Metacognitive Guidance-Based Instruction for Sustainable Food and Climate Change Literacy: A Classroom-Based Quasi-Experimental Study Among Ninth-Grade Students

Despite the growing attention paid to sustainability education, limited quasi-experimental research has examined how metacognitive guidance can integrate cognitive, affective, and agency-oriented learning in food-related climate education. This classroom-based quasi-experimental study, complemented by student interviews, investigated a six-lesson metacognitive guidance-based unit designed to strengthen ninth-grade students’ sustainable food literacy (SFL), climate-change perceptions and attitudes, and constructive hope. Participants were 59 students from two intact classes in northern Israel; one class received the intervention, and the other received traditional instruction on the same content. Quantitative data were collected through a sustainable food and climate change knowledge test and a climate change literacy questionnaire and were analyzed using mixed-design repeated-measures ANOVA, t-tests, and multiple regression. Qualitative data were obtained from individual semi-structured interviews with students in the experimental group. Results indicated significant intervention-related gains in SFL knowledge, climate-change perceptions, climate-change attitudes, and constructive hope, with moderate-to-large time × group effects across the main outcomes (partial η2 = 0.16–0.33). Climate-change perceptions emerged as the strongest post-intervention predictor of constructive hope (β = 0.92, p < 0.001). Interviews illustrated how reflective prompts, self-monitoring, discussion, and learning artifacts supported conceptual understanding, moral responsibility, perceived agency, and self-reported short-term intentions for sustainable food choices. The findings suggest that metacognitive guidance can support integrative, hope-oriented sustainability learning among adolescents. These findings should be interpreted cautiously given the small non-random sample, the use of two intact classes, the short six-lesson intervention, and the reliance on short-term self-reported outcomes. The study’s novelty lies in integrating sustainable food literacy, climate-change perceptions and attitudes, and constructive hope within a metacognitively guided food–climate unit in a culturally underrepresented Druze school context.