ESD-STEM solid waste management project to enhance students’ sustainability action in learning environmental pollution

Abstract

Poor solid waste management can lead to significant environmental pollution, and the younger generation needs to be involved in finding solutions. The purpose of this study is to investigate the impact of involving students in ESD-STEM learning through solid waste management projects on improving engineering design skills and sustainability actions. A quasi-experimental design with a non-probability sampling method, especially convenience sampling, was used. There were two classes, one experimental and one control, each with 35 students. The instruments used included a validated and reliable sustainability action questionnaire. The questionnaire to measure changes in student actions was adapted from the Environmental Citizenship Questionnaire (ECQ) and ESD learning goals. The results showed a significant difference in the sustainability actions of students in the experimental and control classes after the learning process but with an increase in student action in the experimental class which was still low with an average N-gain score of 0.25. This shows that student involvement through the ESD-STEM solid waste management project has a significant influence on student sustainability actions, although the increase is still relatively low. These results prove that ESD-STEM learning is able to enhance students’ sustainability action on environmental issues, but more optimal habituation and assistance are needed for more sustainable impact.