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Enhancing children's environmental cognition, affect, and behavior through project-based STEM learning toward the
Ali Al-Barakat1,2, Rommel AlAli3, Amani Mohammed Al-Hosan4
1Department of Education, University of Sharjah, Sharjah, United Arab Emirates.
Frontiers in Psychology
|August 1, 2026
Summary
Project-based environmental learning using STEM significantly improved children's environmental understanding, feelings, and actions. This approach effectively translates knowledge into sustainable practices, supporting Education for Sustainable Development and key Sustainable Development Goals.
Area of Science:
- Early Childhood Education
- Environmental Science
- STEM Education
Background:
- Early childhood education plays a crucial role in developing environmental awareness.
- Integrating STEM (Science, Technology, Engineering, Mathematics) with environmental learning offers a novel approach.
- Aligning educational interventions with Sustainable Development Goals (SDGs) is critical for global progress.
Purpose of the Study:
- To investigate the impact of STEM-based project environmental learning on early childhood cognition, affect, and behavior.
- To assess the alignment of this learning approach with specific Sustainable Development Goals (SDGs).
Main Methods:
- A mixed-methods design combining quasi-experimental and qualitative approaches.
- 250 children (aged 5-6) in Saudi Arabia were assigned to experimental (STEM-based projects) and control (traditional instruction) groups.
- Data collected via environmental knowledge tests, affective/behavioral scales, and interviews; analyzed using t-tests, multilevel modeling, and thematic analysis.
Main Results:
- Significant improvements in environmental cognition, affect, and behavior were observed in the experimental group compared to the control group (p < 0.05).
- Multilevel modeling confirmed the significance of the findings, accounting for institutional clustering.
- Qualitative data corroborated quantitative results, showing internalized values and translation into daily sustainable actions.
Conclusions:
- STEM-based project environmental learning significantly enhances children's environmental cognition, affect, and behavior.
- The intervention effectively bridges environmental knowledge with practical, real-life sustainable actions.
- This approach contributes to Education for Sustainable Development and advances multiple SDGs (6, 7, 12, 13, 14, 17).
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