Published Paper Details:

The present study examined the effectiveness of a Socio-Scientific Issue (SSI)-based literacy programme in enhancing students' environmental awareness, attitudes, and willingness to engage in sustainable actions, with a particular focus on plastic pollution. A quasi-experimental design was employed with two groups: an experimental group (n = 28) exposed to the SSI-based programme and a control group (n = 27) taught through traditional instruction. Data were collected using the CHEAKS scale (Children's Environmental Attitude and Knowledge Scale) through pre- and post-tests. The results revealed significant within-group gains for the experimental group, t(27) = 4.32, p < .001, Cohen's d = 1.28, while the control group showed no significant improvement, t(26) = 0.96, p > .05. Between-group analysis further confirmed a highly significant difference in gain scores, t(53) = 11.86, p < .001, with a very large effect size (d = 3.20), indicating the strong impact of the intervention. These findings highlight that SSI-based pedagogy substantially enhances students' understanding and commitment to addressing environmental issues compared to traditional methods. The study highlights the pedagogical potential of integrating real-world socio-scientific concerns into classroom teaching for promoting sustainable values and aligns with the vision of the National Education Policy (NEP) 2020 in fostering critical, responsible, and environmentally conscious learners.