ArticleFrontiers in psychology2026
Enhancing children's environmental cognition, affect, and behavior through project-based STEM learning toward the SDGs.
Article in Frontiers in psychology, 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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6 authors.
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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 ( 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 ( 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.
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