Contemporary environmental challenges necessitate the adoption of active learning methods within educational frameworks, particularly those that foster the development of environmental awareness among young people. The 2030 Agenda underscores the importance of project-based learning as a strategy for building the competencies required to achieve sustainable development goals. In this context, the attitudes and behavior of young people towards the environment serve as critical indicators of future social transformations within the sphere of sustainable development. The aim of this research was to determine whether project-based learning in geography, as opposed to traditional teaching methods, exerts a more pronounced influence on the formation of environmental values, attitudes, and pro-environmental behavior among students in their final year of primary school. The research was conducted using a convenience sample (n = 255) and employed pedagogical experimental surveys with parallel group designs. In the experimental group, project-based learning was implemented, whereas the control group continued with traditional teaching approaches. To assess environmental values and attitudes, the research employed a scale grounded in the EAATE framework, and pro-environmental behavior was evaluated using a measurement scale derived from the PEB and GEB scales. The obtained results are attributed to the influence of project-based learning. Although they cannot be generalized to the entire population, they indicate the potential of project-based learning as a more effective strategy in environmental education. Furthermore, these findings provide opportunities for further professional and scientific research in this area.
Djordjevic et al. (Sat,) studied this question.