A model for evaluating programs to promote pro-environmental attitudes and behavior

Abstract

Many educational programs seek to promote students' pro-environmental attitudes and behaviors, yet few are explicitly designed or examined in light of evidence-based design features known to support such change. This study presents and examines the validity of an evaluation model, the Environmental Attitudes and Behavior Model, through its application to an independently developed intervention program targeting ninth-grade students' attitudes and behaviors related to SDG 13 (Climate Action). The model is grounded in eight design features identified in the literature as effective in fostering pro-environmental attitudes and behaviors. Using a mixed-methods approach, we examined pre-post changes in the attitudes and behaviors of 23 teachers and 127 students through questionnaires, alongside interviews with six teachers and eight student groups. The findings indicate improvements in students' environmental attitudes and behaviors, as well as in their perceived importance of learning about these issues. Analysis of interview data further examined the presence of the model's design features in the intervention, leading to the suggestion of an additional design feature and the refinement of the model into a nine-feature framework. We recommend that evaluations of environmental education programs adopt a dual approach that combines assessment of learning outcomes with analysis of the presence of evidence-based design features that promote pro-environmental attitudes and behavior.