Environmental education plays a central role in addressing global environmental problems by shaping learners’ knowledge, attitudes, and behaviors. This study examined the effects of an integrated Environmental Education approach on secondary school students’ sustainable environmental management capabilities. A mixed-methods approach was employed within a design-based research framework. Participants included teachers and students, and data were collected through tests, questionnaires, interviews, and observations. Quantitative data from tests and questionnaires were analyzed using paired-sample sample t-tests to examine changes in students’ achievement, knowledge, and attitudes. Although the data violated the assumption of normality, equal variances and a large sample size (n = 91) justified the use of parametric statistical methods. Results showed in achievement (mean = 4.5, t (90) = 17.4, p < 0.05), knowledge (mean = 12.3, t (90) = 18.5, p < 0.05), and attitudes (mean = 13.5, t (90) = 24.5, p < 0.05).Additional, effect size calculated for both achievement, knowledge, and attitudes was 2.1, 2.2, and 2.9, respectively. Qualitative findings from interviews and observations supported these results, revealing improvements in students’ achievement, knowledge, attitudes, skills, and participation. Students demonstrated the ability to identify environmental problems, propose solutions, and show responsibility in environmental management. Increased participation was evident in assignments, projects, and outdoor activities such as maintaining classroom cleanliness, caring for plants, planting trees, and reducing litter. However, practical intervention in compost preparation, Sapling provision, conservation, waste segregation, rainwater harvesting, and environmental advocacy were limited by time constraints. Thus, longitudinal research is suggested to evaluate impact of integrated approach.
Balacha et al. (2026) studied this question.