Quasi-experimental design found significant improvements in environmental knowledge and behavior among third-graders using technology-supported strategies.
This study aims to investigate the effects of the technology-supported REACT (Relating, Experiencing, Applying, Cooperating, Transferring) strategy on third-grade primary students’ environmental literacy. A pre-test–post-test control group quasi-experimental design was employed. The participants consisted of 47 third-grade students. Data were collected using the Environmental Literacy Instrument for Children developed by Tabaru-Örnek and Yel (2024). The intervention lasted eight weeks, including pre- and post-test administration. The technology-supported REACT strategy had a statistically significant, positive effect on students’ environmental knowledge, environmental sensitivity, and environmentally responsible behaviors. These results suggest that integrating technology into context-based instructional models such as REACT can effectively support the multidimensional development of environmental literacy at the primary school level.
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Gizem Tabaru Örnek (2026) studied this question.
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