate change effects on the natural phenomena— additionally, students' engagement and experiences in science classrooms and other learning environments. Integrating climate change into the high school curriculum provides deeper insights for learners to achieve the sustainable development of the environment, Evey, C. K. (2021, [4] Moreover, based on a review of the related literature, teaching about climate change has a positive effect on students, enhancing their creativity and environmental responsibility through project-based learning. This approach also strengthens physics education by linking it to real-world phenomena Lestari, N., Susanti, F., Deta, U., Hariyono, E., & Madlazim, M., 2024) [9]. Project-based Based Learning is more effective in enhancing critical thinking skills, and taking action on climate change can improve learners' engagement with science by highlighting its relevance to real-world issues and linking education to project-based learning and community-driven efforts, R. Wulan, A.Utiya & N.Harun (2024), [14] To address climate change and sustainability education, it is essential to implement a real-world curriculum and support cross-curricular practices through teacher training Okada & Gray, 2022), [11]. Synthesis Project-based learning (PBL) has been integrated into science education to significantly enhance students' environmental attitudes and awareness. In science education, a study involving university students showed that PBL activities are notable to their positive perceptions of sustainability, including increased efficacy and responsive to environmental issues, Perrault, E. K., et.al., (2017), [10]; on the other hand, similar research was conducted to secondary schools’ students, shown that PBL methodologies are effective, improved the student's environmental awareness. Students who participate in projects related to the local environment have significantly and statistically increased their ecological awareness and consciousness, and fostered positive attitudes towards the environment, Lopez J. A et al. (2024), [13] Furthermore, applying PBL in environmental education has been associated with increased creativity, enhanced research skills, and permanent learning outcomes. Students believed that this practice helped them to define the current issues and or environmental problems more clearly and to take on more active tasks in the solution process, Genc, M. (2014), [6] 2.1. Research Questions: • What is the student's level of understanding and awareness regarding climate change and sustainability issues at General Emilio Aguinaldo National High School-Imus City? • What are the practices for integrating project-based learning into the science curriculum to prioritize climate change and sustainability education, and how can these practices be recommended for wide-range implementation? • How can project-based learning interventions be effectively crafted and integrated into science education to engage students with climate change and sustainability topics? • What effect does the project-based learning intervention have on students’ understanding and awareness of climate change and sustainability compared to their pre-intervention knowledge and awareness? 2.2. Scope and Limitation of the Study This study aims to enhance students' understanding and awareness of climate change and sustainability by implementing a project-based learning (PBL) intervention within the science curriculum at General Emilio Aguinaldo National High School in Imus City. This will involve grade 10 learners, with approximately 30 per section being selected through stratified random sampling to ensure representation across the learners. The PBL intervention is designed to integrate climate change and sustainability topics into the science curriculum and will be implemented over a period of three months or one quarter. Pre-and post-intervention assessments will be conducted to evaluate the impact of the intervention. Data collection will be performed using both quantitative and qualitative methods. Quantitative data will be obtained from surveys administered before and after the intervention, while qualitative data will be gathered through focus group discussions and interviews. World Journal of Advanced Research and Reviews, 2025, 28(01), 2226-2240 2229 However, the study's findings are specific to General Emilio Aguinaldo National High School in Imus City. They may not be generalizable to other schools or regions with different environments or educational contexts. Additionally, the study’s sample size, comprising a limited number of students — 20-30 per section — may restrict the broader applicability of the results. The intervention will be fixed over a period of time, which may limit the ability to observe the student engagement and understanding. 2.3. Significance of the Study This study holds promise for its potential impact on education and community engagement. Educationally, it aims to enhance students' understanding and awareness of climate change and sustainability, thereby enabling them to address global challenges more effectively. Using PBL in the science curriculum, this research promoted innovative teaching methods that make climate change and sustainability education more engaging and relevant to students' lives. Practically, the outcome of this research could also inform educators about the inclusion of climate change and sustainability topics in school curricula, thereby contributing to a broader understanding in the field of education. Furthermore, incorporating community and environmental perspectives can increase students’ engagement with climate change and sustainability topics, fostering greater ecological awareness and proactive behavior in school and the community. The study addresses local environmental concerns by focusing on a school situated in a region affected by climate change. Additionally, it will contribute to the development of educational strategies tailored to the specific needs and challenges of the community. 3. Research Design and Methodology This research will employ a mixed-methods approach, combining quantitative and qualitative research methods, to provide a comprehensive understanding of the impact of project-based learning (PBL) interventions on students' engagement with climate change and sustainability topics. Using a researcher-made questionnaire, learners will be assessed for their understanding and awareness of climate change sustainability before the PBL intervention. Develop and implement the PBL intervention, involving the iterative cycles of planning, action, observation, and reflection. Qualitative analysis methods will be used to gather insights into students’ experiences and the effectiveness of the PBL intervention, using focus group discussions. 3.1. Sampling Method Stratified random sampling will be utilized to ensure representation across the science education. Approximately 2030 students will be selected to provide sufficient data for both quantitative and qualitative analyses. World Journal of Advanced Research and Reviews, 2025, 28(01), 2226-2240 2230 3.2. Data Collection Figure 1 Data Collection Framework The figure above illustrates the data collection framework, which outlines the research instruments used, including questionnaires, focus group discussions, and interviews. It also details the validity and reliability testing procedures, sampling techniques, pre-intervention and post-intervention assessments, and the implementation of the three-month project-based learning (PBL) program, leading to a thematic qualitative analysis. 3.3. Data Analysis Plan 3.3.1. Quantitative Analysis Descriptive statistics will be utilized to assess the understanding and awareness of climate change and sustainability. Means, standard deviations, and frequencies will summarize the data and describe the overall level of experience and engagement. Paired sample T-test will be used for pre-test and post-test, and the SPSS software will be used for statistical data analysis, and will be interpreted by the statistician, Stephen T. Fife and Jacob D. Gossner (2024) [7] Table 1 Likert scale, weighted values, and verbal interpretation used for analyzing the respondents' perception ratings. Weight /Scale Likert Scale Interval Verbal Interpretation 5 4.21-5.00 Strongly Agree 4 3.41-4.20 Agree 3 2.613.40 Neutral/ Uncertain 2 1.81-2.60 Disagree 1 1.00 – 1.80 Strongly Disagree 3.3.2. Qualitative Analysis Thematic Analysis is conducted on the interview and focus group discussion transcripts to identify recurring themes and patterns related to students' experiences with the PBL intervention. Coding scheme to categorize qualitative data into meaningful themes, such as student engagement, perceived effectiveness, and challenges faced, Miles, Huberman, and Saldaña (2018) World Journal of Advanced Research and Reviews, 2025, 28(01), 2226-2240 2231 3.4. Ethical Considerations This research is conducted responsibly, respectfully, and in compliance with the Department of Education's outline of the Basic Education Research Agenda and Research Guidelines, as well as relevant management and legal standards. This research fully adheres to and establishes the ethical principles in considering the participation of minors in academic settings. Informed consent will be obtained from the parents/guardians, while assent will be sought from the student participants to ensure voluntary participation. All collected data are treated with strict confidentiality and anonymity, ensuring that individual identities are fully protected throughout the study process. The principle of nonmaleficence will be upheld by minimizing the harm or discomfort to the participants. In contrast, the principle of beneficence will guide the study to promote positive outcomes and contribute to the improvement of educational practices. Before data collection, the research will be conducted with complete transparency and integrity, maintaining honesty and accuracy at every stage. 4. Results and Discussion This part of the research explores the study's results, discussing the underlying issues related to the knowledge, awareness, and understanding of climate change among grade 10 learners. Table 2 Knowledge of Climate Change and Sustainability Indicators Strongly Disagree Disagree Neutral Agree Strongly Agree Total MEAN STD Verbal Interpretation -1 -2 -3 -4 -5 I am aware of the causes of climate change (e.g., greenhouse gas emissions). 3 3 12 37 28 83 4.01 0.98 Agree I am aware of the primary causes of climate change. 1 3 19 42 18 83 3.88 0.83 Agree I understand the role of human activities in contributing to climate change. 1 2 25 41 14 83 3.78 0.79 Agree I can identify the key scientific concepts related to sustainability. 3 15 36 22 7 83 3.18 0.95 Neutral I know the differences between renewable and non-renewable 3 8 27 27 18 83 3.59 1.04 Neutral World Journal of Advanced Research and Reviews, 2025, 28(01), 2226-2240 2232 energy sources. I understand how climate change impacts ecosystems and biodiversity. 4 0 25 26 28 83 3.89 1.03 Agree I am familiar with sustainable practices that can help mitigate climate change. 5 6 33 27 12 83 3.42 1.02 Neutral Data Interpretation: The table above shows the learners' knowledge of climate change and sustainability. It discusses the breadth of their knowledge and understanding of climate change, with an average of 3.68, which exemplifies the respondents' responses at a moderate to agreeable level of knowledge regarding climate change and sustainability. Meanwhile, the standard deviation (SD) is 0.95, indicating low variation in responses, meaning the responses across respondents are relatively consistent. In summary, the respondents generally show a moderate understanding of climate change and sustainability topics. Indicators 1 and 2, which are the primary causes of climate change, have the lowest mean scores, indicating a need for targeted reinforcement or further clarification in these areas. On the other hand, the impact of climate change on the ecosystem has led to a deeper understanding of scientific concepts. The low standard deviation indicates that most respondents share a similar level of awareness, which is positive in terms of group consistency. Table 3 Understanding of Climate Change and Sustainability Indicators Strongly Disagree Disagree Neutral Agree Strongly Agree TOTAL MEAN STD Verbal Interpretation 1 2 3 4 5 I understand the concept of sustainability and its importance. 1 7 34 30 11 83 3.52 0.87 Agree I can identify ways to reduce my carbon footprint. 2 12 38 25 6 83 3.25 0.88 Neutral I understand the importance of reducing carbon footprints for sustainability. 3 8 38 25 9 83 3.35 0.92 Neutral I understand how sustainable 1 4 31 34 13 83 3.65 0.84 Agree World Journal of Advanced Research and Reviews, 2025, 28(01), 2226-2240 2233 practices can impact future generations. I can analyze the relationship between climate change and biodiversity loss. 2 12 24 34 11 83 3.48 0.97 Neutral I am aware of the role of international agreements in promoting sustainability. 3 13 31 24 12 83 3.35 1.02 Neutral I understand the connection between climate change and social justice issues. 5 14 28 24 12 83 3.29 1.09 Neutral Data Interpretation: Table 3 presents the interpretation of data based on the survey results across respondents, with a mean of 2.65, indicating that the indicator is 4, which suggests a strong awareness of the benefits of sustainability and its impact on future generations. The standard deviation (STD) ranges from 0.84 to 1.09, indicating variation in responses, particularly in indicators 6 and 7, which suggests a mixed level of awareness. Furthermore, the results of the gathered data indicate that respondents possess a moderate to high level of understanding of climate change and sustainability concepts, with particular strengths in grasping the importance and long-term implications of sustainability. However, more focused efforts are needed to strengthen the knowledge on practical applications, global agreements, and social justice aspects. Table 4 Awareness and Sustainability Indicators Strongly Disagree Disagree Neutral Agree Strongly Agree TOTAL MEAN Verbal Interpretation STD 1 2 3 4 5 I am aware of the current global efforts to combat climate change. 3 3 23 40 14 83 3.71 Agree 0.91 I pay attention to news and reports about climate change and sustainability. 3 5 26 35 14 83 3.63 Agree 0.95 I believe my actions can make a difference in 4 8 21 35 15 83 3.59 Agree 1.04 World Journal of Advanced Research and Reviews, 2025, 28(01), 2226-2240 2234 addressing climate change. I am conscious of my daily habits that contribute to sustainability. 3 6 33 28 13 83 3.51 Agree 0.96 I am aware of the long-term consequences of ignoring climate change. 4 7 20 31 21 83 3.70 Agree 1.08 I am informed about the local and global initiatives aimed at promoting sustainability. 2 5 29 36 11 83 3.59 Agree 0.88 Data Interpretation: Table 4 shows that respondents consistently agree with seven indicators, with scores ranging from 3.51 to 3.71. The highest mean is 3.71 for indicator 1, suggesting a strong awareness of global efforts. The lowest mean is 3.51 for indicator 4, which focuses on daily sustainable habits; this is the target area for improvement. The standard deviation, which ranges from 0.88 to 1.08, shows moderate variability in individual awareness and attitudes. The data shows a solid understanding and positive attitudes toward climate change and sustainability. In general, they are informed and believe in their individual impact, and they express concern about long-term consequences. It suggests the widespread awareness of some variables, specifically in personal behavior and community participation. The future effort should focus on strengthening sustainable practices in daily routine and reinforcing the connection between individual action and global impact. Table 5 Engagement in Project-Based Learning Indicators Strongly Disagree Disagree Neutral Agree Strongly Agree TOTAL MEAN STD Verbal Interpretation 1 2 3 4 5 The projectbased learning activities enhanced my understanding of climate change. 2 2 23 42 14 83 3.77 0.84 Agree I felt more engaged in learning about sustainability through project-based activities. 1 3 27 37 15 83 3.75 0.83 Agree The projects helped me connect theoretical 1 5 30 34 13 83 3.64 0.86