Abstract

Higher education holds a strategic role in supporting the goals of Education for Sustainable Development, particularly in strengthening students’ environmental care attitudes. This study investigates the effectiveness of an ecopedagogy-based experiential learning model in fostering environmental care among elementary school teacher education students in the Surakarta Residency, Indonesia. Employing a quantitative approach with a quasi-experimental design, data were analyzed using SmartPLS 4. The measurement model demonstrated strong validity and reliability.  Structural model analysis using SmartPLS 4 indicated that all constructs—biocentrism, ecoconsciousness, humanism, and sustainability significantly influenced students’ environmental care attitudes. Syntax analysis further revealed that experiencing and continuing dimensions consistently exerted the strongest influence across constructs. These findings confirm that the ecopedagogy-based experiential learning model effectively cultivates environmental awareness through contextual, reflective, and action-oriented learning. The study highlights the need for lecturers to develop transformative ecological learning strategies and recommends broader application of the model across educational levels.  

Keywords

References

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