IJIET 2025 Vol.15(11): 2394-2404
doi: 10.18178/ijiet.2025.15.11.2435
doi: 10.18178/ijiet.2025.15.11.2435
Fostering Environmental Awareness and Social Attitudes in Early Childhood through Green-Tech Project-Based Learning and Teacher Guidance
Choirun Nisak Aulina1,*, Fajar Arianto2, Agus Salim1, and Fitri Mar’atus Sholihah1
1. Early Childhood Teacher Education, Faculty of Psychology and Educational Sciences,
Muhammadiyah University of Sidoarjo, Sidoarjo, Indonesia
2. Educational Technology, Faculty of Educational Sciences, State University of Surabaya, Surabaya, Indonesia
Email: lina@umsida.ac.id (C.N.A.); fajararianto@unesa.ac.id (F.A.); agussalim@umsida.ac.id (A.S.); fitriekonomi12@gmail.com (F.M.S.)
*Corresponding author
2. Educational Technology, Faculty of Educational Sciences, State University of Surabaya, Surabaya, Indonesia
Email: lina@umsida.ac.id (C.N.A.); fajararianto@unesa.ac.id (F.A.); agussalim@umsida.ac.id (A.S.); fitriekonomi12@gmail.com (F.M.S.)
*Corresponding author
Manuscript received February 27, 2025; revised March 19, 2025; accepted April 30, 2025; published November 13, 2025
Abstract—The purpose of this study is to analyze the effectiveness of the Green Technology Project-Based Learning (GTPBL) model in improving environmental awareness and social attitudes in early childhood, with teacher guidance as a moderating factor that strengthens the impact of learning. This study used quasi-experimental method with pretest-posttest control group design. The study involved 3 kindergarten schools totaling 60 students and was selected by purposive sampling technique, then divided into experimental control group and experimental group. The results showed a significant improvement in students’ environmental awareness and social attitudes after participating in this project-based learning, with teacher guidance playing an important role in moderating the improvement. Teacher guidance helped students to better understand the environmental impact of technology and encouraged them to be more empathetic towards social issues. These findings suggest that integrating GTPBL with structured teacher support can be an effective approach in early childhood education to nurture pro-environmental behavior and social responsibility. In practical terms, this model has the potential to enrich the early childhood education curriculum by providing meaningful, hands-on learning experiences that build character and ecological awareness from an early age. Educators and curriculum developers are encouraged to adopt and adapt this model to promote sustainability values in schools.
Keywords—Green-Tech Project-Based Learning (GTPBL), environmental awareness, social attitudes, teacher guidance
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—Green-Tech Project-Based Learning (GTPBL), environmental awareness, social attitudes, teacher guidance
Cite: Choirun Nisak Aulina, Fajar Arianto, Agus Salim, and Fitri Mar’atus Sholihah, "Fostering Environmental Awareness and Social Attitudes in Early Childhood through Green-Tech Project-Based Learning and Teacher Guidance," International Journal of Information and Education Technology, vol. 15, no. 11, pp. 2394-2404, 2025.
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).