Assessing the Perceived Eco-Literacy and Learning Engagement of Elementary Learners: Implications for Environmental Education Program Enhancement
Keywords:
Eco-literacy, Student engagement, Environmental education, GIDA schools, Experiential learning, SDG 4 (Quality Education), SDG 13 (Climate Action)Abstract
Despite the increasing global emphasis on environmental education, elementary learners in Geographically Isolated and Disadvantaged Areas (GIDA) often demonstrate limited opportunities to develop consistent eco-friendly behaviors due to resource constraints, lack of structured programs, and minimal experiential learning. This study investigated the perceived level of eco-literacy and student engagement among elementary learners and examined their relationship. Using a quantitative descriptive-correlational design, data were collected using validated questionnaires that measured knowledge, awareness, and behavioral, emotional, and cognitive engagement in environmental learning. Results indicated that learners exhibit a moderate level of eco-literacy and engagement, with emotional engagement slightly higher than behavioral and cognitive involvement. Correlation analysis revealed a moderate positive relationship between eco-literacy and student engagement, suggesting that greater ecological knowledge and awareness may enhance participation in environmental activities. To address the identified gaps, the study proposes Project GREEN (Guided, Resilient, Engaged Environmental Education Network), a holistic program integrating guided classroom modules, experiential learning activities, and community participation to strengthen both eco-literacy and engagement. Limitations of the study include its focus on a single GIDA district, which may affect the generalizability of the findings. Future research may examine the long-term impact of Project GREEN on eco-literacy, engagement, and pro-environmental behaviors across multiple GIDA schools and diverse contexts.
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