Cultivating ecological awareness in middle-school students through Ethno-STEM Project Based Learning: A Study from Lae-Lae Island

Cultivating ecological awareness in middle-school students through Ethno-STEM Project Based Learning: A Study from Lae-Lae Island | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Cultivating ecological awareness in middle-school students through Ethno-STEM Project Based Learning: A Study from Lae-Lae Island Sundari Hamid, Nurul Fadhilah, Rizki Trisnawati Arwien, Ahmad Swandi, and 2 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7644358/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 11 You are reading this latest preprint version Abstract This study explores the role of Ethno-STEM Project Based Learning (PjBL) in building ecological awareness of students on Lae-Lae Island, one of the small islands in South Sulawesi. A quasi-experimental design was applied to 63 junior high school students. The research data were collected with a 25-item ecological awareness questionnaire with a reliability of 0.945. The intervention included four contextual projects, namely, the carbon footprint of local food, mini solar power plant assembly, bioconversion-based waste bank, and traditional water filter. The results showed that Ethno-STEM PjBL had a significant effect in building ecological awareness of students with an effect size of 0.85. Scores increased in four observed ecological awareness domains. The largest impact appeared on awareness in waste management and solar energy literacy. Meanwhile, water conservation awareness increased by a small amount due to the high baseline from the beginning. The findings confirm the role of Ethno-STEM PjBL is effective and relevant for the island context, strengthening the link between science and local community wisdom Figures Figure 1 Figure 2 INTRODUCTION Global environmental issues such as climate change, biodiversity loss, pollution, and natural resource degradation increasingly threaten the sustainability of human life. The IPCC report indicated that climate change has caused widespread impacts and associated losses and damage to human systems, altering terrestrial, freshwater, and marine ecosystems [ 1 ]. This challenge is not limited to developed countries but is also felt in remote areas. Therefore, the younger generation needs to be equipped with ecological understanding and awareness to play an active role in protecting the environment in the future [ 2 ]. This is also emphasized in the Berlin Declaration on Education for Sustainable Development, one of the commitments of which is to make environmental and climate action a core component of the school curriculum [ 3 ]. Instilling environmental awareness is crucial from an early age, as attitudes and behaviors that care for the environment are formed through a long-term educational process [ 4 , 5 ]. Secondary school students are at a stage of cognitive and affective development that is particularly sensitive to internalizing sustainability values ​​[ 6 ]. Numerous studies have shown that learning experiences about environmental issues from a young age increase ecological awareness, engagement, and responsibility [ 7 ]. Education that integrates an environmental perspective provides knowledge and fosters the skills and attitudes necessary to actively and sustainably address the climate crisis and environmental degradation [ 8 ]. One model whose potential is increasingly recognized is integrating project-based learning (PBL) with a STEM (Science, Technology, Engineering, and Mathematics) approach. This approach encourages students to learn through hands-on experience, problem-solving, and collaboration, which has been shown to effectively improve critical thinking skills [ 9 , 10 ] and understanding of science concepts [ 11 , 12 ]. However, many STEM programs in schools still neglect cultural context and local knowledge, even though these aspects are crucial in connecting science to students' real lives. The Ethno-STEM concept is an innovative approach that integrates scientific knowledge with local wisdom. Through ethnopedagogy, learning becomes more relevant and meaningful for students because it draws on the surrounding community’s culture, traditions, and practices [ 13 ]. Previous research has shown that using local context can increase student engagement and help them better understand the relevance of science in everyday life [ 14 , 15 ]. Research by Martawijaya et al. [ 16 ] showed that this approach can improve higher-order thinking skills and reduce misconceptions when applied to local contexts. Other studies confirm that Ethno-STEM also encourages the development of critical and creative character [ 17 ] and conservation and entrepreneurship [ 18 ]. However, empirical studies examining how ethno-STEM PjBL can develop students' ecological awareness are scarce, particularly in the context of island communities. This study aims to explore the application of Ethno-STEM PjBL in secondary schools in remote areas to build students' ecological awareness. This study examines how integrating local wisdom into project activities can enhance students' understanding of environmental issues and encourage them to actively participate in nature conservation. Theoretically, this research adds to the literature on local culture-based STEM learning, particularly in the context of ecological education on islands. Practically, the results of this study can serve as a reference for educators and policymakers in designing environmental education programs appropriate to the characteristics of remote areas. METHOD Research Design This study used a quasi-experimental one-group pretest–posttest design. In this design, the subjects were measured through a pretest before and a posttest after the experiment using the same measuring instrument [ 19 ]. This type of design is often used to evaluate the impact of newly developed training. This is conveyed by Cresswell and Creswell [ 20 ], where researchers sometimes use one group when new training is developed and implemented. In this study, the new training in question is Ethno-STEM PjBL as the independent variable. Meanwhile, ecological awareness is the dependent variable. Participants The research was conducted at a junior high school on Lae-Lae Island. Lae-Lae Island is a small, populated island in the Spermonde Archipelago, Makassar, South Sulawesi. The majority of the population is Makassarese, and their primary livelihood is fishing. The island is densely populated but with limited facilities. Elementary and secondary schools exist on the island, but educational infrastructure is relatively rudimentary, teachers are limited, and access to modern learning resources is limited. The study group consisted of 63 junior high school students. Participant selection considered the availability of classes willing to participate in the project series. All participants participated in all four projects. The gender composition consisted of male and female students with a proportional distribution, as shown in Table 1 . Table 1 Participant Demography Demography N Percentage (%) Gender Male 34 27 Female 29 23 Class 7 14 11 8 25 20 9 24 19 Instruments The learning intervention employed an Ethno-STEM PjBL sequence that integrated local context and real environmental issues. Throughout the program, students actively participated in four core projects designed to strengthen ecological awareness: local-food carbon footprints, a mini solar PV system, a bio-conversion–based waste bank, and traditional water-filtration technology. This approach blends science, technology, engineering, and mathematics with local wisdom, enabling students to move beyond theoretical understanding and design context-appropriate solutions to ecological challenges in their island setting. Table 2 Learning Program with Ethno-STEM PjBL Session Aim Intended Learning Outcomes (ILO) Content Educational Strategy Local-Food Carbon Footprint Understand the link between dietary patterns and environmental impacts in an island context. Identify and classify local vs. non-local foods; calculate food carbon footprints by origin and distribution; formulate island-appropriate, environmentally friendly consumption recommendations. Concept of carbon footprint and its climate impacts; differences between local and imported foods; emission data for various foods; environmental impacts of consumption. Note : activities do not involve testing cooking equipment. Ethno-STEM PjBL : observe foods at home/school and classify; use carbon-footprint tables/calculators; group discussion, reflection, and presentation of recommendations. Mini Solar Photovoltaic (PV) System Introduce solar-based renewable energy and its applications on the island. Explain the operating principles of solar panels; design and assemble a mini PV system; analyze power output under varying light intensities; recognize local solar-energy potential. Photovoltaic effect and panel operation; basic PV components (panel, battery, charge controller/inverter—specify which are used); power testing under different light conditions. Scope limited to solar energy. Ethno-STEM PjBL : assemble the mini PV system; measure output and analyze data; observe environmental conditions; group discussion and presentation. Bio-Conversion–Based Waste Bank Understand environmentally friendly waste management and the benefits of bio-conversion. Classify waste (organic, inorganic, hazardous and toxic [B3], electronic); process organic waste into simple compost through bio-conversion; explain the waste-bank concept and incentives; reflect on the importance of reducing waste volume. Types and impacts of waste; bio-conversion and simple composting; waste-bank concept and incentive schemes. Note : focus on simple composting; Ethno-STEM PjBL : conduct a local waste audit; classification; composting practice; discussion of waste-bank concept; presentation and reflection. Traditional Water-Filtration Technology Foster awareness of clean water and water conservation using local wisdom. Explain principles of traditional filtration; design and assemble a simple filter from local materials; evaluate the filter’s effectiveness in improving water clarity/quality; reflect on the importance of water conservation. Importance of clean water and conservation; filtration principles (sand, charcoal, gravel); simple tests of clarity/quality; problem-solving context for island water issues. Ethno-STEM PjBL : observe water quality; assemble and test the filter; group discussion, reflection, and presentation of local solutions. The four projects formed part of a collaboratively designed, context-responsive Ethno-STEM PjBL. This approach integrates science, technology, engineering, and mathematics with the local wisdom of the Lae-Lae people community. Throughout the activities, students moved beyond theory by connecting environmental concepts to local practices and knowledge and applying them to design practical solutions to ecological challenges in their region. Instrument Ecological awareness was measured using a structured questionnaire adapted from the Environmental Awareness Scale (EAS). The assessed indicators comprised dietary habits, energy use, waste management, and water conservation [ 21 , 22 ]. The instrument included 25 items rated on a 5-point Likert scale (1 = strongly disagree to 5 = strongly agree) covering four domains: (1) consumption and carbon footprint; (2) renewable energy; (3) waste management; and (4) water conservation. A pilot with 38 students indicated statistical validity (p < .05) and excellent internal consistency (Cronbach’s α = .945). Data Analysis The data were analyzed quantitatively in several steps. First, descriptive statistics were computed (mean, standard deviation, and the distribution of pretest–posttest scores). Normality was assessed using the Shapiro–Wilk test and skewness–kurtosis statistics; the results indicated that ecological awareness (EA) scores were normally distributed. Learning gains were calculated using normalized gain [ 23 ] with the following categories: high (g ≥ 0.70), medium (0.30 ≤ g < 0.70), and low (g < 0.30). Inferential analysis employed a paired-samples t -test at α = 0.05 to compare pre- and post-intervention scores. Additionally, effect size was estimated using Cohen’s d for paired samples to quantify the magnitude of the intervention’s impact on ecological awareness. RESULTS AND DISCUSSION Results Ecological awareness was measured using a questionnaire representing four dimensions. The results showed an increase in ecological awareness after participating in a series of learning activities. These results are presented in Fig. 1 . Figure 1 shows a comparison of students' ecological awareness scores before (Pre-EA) and after (Post-EA) participating in a series of PjBL-based ethnoSTEM learning activities. The analysis showed an increase in scores across all dimensions following the intervention. Scores for food consumption habits increased from 75 to 83, energy use from 72 to 82, waste management from 71 to 83, and water conservation from 76 to 82.5. Overall, the average score increased from 73.5 to 82.8. This increase indicates consistent improvement in ecological awareness across all measured behavioral aspects. The average scores for each item are presented in Fig. 2 . Based on the comparison of the average pre-test and post-test scores for 24 ecological awareness items, consistent improvement was observed across nearly all aspects. However, there were several unique findings that are interesting to examine in more depth. In the aspect of food consumption habits (items 1–6), all indicators showed an increase in scores after the intervention. The average pre-test score was 3.6–3.9 and increased to 4.0–4.3 in the post-test. This indicates that students increasingly understand the importance of choosing local foods to reduce their carbon footprint and are becoming more accustomed to discussing the environmental impact of their consumption patterns with their families. Overall, this aspect demonstrates the success of the intervention in fostering critical awareness of daily consumption choices. The aspect of energy use (items 7–12) showed a fairly consistent upward trend. Most pre-test scores were in the range of 3.6–3.9 and increased to around 4.0–4.2. The most striking improvement was in item 10, concerning basic knowledge of how solar panels work, which jumped from an initial score of 2.67 to 4.14. This indicates that the learning intervention was highly effective in strengthening students' technical knowledge about renewable energy, not just attitudes or general awareness. In the waste management aspect (items 13–18), there were very significant changes in several indicators. Item 13, concerning the habit of separating organic and inorganic waste, showed a drastic increase from 2.84 to 4.33, reflecting a real behavioral change after the program. Other items, such as understanding of waste banks (item 14) and knowledge of composting (item 15), also increased significantly. Meanwhile, items 17 and 18, related to interest in waste management and awareness of the impacts of waste incineration, were already high from the start (4.00) and only increased slightly, indicating that students' awareness of this aspect was already strong. The water conservation aspect (items 19–24) showed a slightly different pattern than the other aspects. Almost all items were already high in the pre-test, for example, awareness of maintaining clean water sources (4.14) and water-saving habits (4.06). The increase in the post-test was relatively small, for example, to 4.17 or 4.16. This indicates that water conservation behavior is already a well-established habit among students, so the intervention only strengthened existing commitment. However, there was a significant increase in item 20 (knowledge of how to filter water with natural materials) from 3.39 to 4.02, indicating additional practical knowledge gained from the learning activities. The overall n-gain scores for each aspect are presented in Table 2 . Table 2 Normalized gain scores Aspect N-Gain Score Category consumption and carbon footprint 0,32 Sedang renewable energy 0,36 Sedang waste management 0,41 Sedang water conservation 0,27 Rendah Mean 0,35 Sedang Table 2 shows the normalized gain (g) values ​​for the increase in students' ecological awareness across the four dimensions, along with the overall average value. These results indicate that three dimensions (consumption habits, energy use, and waste management) fall within the moderate category, while water conservation falls within the lower limit of the moderate-low category. The average g value of 0.36 places the overall increase in students' ecological awareness within the moderate category. To determine the effect of ethnoSTEM PjBL, statistical analysis was performed using the Wilcoxon signed-rank test. The results are presented in Table 3 . Table 3 Paired sample test and effect size Pair Test Statistic Sig Effect Size Index (d) Ecological awareness before-after 1992.000 < 0.001 0.85 Table 3 shows a significant difference between ecological awareness scores before and after the intervention (W = 1992.000, p < 0.001). This indicates that the ethnoSTEM PjBL successfully increased students' ecological awareness. Furthermore, the effect size calculation showed an r value of 0.85, which is considered a very large effect. This finding indicates that the difference between the pre- and post-intervention conditions is not only statistically significant but also practically robust. Discussion The results of this study indicate that ethno-STEM PjBL-based learning significantly increased students' ecological awareness. Overall, the average ecological awareness score increased after the intervention. The Wilcoxon test confirmed that this increase was statistically significant (p < 0.001) with a very large effect size (r = 0.85). These findings support previous research suggesting that ethno-STEM can develop various life skills in students [ 13 , 16 – 18 , 24 ]. Further examining the dimension of food consumption habits, all indicators showed consistent increases in scores. This indicates that the learning activities successfully fostered critical awareness of daily consumption choices, for example, through discussions about the environmental impact of diet and the use of local foods. These results align with other studies showing that local culture can influence a person's consumer culture [ 25 , 26 ]. The energy use dimension also saw significant improvement, with the largest increase in technical knowledge about solar panels. This increase indicates that learning not only strengthens general awareness about energy but also provides a practical understanding of renewable energy technologies. Previous research also shows that PjBL, such as solar panels, can increase student interest and creativity [ 27 , 28 ]. In the waste management aspect, a significant improvement occurred in the waste sorting indicator. This indicates a real behavior change, not just knowledge. Significant improvements were also found in understanding waste banks and composting, while awareness of the dangers of waste burning was already high from the start, resulting in relatively small increases. This pattern indicates that the intervention impacted previously weak behaviors the most. These findings support previous research suggesting that contextual learning interventions based on local culture can serve as the basis for a narrative that can raise individual and collective awareness in responding to climate and environmental change [ 29 , 30 ]. Unlike the other three dimensions, water conservation showed relatively little improvement. Already high initial scores on most indicators, such as water conservation and maintaining clean water sources, may contribute to the limited room for improvement. Psychological barriers such as (1) believing change is unnecessary; (2) conflicting goals; (3) interpersonal relationships; (4) lack of knowledge; and (5) tokenism may explain the attitude-behavior gap in the climate action domain [ 31 ]. One of the unique features of this study is its location on Lae-Lae Island, South Sulawesi, a small island with unique social and environmental characteristics. As a coastal community, the people of Lae-Lae Island have a direct relationship with the marine ecosystem and are highly dependent on the surrounding natural resources. These conditions make environmental issues such as waste management, water conservation, and renewable energy utilization highly relevant to students' daily lives. This local context allows for the integration of cultural values ​​and local wisdom into ethno-STEM learning, such as traditional practices of processing seafood or utilizing natural resources sustainably [ 14 , 32 ]. The uniqueness of this location may explain why learning interventions have significant effects, as students can directly relate the material to their lived realities. This aligns with other research findings showing that contextual learning in island or rural areas is more effective when linked to local culture and environment [ 33 ]. While the findings of this study are positive, there are several limitations worth noting. This study was conducted in a single school with a limited sample size, so generalization of the results should be approached with caution. The single-group design without a control group also limits the ability to isolate the intervention's effects from other external factors. Furthermore, the intervention duration was relatively short, while some dimensions of ecological awareness, such as water conservation, may require a longer time to show significant changes. Future research is recommended to use an experimental design with a control group, a longer duration, or a mix of quantitative and qualitative methods to delve deeper into students' experiences and behavioral changes. The findings of this study offer practical implications for teachers and curriculum developers. PjBL activities that utilize local wisdom can be an effective strategy for comprehensively enhancing students' ecological awareness. This is also suggested by Maulana et al. [ 34 ], who demonstrated the importance of teacher and school autonomy in integrating local knowledge to support efforts to create spaces for climate activism. Significant improvements in previously weak aspects, such as waste sorting and understanding of renewable energy, suggest that this strategy can be adapted to other contexts by adapting to local environmental issues. CONCLUSION This study shows that PjBL-based Ethno-STEM learning improves ecological awareness in island junior high school students. As all dimensions increase, the pre-post difference is significant (p < 0.001) with a large effect size (r = 0.85), and the average normalized gain is 0.35 (medium category). The strongest impacts occur in waste management and energy use—including a surge in solar panel knowledge—while water conservation increases slightly due to the high baseline. These results align with expectations and previous research on the effectiveness of PjBL based on local wisdom. This article advances knowledge by providing strong empirical evidence in a remote island context and mapping the most responsive dimensions to guide curriculum and further study. Declarations ETHICAL APPROVAL The research related to human use has been compiled with all the relevant national regulations and institutional policies in accordance with the tenets of the Helsinki Declaration and has been approved by the authors' institutional review board (020c/1.03/DRIPM-UNIBOS/II/2025). CONFLICT OF INTEREST STATEMENT The authors declare that there is no conflict of interest. INFORMED CONSENT We have obtained informed consent from all individuals included in this study. FUNDING STATEMENT This research was funded by the Directorate of Research and Community Service, Directorate General of Research and Development, Ministry of Higher Education, Science, and Technology, under the 2025 Fiscal Year Fundamental Research Scheme, contract number: PG 657 − 025/DRIPM-UNIB0S/VI/2025. Author Contribution S.H. led the conceptualization, methodology, software, validation, and formal analysis, and contributed to resources, data curation, writing—original draft, and writing—review & editing; S.H. also handled supervision and funding acquisition. N.F. contributed to methodology, formal analysis, and investigation, and supported data curation, writing—review & editing, visualization, and supervision, as well as project administration. R.T.A. contributed to methodology, formal analysis, and investigation, and supported data curation, writing—original draft, writing—review & editing, and project administration. A.Sw. contributed to conceptualization, validation, and formal analysis, and supported investigation, data curation, writing—original draft, writing—review & editing, visualization, supervision, and project administration. A.Su. contributed to methodology and validation, and supported writing—original draft, writing—review & editing, visualization. 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Supplementary Files InstrumentAppendix1.docx PrePostEcologicalAwarenessAppend2.xlsx Cite Share Download PDF Status: Under Review Version 1 posted Editorial decision: Revision requested 12 Nov, 2025 Reviews received at journal 11 Nov, 2025 Reviews received at journal 09 Nov, 2025 Reviews received at journal 04 Nov, 2025 Reviewers agreed at journal 02 Nov, 2025 Reviewers agreed at journal 31 Oct, 2025 Reviewers agreed at journal 31 Oct, 2025 Reviewers invited by journal 31 Oct, 2025 Editor assigned by journal 23 Sep, 2025 Submission checks completed at journal 23 Sep, 2025 First submitted to journal 17 Sep, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7644358","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":542508893,"identity":"55ca1cd7-de83-4ea3-99cf-9944184e7293","order_by":0,"name":"Sundari 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Makassar","correspondingAuthor":false,"prefix":"","firstName":"Ahmad","middleName":"","lastName":"Suryadi","suffix":""},{"id":542508903,"identity":"ff1e8161-4096-412f-a995-e7e32732a171","order_by":5,"name":"Sri Rahmadhanningsih","email":"","orcid":"","institution":"Universitas Bosowa","correspondingAuthor":false,"prefix":"","firstName":"Sri","middleName":"","lastName":"Rahmadhanningsih","suffix":""}],"badges":[],"createdAt":"2025-09-18 02:23:18","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-7644358/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7644358/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":95657518,"identity":"18e46ab1-f336-4528-893f-9d8e5154e127","added_by":"auto","created_at":"2025-11-11 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16:23:31","extension":"html","order_by":8,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":90957,"visible":true,"origin":"","legend":"","description":"","filename":"earlyproof.html","url":"https://assets-eu.researchsquare.com/files/rs-7644358/v1/5827f89d6b7242d15a978dcb.html"},{"id":95640186,"identity":"2ae1a5fb-e07e-4e95-b7b8-19ce1cf07d45","added_by":"auto","created_at":"2025-11-11 13:15:40","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":31250,"visible":true,"origin":"","legend":"\u003cp\u003ePretest and posttest scores for students' ecological awareness\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-7644358/v1/8092cd1428727b4312edc200.png"},{"id":95658208,"identity":"eb57325a-52d1-4618-b29d-632fa8f82077","added_by":"auto","created_at":"2025-11-11 16:23:44","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":25443,"visible":true,"origin":"","legend":"\u003cp\u003eMean score of students' ecological awareness for each item\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-7644358/v1/ed50e44d719ee0c41a9d0c92.png"},{"id":95660697,"identity":"77aeb17a-2931-4988-a62f-01c5c2279ec3","added_by":"auto","created_at":"2025-11-11 16:32:35","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":665165,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7644358/v1/a73e8314-0628-4ec5-9231-055621036dc0.pdf"},{"id":95640187,"identity":"e816f88c-80b6-4c1f-b256-68c2b1eb1e7a","added_by":"auto","created_at":"2025-11-11 13:15:40","extension":"docx","order_by":0,"title":"","display":"","copyAsset":false,"role":"supplement","size":25169,"visible":true,"origin":"","legend":"","description":"","filename":"InstrumentAppendix1.docx","url":"https://assets-eu.researchsquare.com/files/rs-7644358/v1/4087306a7e29ac393429d9a1.docx"},{"id":95640188,"identity":"5b974fd0-cbbf-4b04-9b8b-617dae8f548d","added_by":"auto","created_at":"2025-11-11 13:15:40","extension":"xlsx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":70267,"visible":true,"origin":"","legend":"","description":"","filename":"PrePostEcologicalAwarenessAppend2.xlsx","url":"https://assets-eu.researchsquare.com/files/rs-7644358/v1/568f6d93f5ddd70f20cfab28.xlsx"}],"financialInterests":"No competing interests reported.","formattedTitle":"Cultivating ecological awareness in middle-school students through Ethno-STEM Project Based Learning: A Study from Lae-Lae Island","fulltext":[{"header":"INTRODUCTION","content":"\u003cp\u003eGlobal environmental issues such as climate change, biodiversity loss, pollution, and natural resource degradation increasingly threaten the sustainability of human life. The IPCC report indicated that climate change has caused widespread impacts and associated losses and damage to human systems, altering terrestrial, freshwater, and marine ecosystems [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. This challenge is not limited to developed countries but is also felt in remote areas. Therefore, the younger generation needs to be equipped with ecological understanding and awareness to play an active role in protecting the environment in the future [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. This is also emphasized in the Berlin Declaration on Education for Sustainable Development, one of the commitments of which is to make environmental and climate action a core component of the school curriculum [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eInstilling environmental awareness is crucial from an early age, as attitudes and behaviors that care for the environment are formed through a long-term educational process [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. Secondary school students are at a stage of cognitive and affective development that is particularly sensitive to internalizing sustainability values ​​[\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. Numerous studies have shown that learning experiences about environmental issues from a young age increase ecological awareness, engagement, and responsibility [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. Education that integrates an environmental perspective provides knowledge and fosters the skills and attitudes necessary to actively and sustainably address the climate crisis and environmental degradation [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eOne model whose potential is increasingly recognized is integrating project-based learning (PBL) with a STEM (Science, Technology, Engineering, and Mathematics) approach. This approach encourages students to learn through hands-on experience, problem-solving, and collaboration, which has been shown to effectively improve critical thinking skills [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e] and understanding of science concepts [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. However, many STEM programs in schools still neglect cultural context and local knowledge, even though these aspects are crucial in connecting science to students' real lives.\u003c/p\u003e\u003cp\u003eThe Ethno-STEM concept is an innovative approach that integrates scientific knowledge with local wisdom. Through ethnopedagogy, learning becomes more relevant and meaningful for students because it draws on the surrounding community\u0026rsquo;s culture, traditions, and practices [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. Previous research has shown that using local context can increase student engagement and help them better understand the relevance of science in everyday life [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. Research by Martawijaya et al. [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e] showed that this approach can improve higher-order thinking skills and reduce misconceptions when applied to local contexts. Other studies confirm that Ethno-STEM also encourages the development of critical and creative character [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e] and conservation and entrepreneurship [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e]. However, empirical studies examining how ethno-STEM PjBL can develop students' ecological awareness are scarce, particularly in the context of island communities.\u003c/p\u003e\u003cp\u003eThis study aims to explore the application of Ethno-STEM PjBL in secondary schools in remote areas to build students' ecological awareness. This study examines how integrating local wisdom into project activities can enhance students' understanding of environmental issues and encourage them to actively participate in nature conservation. Theoretically, this research adds to the literature on local culture-based STEM learning, particularly in the context of ecological education on islands. Practically, the results of this study can serve as a reference for educators and policymakers in designing environmental education programs appropriate to the characteristics of remote areas.\u003c/p\u003e"},{"header":"METHOD","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003eResearch Design\u003c/h2\u003e\u003cp\u003eThis study used a quasi-experimental one-group pretest\u0026ndash;posttest design. In this design, the subjects were measured through a pretest before and a posttest after the experiment using the same measuring instrument [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. This type of design is often used to evaluate the impact of newly developed training. This is conveyed by Cresswell and Creswell [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e], where researchers sometimes use one group when new training is developed and implemented. In this study, the new training in question is Ethno-STEM PjBL as the independent variable. Meanwhile, ecological awareness is the dependent variable.\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eParticipants\u003c/h3\u003e\n\u003cp\u003eThe research was conducted at a junior high school on Lae-Lae Island. Lae-Lae Island is a small, populated island in the Spermonde Archipelago, Makassar, South Sulawesi. The majority of the population is Makassarese, and their primary livelihood is fishing. The island is densely populated but with limited facilities. Elementary and secondary schools exist on the island, but educational infrastructure is relatively rudimentary, teachers are limited, and access to modern learning resources is limited.\u003c/p\u003e\u003cp\u003eThe study group consisted of 63 junior high school students. Participant selection considered the availability of classes willing to participate in the project series. All participants participated in all four projects. The gender composition consisted of male and female students with a proportional distribution, as shown in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eParticipant Demography\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003eDemography\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003ePercentage (%)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cb\u003eGender\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e34\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e27\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e29\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e23\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003e\u003cb\u003eClass\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e14\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e11\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e25\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e20\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e24\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e19\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\n\u003ch3\u003eInstruments\u003c/h3\u003e\n\u003cp\u003eThe learning intervention employed an Ethno-STEM PjBL sequence that integrated local context and real environmental issues. Throughout the program, students actively participated in four core projects designed to strengthen ecological awareness: local-food carbon footprints, a mini solar PV system, a bio-conversion\u0026ndash;based waste bank, and traditional water-filtration technology. This approach blends science, technology, engineering, and mathematics with local wisdom, enabling students to move beyond theoretical understanding and design context-appropriate solutions to ecological challenges in their island setting.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eLearning Program with Ethno-STEM PjBL\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"5\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSession\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAim\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eIntended Learning Outcomes (ILO)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eContent\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eEducational Strategy\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLocal-Food Carbon Footprint\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eUnderstand the link between dietary patterns and environmental impacts in an island context.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eIdentify and classify local vs. non-local foods; calculate food carbon footprints by origin and distribution; formulate island-appropriate, environmentally friendly consumption recommendations.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eConcept of carbon footprint and its climate impacts; differences between local and imported foods; emission data for various foods; environmental impacts of consumption. \u003cb\u003eNote\u003c/b\u003e: activities do not involve testing cooking equipment.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u003cb\u003eEthno-STEM PjBL\u003c/b\u003e: observe foods at home/school and classify; use carbon-footprint tables/calculators; group discussion, reflection, and presentation of recommendations.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMini Solar Photovoltaic (PV) System\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eIntroduce solar-based renewable energy and its applications on the island.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eExplain the operating principles of solar panels; design and assemble a mini PV system; analyze power output under varying light intensities; recognize local solar-energy potential.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003ePhotovoltaic effect and panel operation; basic PV components (panel, battery, charge controller/inverter\u0026mdash;specify which are used); power testing under different light conditions. Scope limited to solar energy.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u003cb\u003eEthno-STEM PjBL\u003c/b\u003e: assemble the mini PV system; measure output and analyze data; observe environmental conditions; group discussion and presentation.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eBio-Conversion\u0026ndash;Based Waste Bank\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eUnderstand environmentally friendly waste management and the benefits of bio-conversion.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eClassify waste (organic, inorganic, hazardous and toxic [B3], electronic); process organic waste into simple compost through bio-conversion; explain the waste-bank concept and incentives; reflect on the importance of reducing waste volume.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eTypes and impacts of waste; bio-conversion and simple composting; waste-bank concept and incentive schemes. \u003cb\u003eNote\u003c/b\u003e: focus on simple composting;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u003cb\u003eEthno-STEM PjBL\u003c/b\u003e: conduct a local waste audit; classification; composting practice; discussion of waste-bank concept; presentation and reflection.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTraditional Water-Filtration Technology\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFoster awareness of clean water and water conservation using local wisdom.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eExplain principles of traditional filtration; design and assemble a simple filter from local materials; evaluate the filter\u0026rsquo;s effectiveness in improving water clarity/quality; reflect on the importance of water conservation.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eImportance of clean water and conservation; filtration principles (sand, charcoal, gravel); simple tests of clarity/quality; problem-solving context for island water issues.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u003cb\u003eEthno-STEM PjBL\u003c/b\u003e: observe water quality; assemble and test the filter; group discussion, reflection, and presentation of local solutions.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe four projects formed part of a collaboratively designed, context-responsive Ethno-STEM PjBL. This approach integrates science, technology, engineering, and mathematics with the local wisdom of the Lae-Lae people community. Throughout the activities, students moved beyond theory by connecting environmental concepts to local practices and knowledge and applying them to design practical solutions to ecological challenges in their region.\u003c/p\u003e\n\u003ch3\u003eInstrument\u003c/h3\u003e\n\u003cp\u003eEcological awareness was measured using a structured questionnaire adapted from the Environmental Awareness Scale (EAS). The assessed indicators comprised dietary habits, energy use, waste management, and water conservation [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e]. The instrument included 25 items rated on a 5-point Likert scale (1\u0026thinsp;=\u0026thinsp;strongly disagree to 5\u0026thinsp;=\u0026thinsp;strongly agree) covering four domains: (1) consumption and carbon footprint; (2) renewable energy; (3) waste management; and (4) water conservation. A pilot with 38 students indicated statistical validity (p\u0026thinsp;\u0026lt;\u0026thinsp;.05) and excellent internal consistency (Cronbach\u0026rsquo;s α\u0026thinsp;=\u0026thinsp;.945).\u003c/p\u003e\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e\u003ch2\u003eData Analysis\u003c/h2\u003e\u003cp\u003eThe data were analyzed quantitatively in several steps. First, descriptive statistics were computed (mean, standard deviation, and the distribution of pretest\u0026ndash;posttest scores). Normality was assessed using the Shapiro\u0026ndash;Wilk test and skewness\u0026ndash;kurtosis statistics; the results indicated that ecological awareness (EA) scores were normally distributed. Learning gains were calculated using normalized gain [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e] with the following categories: high (g\u0026thinsp;\u0026ge;\u0026thinsp;0.70), medium (0.30\u0026thinsp;\u0026le;\u0026thinsp;g\u0026thinsp;\u0026lt;\u0026thinsp;0.70), and low (g\u0026thinsp;\u0026lt;\u0026thinsp;0.30). Inferential analysis employed a paired-samples \u003cem\u003et\u003c/em\u003e-test at α\u0026thinsp;=\u0026thinsp;0.05 to compare pre- and post-intervention scores. Additionally, effect size was estimated using Cohen\u0026rsquo;s \u003cem\u003ed\u003c/em\u003e for paired samples to quantify the magnitude of the intervention\u0026rsquo;s impact on ecological awareness.\u003c/p\u003e\u003c/div\u003e"},{"header":"RESULTS AND DISCUSSION","content":"\n\u003ch3\u003eResults\u003c/h3\u003e\n\u003cp\u003eEcological awareness was measured using a questionnaire representing four dimensions. The results showed an increase in ecological awareness after participating in a series of learning activities. These results are presented in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eFigure \u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e shows a comparison of students' ecological awareness scores before (Pre-EA) and after (Post-EA) participating in a series of PjBL-based ethnoSTEM learning activities. The analysis showed an increase in scores across all dimensions following the intervention. Scores for food consumption habits increased from 75 to 83, energy use from 72 to 82, waste management from 71 to 83, and water conservation from 76 to 82.5. Overall, the average score increased from 73.5 to 82.8. This increase indicates consistent improvement in ecological awareness across all measured behavioral aspects. The average scores for each item are presented in Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eBased on the comparison of the average pre-test and post-test scores for 24 ecological awareness items, consistent improvement was observed across nearly all aspects. However, there were several unique findings that are interesting to examine in more depth. In the aspect of food consumption habits (items 1\u0026ndash;6), all indicators showed an increase in scores after the intervention. The average pre-test score was 3.6\u0026ndash;3.9 and increased to 4.0\u0026ndash;4.3 in the post-test. This indicates that students increasingly understand the importance of choosing local foods to reduce their carbon footprint and are becoming more accustomed to discussing the environmental impact of their consumption patterns with their families. Overall, this aspect demonstrates the success of the intervention in fostering critical awareness of daily consumption choices.\u003c/p\u003e\u003cp\u003eThe aspect of energy use (items 7\u0026ndash;12) showed a fairly consistent upward trend. Most pre-test scores were in the range of 3.6\u0026ndash;3.9 and increased to around 4.0\u0026ndash;4.2. The most striking improvement was in item 10, concerning basic knowledge of how solar panels work, which jumped from an initial score of 2.67 to 4.14. This indicates that the learning intervention was highly effective in strengthening students' technical knowledge about renewable energy, not just attitudes or general awareness.\u003c/p\u003e\u003cp\u003eIn the waste management aspect (items 13\u0026ndash;18), there were very significant changes in several indicators. Item 13, concerning the habit of separating organic and inorganic waste, showed a drastic increase from 2.84 to 4.33, reflecting a real behavioral change after the program. Other items, such as understanding of waste banks (item 14) and knowledge of composting (item 15), also increased significantly. Meanwhile, items 17 and 18, related to interest in waste management and awareness of the impacts of waste incineration, were already high from the start (4.00) and only increased slightly, indicating that students' awareness of this aspect was already strong.\u003c/p\u003e\u003cp\u003eThe water conservation aspect (items 19\u0026ndash;24) showed a slightly different pattern than the other aspects. Almost all items were already high in the pre-test, for example, awareness of maintaining clean water sources (4.14) and water-saving habits (4.06). The increase in the post-test was relatively small, for example, to 4.17 or 4.16. This indicates that water conservation behavior is already a well-established habit among students, so the intervention only strengthened existing commitment. However, there was a significant increase in item 20 (knowledge of how to filter water with natural materials) from 3.39 to 4.02, indicating additional practical knowledge gained from the learning activities. The overall n-gain scores for each aspect are presented in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eNormalized gain scores\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAspect\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eN-Gain Score\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eCategory\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003econsumption and carbon footprint\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0,32\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eSedang\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003erenewable energy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0,36\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eSedang\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ewaste management\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0,41\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eSedang\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ewater conservation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0,27\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eRendah\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eMean\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003e0,35\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003eSedang\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e2\u003c/span\u003e shows the normalized gain (g) values ​​for the increase in students' ecological awareness across the four dimensions, along with the overall average value. These results indicate that three dimensions (consumption habits, energy use, and waste management) fall within the moderate category, while water conservation falls within the lower limit of the moderate-low category. The average g value of 0.36 places the overall increase in students' ecological awareness within the moderate category. To determine the effect of ethnoSTEM PjBL, statistical analysis was performed using the Wilcoxon signed-rank test. The results are presented in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e3\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003ePaired sample test and effect size\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePair\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eTest Statistic\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eSig\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eEffect Size Index (d)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eEcological awareness before-after\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1992.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;0.001\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.85\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e3\u003c/span\u003e shows a significant difference between ecological awareness scores before and after the intervention (W\u0026thinsp;=\u0026thinsp;1992.000, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). This indicates that the ethnoSTEM PjBL successfully increased students' ecological awareness. Furthermore, the effect size calculation showed an r value of 0.85, which is considered a very large effect. This finding indicates that the difference between the pre- and post-intervention conditions is not only statistically significant but also practically robust.\u003c/p\u003e\n\u003ch3\u003eDiscussion\u003c/h3\u003e\n\u003cp\u003eThe results of this study indicate that ethno-STEM PjBL-based learning significantly increased students' ecological awareness. Overall, the average ecological awareness score increased after the intervention. The Wilcoxon test confirmed that this increase was statistically significant (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001) with a very large effect size (r\u0026thinsp;=\u0026thinsp;0.85). These findings support previous research suggesting that ethno-STEM can develop various life skills in students [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e, \u003cspan additionalcitationids=\"CR17\" citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eFurther examining the dimension of food consumption habits, all indicators showed consistent increases in scores. This indicates that the learning activities successfully fostered critical awareness of daily consumption choices, for example, through discussions about the environmental impact of diet and the use of local foods. These results align with other studies showing that local culture can influence a person's consumer culture [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThe energy use dimension also saw significant improvement, with the largest increase in technical knowledge about solar panels. This increase indicates that learning not only strengthens general awareness about energy but also provides a practical understanding of renewable energy technologies. Previous research also shows that PjBL, such as solar panels, can increase student interest and creativity [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eIn the waste management aspect, a significant improvement occurred in the waste sorting indicator. This indicates a real behavior change, not just knowledge. Significant improvements were also found in understanding waste banks and composting, while awareness of the dangers of waste burning was already high from the start, resulting in relatively small increases. This pattern indicates that the intervention impacted previously weak behaviors the most. These findings support previous research suggesting that contextual learning interventions based on local culture can serve as the basis for a narrative that can raise individual and collective awareness in responding to climate and environmental change [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eUnlike the other three dimensions, water conservation showed relatively little improvement. Already high initial scores on most indicators, such as water conservation and maintaining clean water sources, may contribute to the limited room for improvement. Psychological barriers such as (1) believing change is unnecessary; (2) conflicting goals; (3) interpersonal relationships; (4) lack of knowledge; and (5) tokenism may explain the attitude-behavior gap in the climate action domain [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eOne of the unique features of this study is its location on Lae-Lae Island, South Sulawesi, a small island with unique social and environmental characteristics. As a coastal community, the people of Lae-Lae Island have a direct relationship with the marine ecosystem and are highly dependent on the surrounding natural resources. These conditions make environmental issues such as waste management, water conservation, and renewable energy utilization highly relevant to students' daily lives. This local context allows for the integration of cultural values ​​and local wisdom into ethno-STEM learning, such as traditional practices of processing seafood or utilizing natural resources sustainably [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e]. The uniqueness of this location may explain why learning interventions have significant effects, as students can directly relate the material to their lived realities. This aligns with other research findings showing that contextual learning in island or rural areas is more effective when linked to local culture and environment [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eWhile the findings of this study are positive, there are several limitations worth noting. This study was conducted in a single school with a limited sample size, so generalization of the results should be approached with caution. The single-group design without a control group also limits the ability to isolate the intervention's effects from other external factors. Furthermore, the intervention duration was relatively short, while some dimensions of ecological awareness, such as water conservation, may require a longer time to show significant changes. Future research is recommended to use an experimental design with a control group, a longer duration, or a mix of quantitative and qualitative methods to delve deeper into students' experiences and behavioral changes.\u003c/p\u003e\u003cp\u003eThe findings of this study offer practical implications for teachers and curriculum developers. PjBL activities that utilize local wisdom can be an effective strategy for comprehensively enhancing students' ecological awareness. This is also suggested by Maulana et al. [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e], who demonstrated the importance of teacher and school autonomy in integrating local knowledge to support efforts to create spaces for climate activism. Significant improvements in previously weak aspects, such as waste sorting and understanding of renewable energy, suggest that this strategy can be adapted to other contexts by adapting to local environmental issues.\u003c/p\u003e"},{"header":"CONCLUSION","content":"\u003cp\u003eThis study shows that PjBL-based Ethno-STEM learning improves ecological awareness in island junior high school students. As all dimensions increase, the pre-post difference is significant (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001) with a large effect size (r\u0026thinsp;=\u0026thinsp;0.85), and the average normalized gain is 0.35 (medium category). The strongest impacts occur in waste management and energy use\u0026mdash;including a surge in solar panel knowledge\u0026mdash;while water conservation increases slightly due to the high baseline. These results align with expectations and previous research on the effectiveness of PjBL based on local wisdom. This article advances knowledge by providing strong empirical evidence in a remote island context and mapping the most responsive dimensions to guide curriculum and further study.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003ch2\u003eETHICAL APPROVAL\u003c/h2\u003e\u003cp\u003e The research related to human use has been compiled with all the relevant national regulations and institutional policies in accordance with the tenets of the Helsinki Declaration and has been approved by the authors' institutional review board (020c/1.03/DRIPM-UNIBOS/II/2025).\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003ch2\u003eCONFLICT OF INTEREST STATEMENT\u003c/h2\u003e\u003cp\u003eThe authors declare that there is no conflict of interest.\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eINFORMED CONSENT\u003c/strong\u003e\u003cp\u003e We have obtained informed consent from all individuals included in this study.\u003c/p\u003e\u003c/p\u003e\u003ch2\u003eFUNDING STATEMENT\u003c/h2\u003e\u003cp\u003eThis research was funded by the Directorate of Research and Community Service, Directorate General of Research and Development, Ministry of Higher Education, Science, and Technology, under the 2025 Fiscal Year Fundamental Research Scheme, contract number: PG 657\u0026thinsp;\u0026minus;\u0026thinsp;025/DRIPM-UNIB0S/VI/2025.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eS.H. led the conceptualization, methodology, software, validation, and formal analysis, and contributed to resources, data curation, writing\u0026mdash;original draft, and writing\u0026mdash;review \u0026amp; editing; S.H. also handled supervision and funding acquisition. N.F. contributed to methodology, formal analysis, and investigation, and supported data curation, writing\u0026mdash;review \u0026amp; editing, visualization, and supervision, as well as project administration. R.T.A. contributed to methodology, formal analysis, and investigation, and supported data curation, writing\u0026mdash;original draft, writing\u0026mdash;review \u0026amp; editing, and project administration. A.Sw. contributed to conceptualization, validation, and formal analysis, and supported investigation, data curation, writing\u0026mdash;original draft, writing\u0026mdash;review \u0026amp; editing, visualization, supervision, and project administration. A.Su. contributed to methodology and validation, and supported writing\u0026mdash;original draft, writing\u0026mdash;review \u0026amp; editing, visualization. S.R. contributed to software and supported writing\u0026mdash;original draft, writing\u0026mdash;review \u0026amp; editing, and project administration.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eThe authors confirm that the data supporting the findings of this study are available within the supplementary materials.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eCalvin K, Dasgupta D, Krinner G et al. IPCC, 2023: Climate Change 2023: Synthesis Report. Contribution of Working Groups I, II and III to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change [Core Writing Team, H. Lee and J. Romero, editors]. IPCC, Geneva, Switzerland. [Internet]. First. Intergovernmental Panel on Climate Change (IPCC); 2023 [cited 2025 Aug 26]. 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IJSHE. 2025;26(4):872\u0026ndash;89.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"","lastPublishedDoi":"10.21203/rs.3.rs-7644358/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7644358/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study explores the role of Ethno-STEM Project Based Learning (PjBL) in building ecological awareness of students on Lae-Lae Island, one of the small islands in South Sulawesi. A quasi-experimental design was applied to 63 junior high school students. The research data were collected with a 25-item ecological awareness questionnaire with a reliability of 0.945. The intervention included four contextual projects, namely, the carbon footprint of local food, mini solar power plant assembly, bioconversion-based waste bank, and traditional water filter. The results showed that Ethno-STEM PjBL had a significant effect in building ecological awareness of students with an effect size of 0.85. Scores increased in four observed ecological awareness domains. The largest impact appeared on awareness in waste management and solar energy literacy. Meanwhile, water conservation awareness increased by a small amount due to the high baseline from the beginning. The findings confirm the role of Ethno-STEM PjBL is effective and relevant for the island context, strengthening the link between science and local community wisdom\u003c/p\u003e","manuscriptTitle":"Cultivating ecological awareness in middle-school students through Ethno-STEM Project Based Learning: A Study from Lae-Lae Island","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-11-11 13:15:36","doi":"10.21203/rs.3.rs-7644358/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-11-12T06:06:48+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-11-11T15:52:42+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-11-09T12:59:58+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-11-05T04:27:40+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"182804171590208394419718732032086985480","date":"2025-11-02T10:02:41+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"164755900702124727419227682713329346197","date":"2025-10-31T08:40:36+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"6418665093676026913312019444394992142","date":"2025-10-31T08:40:02+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-10-31T08:28:16+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-09-23T09:32:45+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-09-23T09:32:17+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2025-09-18T02:19:56+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"d291ee12-6012-4427-9484-f10133271e1c","owner":[],"postedDate":"November 11th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-05-22T01:08:22+00:00","versionOfRecord":[],"versionCreatedAt":"2025-11-11 13:15:36","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7644358","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7644358","identity":"rs-7644358","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}