ArticleF1000Research2026
Exploration of Local Wisdom of the Archipelago Region to Design Ethno-STEM Project-Based Learning Modules for Ecological Awareness Learning.
Article in F1000Research, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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5 authors.
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Abstract
Background: Ecological awareness among students in archipelagic regions is shaped by local environmental conditions and cultural practices. Integrating local wisdom into science instruction may provide a contextually relevant foundation for strengthening students' ecological understanding and behaviors. This study aimed to explore students' ecological awareness and to use the findings as a basis for designing an Ethno-Science, Technology, Engineering, and Mathematics Project-Based Learning (Ethno-STEM PjBL) module. Methods: An exploratory and design-oriented approach was employed. Ecological awareness was profiled across four domains: sustainable consumption, energy use, waste management, and water conservation. Data was collected from 63 junior secondary students in an archipelagic region using validated questionnaires and interviews. Descriptive analysis was conducted to identify domain-specific patterns and contextual learning needs. An Ethno-STEM PjBL module was developed through a diagnostic-based design framework integrating ecological awareness data, local wisdom, and Science, Technology, Engineering, and Mathematics principles. Expert validation was conducted using content validity indices to assess feasibility. Results: The findings indicate uneven ecological awareness across the four domains, suggesting that environmental attitudes and behaviors are influenced by contextual and cultural factors. These results informed the development of a context-responsive Project-Based Learning module that systematically aligns local wisdom with domain-specific ecological needs. Expert validation indicated high feasibility (content validity indices >0.90 across components). Conclusions: This study presents a data-informed and context-sensitive framework for designing Ethno-Science, Technology, Engineering, and Mathematics Project-Based Learning modules grounded in ecological awareness profiling. The approach demonstrates how local wisdom can be systematically integrated into instructional design to support culturally responsive science learning in archipelagic contexts.
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