Changes in academic achievement in environmental topics and in environmental attitudes and social skills among fourth grade students following environmental education supported by Canva

Abstract This study examined changes in fourth-grade students’ academic achievement in environmental topics, environmental attitudes, and social skills following Canva-supported environmental education. A convergent mixed methods design was used. The participants were 25 fourth-grade students attending a public primary school in Kastamonu, Türkiye, during the 2023–2024 academic year. Quantitative data were collected using the Environmental Academic Achievement Test, the Environmental Attitude Scale, the Social Skills Scale, and a structured classroom observation form; qualitative data were obtained through semi-structured interviews and a researcher journal. After two weeks of introductory Canva training, students worked in five heterogeneous groups for 10 weeks to design and present digital posters addressing soil, water, air, noise, and light pollution. Quantitative data were analyzed using paired-samples t tests and Wilcoxon signed-rank tests. Mean academic achievement scores increased from 14.92 to 19.40, mean change = 4.48, 95% CI [3.36, 5.60], t(24) = 8.26, p < .001, ηp² = 0.74, dz = 1.65. Mean social skills scores increased from 59.92 to 70.12, mean change = 10.20, 95% CI [7.87, 12.53], t(24) = 9.02, p < .001, ηp² = 0.77, dz = 1.80. Significant posttest-favoring rank changes were also found for every environmental attitude subscale and the total score, Bonferroni-adjusted α = 0.0125, all p < .001, r = .88. Evidence from interviews, observations, and the researcher journal generally converged with the direction of the quantitative changes: students reported new learning, greater attention to environmental issues, and predominantly positive experiences of group work. The qualitative findings also revealed that some students already had an awareness of environmental issues, while others experienced difficulties with basic computer use. Differences in group dynamics were also observed, highlighting the importance of clear roles and constructive feedback throughout the process. Overall, the study provides an integrated understanding of the cognitive, affective, social, and process-related aspects of using Canva to support environmental education at the primary school level.