Integrating eco-friendly consumption knowledge into an accounting curriculum using a project-based collaborative learning approach

Purpose The purpose of this study is to integrate climate change concepts into a college accounting curriculum using project-based learning (PjBL, a student-centered approach where learners complete real-world projects) to enhance the understanding of sustainable practices, particularly eco-friendly construction, as they gain accounting and collaborative skills aligned with Sustainable Development Goals (SDGs). Design/methodology/approach In all, 55 freshmen completed a PjBL task comparing the cost of eco-friendly and conventional homes, using AI-generated videos and information mining (systematic online data collection). Students prepared budgeted income statements (financial projections of revenue and expenses), completed before and after surveys on sustainability knowledge and engaged in group discussions via instant messaging (IM), with outcomes assessed via rubrics, surveys and IM analysis. Findings Significant improvements were observed in students’ eco-friendly construction knowledge (M = 20.11 to M = 23.05, p = 0.001), particularly regarding costs and materials, though environmental effects knowledge showed gaps. Accounting performance varied (70%–92%), with errors linked to data source use. High perceptions of teamwork (M = 4.53) and AI and related resources (M = 4.31) highlighted PjBL’s efficacy, despite challenges in data acquisition and financial analysis. Originality/value This study addresses the underexplored intersection of climate change and accounting education through an empirical PjBL framework, offers implementation guidelines (e.g. templates and AI videos), addresses barriers (e.g. curriculum rigidity) and links cognitive load and social learning theories to scalable practices. This study contributes distinct pedagogical, practical, commercial and policy impacts, while preparing students for green economy roles and sustainable development challenges.