ArticleF1000Research2026
Environmental Action-Based Learning for Sustainability Competencies: EMKONTAN Model on Environmental Literacy, Creative Thinking, and Collaboration among Pre-Service Biology Teachers.
Article in F1000Research, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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Who cites it
1 citing paper in PubMed.
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3 authors.
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Abstract
Background: Sustainability transitions require educators who can translate environmental knowledge into creative, collaborative, and action-oriented learning. This study examined the effectiveness of the Environmental Mapping, Conservation, Action, and Evaluation learning model (EMKONTAN) in strengthening environmental literacy, creative thinking, and collaboration skills among pre-service biology teachers. Methods: A quasi-experimental pretest-posttest non-equivalent control group design was implemented in an environmental science course involving three learning conditions: EMKONTAN, problem-based learning, and regular instruction. Of 120 eligible students, 108 students with complete pretest and posttest data were included in the analysis. Environmental literacy was measured using an adapted environmental literacy instrument, creative thinking through essay-based tasks, and collaboration through an observation rubric. One-way analysis of covariance was used to compare adjusted posttest means after controlling for pretest scores, followed by least significant difference post hoc testing. Results: The EMKONTAN group achieved the highest adjusted means for environmental literacy (76.30), creative thinking (96.18), and collaboration (78.89). The learning model had statistically significant effects on environmental literacy, F(2,104) = 126.54, p < .001, partial eta squared = .709; creative thinking, F(2,104) = 274.51, p < .001, partial eta squared = .841; and collaboration, F(2,104) = 161.33, p < .001, partial eta squared = .756. Conclusions: These findings suggest that an environmental action-based learning cycle that integrates problem identification, field observation, action planning, implementation, monitoring, evaluation, and follow-up can support sustainability competencies in teacher education. The study contributes a contextual instructional model for preparing future biology teachers to design participatory environmental learning in developing-country higher education settings.
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