Peer-reviewed article

Enhancing children's environmental cognition, affect, and behavior through project-based STEM learning toward the SDGs.

Al-Barakat A, AlAli R, Al-Hosan AM, Alghamdi MS, Abdullatif A et al. · 17 Jul 2026

Abstract

Objective This study examined the impact of project-based environmental learning within the STEM framework on shaping children's environmental cognition, affect, and behavior in early childhood (aged 5-6 years), in alignment with the Sustainable Development Goals (SDGs), specifically SDG 6 (Clean Water and Sanitation), SDG 7 (Affordable and Clean Energy), SDG 12 (Responsible Consumption and Production), SDG 13 (Climate Action), SDG 14 (Life Below Water), and SDG 17 (Partnerships for the Goals). Methods A mixed-methods design was employed, combining a quasi-experimental approach with a qualitative component. A convenience sample of 250 children from 12 early childhood education institutions in Saudi Arabia was randomly assigned to an experimental group (n = 125) and a control group (n = 125). The experimental group participated in structured STEM-based environmental projects embedded in authentic real-life contexts aligned with the targeted SDGs, whereas the control group received traditional instruction. Data were collected using an Environmental Knowledge Test, environmental affective and behavioral scales, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, independent samples t-tests, and multilevel modeling to account for institutional clustering. Qualitative data were analyzed using thematic analysis. Results The findings revealed statistically significant differences between the experimental and control groups in favor of the experimental group across all cognitive, affective, and behavioral domains (p < 0.05). Multilevel modeling confirmed that these effects remained significant after controlling for institutional clustering across the 12 participating institutions. The qualitative findings supported and enriched the quantitative results, indicating that children internalized environmental values and translated knowledge into daily sustainable practices aligned with SDG-related behaviors. Conclusion Project-based environmental learning within the STEM framework significantly enhances children's environmental cognition, affect, and behavior. The intervention effectively facilitates the transformation of environmental knowledge into meaningful real-life sustainable actions, thereby contributing to Education for Sustainable Development and advancing key Sustainable Development Goals, particularly SDG 6, SDG 7, SDG 12, SDG 13, SDG 14, and SDG 17.