HomeAbstract of 11th-aretlFostering Environmental Literacy for SDGs: The Impact of Transformative Project-Based Learning in Environmental Physics Education

Fostering Environmental Literacy for SDGs: The Impact of Transformative Project-Based Learning in Environmental Physics Education

  • Jun 17, 2026
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Abstract Book of the 11th International Conference on Advanced Research in Education, Teaching and Learning

Year: 2026

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Fostering Environmental Literacy for SDGs: The Impact of Transformative Project-Based Learning in Environmental Physics Education

Anderias Henukh, Agus Setiawan, Lilit Rusyati, Dadi Rusdiana

ABSTRACT:

Despite the urgency of the Sustainable Development Goals (SDGs), bridging the gap between theoretical environmental knowledge and transformative action remains a challenge in higher education. This study evaluates the implementation of a Transformative Project-Based Learning (T-PjBL) model in an Environmental Physics course to enhance students’ environmental literacy across cognitive, affective, and behavioral dimensions. A quantitative pre-experimental design was employed with 34 undergraduate students. Data were analyzed using the Wilcoxon signed-rank test for the cognitive dimension and paired-sample t-tests for the affective and behavioral dimensions, with Cohen’s d calculated to determine the magnitude of the intervention’s effect. The findings indicate that the T-PjBL intervention had a highly significant positive impact (p < .001) on all dimensions of environmental literacy. The most substantial improvement was observed in the cognitive domain (mean surge from 45.27 to 86.55; r = −1.0, perfect effect size). Significant advancements were also recorded in the affective dimension (t = −5.906; mean 61.18 to 70.50; d = −1.84, very strong) and the behavioral dimension (t = −7.754; mean 46.38 to 57.06; d = −1.83, very strong), both exhibiting extraordinarily large effect sizes. This research demonstrates that T-PjBL is a powerful pedagogical tool for fostering environmental literacy. By integrating critical reflection with practical action, this model directly contributes to SDGs (Quality Education and Climate Action).

Keywords: Transformative Project Based Learning, Environmental Physics, Environmental Literacy, SDGs Higher Education