A mixed-methods study demonstrates short-term score improvements in secondary students, indicating the responsiveness of digital environmental character education.
Key Points
To develop and validate an 11-component environmental character education model and evaluate short-term score responsiveness following a Telegram-based learning programme among upper-secondary students.
Conducted thematic analysis and three Delphi rounds with 20 experts to develop an 11-component framework.
Administered a 76-item questionnaire to 384 upper-secondary students in northwestern Iran selected via multistage cluster random sampling to perform factor analyses.
Implemented a one-month Telegram-based intervention delivering component-aligned persuasive statements, stories, animations, films, music, and environmental prompts.
Factor analyses supported the 11-component structure with Kaiser–Meyer–Olkin sampling adequacy of 0.850, explained variance of 61.89%, and root mean square error of approximation of 0.056.
Environmental character scores increased from pretest (M = 3.83, SD = 1.17) to posttest (M = 3.92, SD = 1.19), with t(383) = 8.86, p < 0.001, and effect size dz = 0.45.