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

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.