Effectiveness of a Pop-Up Story-Based Program for Developing Environmental Awareness and Sustainability Concepts among First-Grade Elementary Students

2.1 Research Objectives

The current research aims to investigate:

1. The effectiveness of a program based on pop-up stories in developing environmental awareness concepts among first-grade students.

2. The effectiveness of a program based on pop-up stories in developing environmental sustainability concepts among first-grade students.

2.2 Research Hypotheses

1. There are statistically significant differences at the significance level of 0.05 between the mean scores of students in the experimental group and the control group in the post-test of the environmental awareness and sustainability test for environmental awareness concepts in favor of the experimental group.

2. There are statistically significant differences at the significance level of 0.05 between the mean scores of students in the experimental group and the control group in the post-test of the environmental awareness and sustainability test for sustainability concepts in favor of the experimental group.

3.1 Environmental Awareness

Environmental awareness is one of the most important issues that societies seek to instill in the minds of new generations to preserve the surrounding environment. It refers to individuals’ level of understanding of environmental information and their ability to act correctly in the face of environmental problems. Individuals’ attitudes toward these issues vary, highlighting the importance of environmental education in shaping their perceptions (Abdul Malik, 2008). It represents an approach, philosophy, tool, and profession aimed at creating educated, environmentally conscious citizens capable of addressing environmental problems and working toward environmental sustainability (Ardoin & Bowers, 2020; Ardoin, Bowers, Roth, & Holthuis, 2018).

Environmental awareness is a cognitive, organizational mental process through which we can know things in their real state, and the difference in awareness among people regarding environmental variables depends on several factors, most notably age, gender, intelligence, and previous experiences (Sadi, 2021). It is a dual process that constitutes both individual and societal perceptions of the importance of conserving, protecting, and coexisting with the environment, ultimately serving human goals. Therefore, environmental awareness can be considered as a sense of responsibility toward the environment (Turkiyah & Masoudi, 2021).

Environmental awareness is formed through the individual’s exposure to science, knowledge, guidance, and natural life experiences from various sources, which contribute to shaping their perceptions over multiple stages of their lives. It is one of the types of awareness that form in individuals from early stages of age, and the family plays a major role in its development (Al-Asmi, 2015). It also represents the function of knowledge and is embodied in three basic dimensions: environmental knowledge, environmental attitudes, and environmental behavior. Once these three elements converge in the individual, environmental awareness is achieved, and as they spread to include most members of society, collective environmental awareness is achieved, which is the basis for environmental protection (Bourzik, 2022).

Environmental awareness “refers to an individual’s perception of the environment’s requirements through their feelings and knowledge of its components and the relationships between them, as well as environmental issues and how to deal with them. This is not only achieved through education but also through natural life experiences” (Khanfar & Khanfar, 2016, p. 143).

Environmental knowledge entails a coherent set of ideas containing information, concepts, issues, and assumptions, all logically consistent. It represents variations in the pattern of action and its orientations, as humans’ continual interaction with their environment necessitates recognition of its systems and resources to adapt, protect, and participate in its activities (Anaqreh, 2016). It serves as motivation and stimuli that help arouse interest and sharpen curiosity to acquire knowledge and behave in a way that protects both the individual and the community. Consequently, positive behaviors toward the environment can be anticipated (Bakr, 2022). This implies that knowledge facilitates and directs human behavior, imbuing it with an awareness aspect. Thus, environmental knowledge and its issues gain significant status in determining behavior toward the environment, serving as a fundamental pillar in enhancing environmental awareness. It is based on conviction and contributes effectively to protecting and preserving the environment, fulfilling its entrusted role (Zemam & Khalifa, 2016). Knowledge should be rooted in instilling ethics and concepts of environmental appreciation, emphasizing the importance of viewing it as a cultural value rather than merely a material one. It also helps individuals attribute meanings and symbols to the environment, enabling them to transcend their desires in their interactions with it. This fosters the formation of a positive environmental attitude within them (Bourzik, 2022).

Environmental attitude, as defined by Alport, is a state of mental and neural readiness established through personal experience. It directs an individual’s response toward things or situations related to this readiness. Essentially, it is a psychological readiness and a learned mental preparedness for positive or negative responses toward individuals, objects, topics, situations, or symbols in the environment that trigger this response (Issa & Abdul Raouf, 2020). In simpler terms, the attitude reflects the sensory and emotional aspects of the individual, making it a socially acquired mental and psychological readiness that embodies the emotional dimension of our behaviors and attitudes toward various subjects (Bourzik, 2022). During socialization, individuals develop attitudes toward individuals, groups, institutions, and social situations. Therefore, attitudes are considered one of the most important drivers of human behavior and an important indicator of personality development (Issa & Abdul Raouf, 2020). They are of utmost importance in social psychology as they allow predicting an individual’s response toward the topics they interact with, enabling them to take a stance on them. Attitudes play a significant role in determining individuals’ behaviors by defining their judgments and perceptions of others (Al-Nuaimi, 2016).

Environmental behavior is defined as the activity that an organism engages in as a result of its relationship with specific environmental conditions. It involves its repeated attempts to adjust and change these conditions to align with the requirements of its life. It is often associated with theoretical perception, as this perception acknowledges the reality of the environment and the behavioral response toward it (Rafat, Salim, & Ismail, 2023). According to Bourzik (2022), environmental behavior is not only the result of knowledge and attitude but also stems from conscious knowledge and a deep sense of environmental issues, problems, and personal responsibility toward addressing them. As the final outcome of the equation of knowledge, attitude, and behavior, environmental awareness is formed, which has become of paramount importance in environmental protection literature and conservation efforts.

3.2 Environmental Sustainability

Environmental sustainability, as defined by Alamri and Al-Arini (2020), encompasses continuity, flexibility, and the ability to cope with environmental challenges through optimal methods and programs. It involves maintaining the general structure, core functions, operational capacity, readiness, and economic viability of the environment in the present and future, with the condition of preserving the environment and natural resources and avoiding negative impacts on them. These processes focus on protecting and preserving environmental resources for future generations (Pettinger, 2018). Additionally, environmental sustainability entails the development and preservation of the environment and its resources, protection from pollution (water, air, food, noise), and waste reduction through recycling. The goal is to achieve balance, diversity, continuity, and integration and to meet the needs of current and future generations (Khalf, 2021).

Environmental sustainability is the ability of individuals and society to use current environmental resources without compromising the rights of future generations and to use these resources prudently without depleting them while maintaining the ecosystem’s ability to absorb pollutants and waste generated by development processes. Environmental sustainability is one of the main dimensions of sustainable development, a concept that emerged in the seventies alongside increasing interest in sustainability. It refers to processes and trends aimed at adapting human activities to achieve compatibility with the environment (Khalil, 2017).

Environmental Sustainability is defined as activities that avoid the depletion or deterioration of natural resources, allow for long-term environmental quality, and meet the needs of the current population without harming the ability of future generations to meet their needs (Coleman & Gillaspy, 2024). Environmental sustainability awareness is procedurally defined as the knowledge, behaviors, and attitudes to exploit current environmental resources without compromising the rights of future generations. It is measured by the degree to which students achieve in the test prepared for this purpose.

Environmental sustainability signifies a state of balance, resilience, and interconnectedness that ensures the satisfaction of human needs without exceeding the capacity of environmental systems or negatively affecting their renewal and biological diversity (Al-Buraidi, 2015). Moreover, Al-Defrawi (2019) added that it is an educational process aimed at developing awareness among individuals by attracting their attention toward the environment in its comprehensive meaning, global issues, and related problems. This is achieved through providing them with knowledge, developing their inclinations and attitudes, fostering responsibility, disseminating culture, and modifying behavior toward respecting and sustainably protecting the environment.

The Kingdom’s Vision 2030 includes several national programs for environmental awareness and sustainable development, aimed at raising awareness about environmental issues among various segments of society (Al-Ruqayy, 2022). Achieving environmental sustainability requirements is also a crucial aspect of the Vision’s SDGs, including sustainable environmental awareness, air and water quality sustainability, marine environment preservation, and ecotourism (Al-Ahmedi, 2019). From this perspective, the Vision has identified several requirements to be achieved in the field of environmental sustainability within a vital societal axis, generally related to protecting oil wealth, improving energy consumption efficiency, and preserving and sustaining the environment (Safaqi, 2021).

The fulfillment of environmental sustainability requirements is an important part of SDGs, aligning with global trends focused on enhancing quality of life and protecting the environment. This encompasses reducing pollution in all its forms, safeguarding marine and terrestrial environments from natural threats, enhancing waste management and recycling efforts, and optimizing energy use and efficiency (Al-Ahmedi, 2019).

The importance of developing environmental sustainability awareness among elementary school students is paramount. Al-Suaybi (2023) and Jabal Allah (2016) summarize the components of environmental sustainability into five key aspects. First, environmental systems must be maintained at healthy levels, with efforts directed toward continual improvement. Second, there is a need to minimize environmental pressures, ensuring that human activities have minimal impact on the environment. Third, reducing human vulnerability to environmental changes is crucial, protecting both social systems and populations from direct exposure to environmental deterioration. Additionally, countries should aim to enhance their social and institutional capacity to respond effectively to environmental challenges. Finally, global leadership and cooperation are essential, as countries must work together to achieve common goals in protecting the global environment and reducing cross-border environmental impacts. Through education and awareness-building, elementary school students can become environmentally conscious citizens, contributing to a sustainable future for all.

3.3 Utilizing Pop-Up Stories in Delivering Environmental Awareness and Sustainability Content

Utilizing pop-up stories in delivering environmental awareness and sustainability content is a powerful educational tool for children. To educate them about these topics, it is essential to use methods and strategies that make them the focal point of the learning process. One such strategy is guided imagery, which provides children with opportunities for discovery, communication, and active participation in the activity room. By training them to use their imagination, this strategy offers an enjoyable and motivating experience, helping them form reflections on the experiences shaped through their senses. It can create and form realities in the absence of actual sources. This strategy involves taking the child on an imaginative journey, during which they are tasked with creating mental images or reflecting on a series of events. It requires a guide to direct them and then ask them a series of questions, prompting them to talk about the mental images they formed during their journey (Khalf, 2021; Razuki, Najm, & Ahmed, 2016).

Pop-up stories are tools that can help children imagine and understand complex events and topics due to their unique capabilities. They can play a crucial role in educating children about environmental sustainability and awareness through engaging interactive methods that integrate them into these topics in exciting ways. They can positively contribute to shaping their understanding of environmental issues and promote responsible behavior toward the environment (Pandik, 2014).

Pop-up stories are Interactive stories that provide opportunities for movement, interaction, and embodiment through paper manipulation mechanisms such as folding, sliding, spinning, windows, pull strips, and wheels, including scenes that emerge from within (Bluemel & Taylor, 2012). These are also books that present images and content on their pages with three-dimensional effects, appearing when the book is opened, providing unique presentation effects as they are designed in several parts. They are interactive books based on paper folding techniques that achieve fun and interactivity for the learner (Sari, 2017). Procedurally defined as any book/story that contains three-dimensional pages, often with elements that appear when the page is turned. This definition includes all books/stories known as movable books, pop-ups, tunnel books, transformations, volvelles, flaps, pull-tabs, pop-outs, and pull-downs.

Yannis and Judson (2017) emphasized the value of narrative storytelling as a tool for raising environmental awareness among children and distinguishing between “knowledge” and “awareness.” The research discussed the role of curiosity in shaping their topics through stories that engage their imagination and emotions with issues and ideas, making children feel the importance of the natural world around them. The story presents the natural environment as a living organism in which humans live.

In this context, the Spanish design firm Play Studios conducted an experiment with children, asking them to describe the shape they think cities will look like in the future. They then designed the cities drawn by the children in a pop-up book to stimulate their imagination and interaction. In this experiment, children described daily life: streets, buildings, cars, trees, and how cities become environmentally friendly (Grist, 1999–2024).

Additionally, Grono (2023) presented a series of pop-up books under the title “I Can Help the Earth Pop-Up Book!” as a fun way to make children think about how to help the Earth through recycling, using products, and saving energy and water. They mentioned that the media is full of stories about the dire consequences of global warming, the problem of plastic waste, and even the mass extinction of species. These topics are difficult for young children, so these stories have a significant impact on children who have no idea about these issues. The stories can make them feel extreme concern and fear for their future, animals, and the world they love. Environmental concern is a real term that affects youth more than anyone else. As humans, we can make a positive impact, so we need to talk more about how we need to take care of our land and what we can do to help. Even the little ones can make a big difference! Grono also provided a set of templates and tools required to implement pop-up stories, and how to implement them with children easily. Al-Anzi (2023) confirmed the effectiveness of illustrated stories in developing environmental awareness among kindergarten children, recommending the planning of activities to develop environmental awareness and providing appropriate innovative learning resources for children that address the most important environmental issues and problems.

Christiane Dorion stated, “If you answer children’s questions and inspire them, you won’t need to tell them. what action they need to take.” She introduced complex environmental concepts in simple explanations through pop-up stories, employing various pop-up design mechanisms such as pull strips, flip slides, and others to attract the attention of children, even those with short attention spans. Among the topics she presented were environmental and earth sciences, such as how the weather works, how we make and dispose of everyday products, and books like How the World Works and How Animals Live. These books portray organisms as an interconnected system, for example, showing the spread of rainforests and how bacteria form soil from animal waste, which also helps spread seeds (Pandik, 2014).

3.4 Methodology

Based on the research objective “to investigate the effectiveness of a Pop-up Stories program in developing environmental awareness and sustainability concepts among first-grade students,” a quasi-experimental design with two groups, an experimental group and a control group, was adopted as the appropriate methodology. This design aims to bring about a change in the phenomenon under study and then observe the effects of that change.

3.5 Participants

The research community consisted of first-grade students totaling 9,025 in the Al-Ahsa region for the academic year 2024, according to the statistics of the General Administration of Education in Al-Ahsa. The research sample was selected purposively and consisted of 56 first-grade students, with an average of 28 students for the control group and 28 students for the experimental group, and both groups were randomly assigned.

3.6 Tools of the Study

The research tools consisted of:

First: The environmental awareness and sustainability program. The program aims to develop environmental awareness and sustainability among first-grade students through pop-up stories. The program consists of 12 sessions, as shown in Table 1.

The Environmental Awareness and Sustainability Program is designed to span a total of 12 weeks, consisting of 24 sessions conducted over 2 days each week. Each session lasts 30 min, resulting in a cumulative duration of 6 h for the entire program. The objective of the program is to enhance children’s understanding of environmental issues through engaging and informative sessions, utilizing pop-up stories to facilitate learning.

The objectives of the sessions are tailored to cover various aspects of environmental awareness and sustainability. In the first session, children discover the sources and types of pollution, both natural and human, affecting air, water, and land. Subsequent sessions delve into specific topics, such as air pollution from ship and aircraft emissions, vehicles, and factory emissions, enabling students to learn about human contributions to air pollution and explore effective mitigation strategies. Other sessions focus on the impacts of dust storms, volcanic activity, and the importance of trees in maintaining clean air.

Water pollution is also addressed, with sessions highlighting its sources – both natural and human – and the critical role humans play in preventing water pollution. Children will explore the relationship between volcanic eruptions and land pollution, as well as learn about the significance of natural resources like date palms in promoting healthy air quality. Finally, the program covers sustainable agriculture, emphasizing its connection to water pollution prevention. Through this structured approach, the program aims to instill a comprehensive understanding of environmental issues among first-grade students, empowering them to contribute positively to their surroundings.

Second: Designing the pop-up story: To achieve the program’s goal, the pop-up story was designed under the title (My Environment in Danger). Its aim is to introduce children to both natural and human sources of environmental pollution, along with methods of dealing with them. Additionally, it emphasizes the importance of conserving and sustainably utilizing natural resources, using date palm cultivation as an example. The story unfolds through a dialogue between the teacher and the students, discussing pollution sources. The dialogue in the initial scene concludes with the teacher assigning them to form working groups. Each group is tasked with researching a specific pollution source, identifying ways to address it, and discussing methods for environmental preservation. Each scene in the story presents a project where two students showcase a pollution source and its solutions to their peers. This is followed by a discussion among the students, focusing on environmental conservation. Figure 2 illustrates scenes from the pop-up story “My Environment in Danger.”

Figure 2

Scenes from pop-up story “My Environment in Danger”.

Third: Testing environmental awareness and sustainability concepts: The test was developed after reviewing theoretical frameworks and previous studies, such as Al-Ruqayy’s (2022) study and Bahgat’s (2016) study, which addressed environmental awareness and environmental sustainability. The test, in its initial version, consisted of 15 questions distributed across two main areas, as shown in Table 2.

The test was reviewed by experts, and their feedback was incorporated. The total score for the test is 15 points, with 1 point given for each correct answer and 0 points for each incorrect answer. The average time for administering the test is 15 min, and clear instructions were provided to guide its implementation. Furthermore, the questions assessing environmental awareness and sustainability concepts were analyzed.

3.7 Analysis of Environmental Awareness and Sustainability Test Questions

The test was administered to a sample consisting of ten students from outside the primary research sample, with the purpose of statistically analyzing the test questions in terms of difficulty and discrimination indices, and to extract indications of validity and reliability. The test questions were divided into two categories based on the total score on the test (upper category and lower category), each comprising 50% of the total, with five students in each category to calculate the difficulty and discrimination indices for the test questions.

First: difficulty and discrimination indices: The difficulty index and discrimination were measured for the objective questions in the test, where the answers were either true or false, as shown in Table 3, which illustrates the difficulty indices for the environmental awareness and sustainability test questions.

From Table 3, it is evident that the difficulty indices for the environmental awareness and sustainability test questions ranged between 0.40 and 0.60. Any question with a difficulty index ranging between 0.20 and 0.80 is considered acceptable, and it is recommended to retain it in the test. The average difficulty of the test was 0.54, indicating a moderately difficult test.

Second: discrimination indices: The discrimination indices for the environmental awareness and sustainability test questions were calculated by dividing them into two groups: the upper group, comprising 50% of the students who scored the highest grades in the test, and the lower group, comprising 50% of the students who scored the lowest grades in the test, with five students in each category. Table 4 illustrates the discrimination indices for the test questions.

From Table 4, it is evident that the discrimination indices for the test questions ranged between 0.40 and 0.80. Any question with a discrimination index ranging from 0.20 or higher is considered acceptable, and it is recommended to retain it in the test.

Third: validity:

1. Face validity: The test was presented to seven experts in the field to assess the appropriateness of the questions in terms of formulation, relevance to the field, and suitability of alternatives for each question. Their suggestions were taken into consideration, and the test was finalized with 15 questions distributed across two domains.

2. Consistency validity: The Pearson correlation coefficient was used to measure the relationship between the score of each question from the environmental awareness and sustainability test and the total score of the axis, as well as with the total score of the test. This was done by administering the test to a sample of ten students, as shown in Table 5.

From Table 5, it is evident that the Pearson correlation coefficients between the scores of the test questions and the total score of the axis are statistically significant at the 0.01 or 0.05 significance levels, with correlation coefficients ranging from 0.677* to 0.904**. Similarly, the Pearson correlation coefficients between the scores of the test questions and the total score of the test ranged from 0.693* to 0.925**. This result indicates that the test is valid for measuring the intended constructs.

Fourth: reliability of the environmental awareness and sustainability test: To calculate the reliability coefficients of the test scores on the total score, the test was administered to a sample survey, and the reliability coefficients were calculated using Cronbach’s alpha and the split-half method (Guttman). Table 6 illustrates the results.

Table 6 shows that the reliability coefficient of the total test, Cronbach’s alpha, was 0.95, and for the domains, it ranged between 0.89 and 0.93. Additionally, the split-half reliability coefficient for the test (Guttman) was 0.92, and for the domains, it ranged between 0.86 and 0.91. These are high-reliability coefficients, indicating the reliability of the test.

It is evident from Tables 3 and 4 that all test items exhibited acceptable discrimination and difficulty indices within the educationally acceptable range. Table 5 shows that the test achieved internal consistency, while Table 6 confirms that the reliability coefficients are greater than 0.92, indicating the test’s reliability and suitability for use. These psychometric properties were utilized in the development and quality assurance of the test for the current study.

3.8 Data Analysis

The statistical software (SPSS version 23) was utilized, through which difficulty and discrimination indices were extracted. Also, Pearson correlation coefficients were used to assess consistency, and Cronbach’s alpha and Guttman to ascertain reliability. In addition, independent samples t-tests were conducted to answer study questions, and effect sizes were calculated using eta squared to measure the impact of a program based on pop-up stories for developing environmental awareness and sustainability concepts.

The researcher conducted a normality test to ensure that the data from both groups followed a normal distribution. The results of this test confirmed that the data were indeed normally distributed, making the application of inferential statistics valid.

Furthermore, to enhance the robustness of the study, the participants were randomly assigned to the experimental and control groups. This random distribution helps mitigate selection bias and ensures that any differences observed between the groups can be attributed to the intervention rather than pre-existing differences.

To maintain equity between the groups, a diagnostic test was administered prior to the intervention. This test evaluated participants on relevant baseline characteristics, such as their prior knowledge and understanding of environmental issues. By analyzing the results of this diagnostic test, the researcher was able to confirm that the groups were comparable at the outset of the study. This approach not only strengthens the reliability of the findings but also ensures that any observed effects of the pop-up stories program can be confidently attributed to the intervention itself rather than confounding variables. Overall, these methodological considerations support the validity of using the t-test and enhance the credibility of the research outcomes.

4.1 Effectiveness of a Program Based on Pop-Up Stories on Developing Environmental Awareness

The first hypothesis was verified as follows: “There are statistically significant differences at the significance level of (0.05) between the mean scores of students in the experimental group and the control group in the post-test of the environmental awareness and sustainability test for environmental awareness concepts in favor of the experimental group.”

An independent sample t-test was used to demonstrate the significance of the differences between the mean scores of students in the experimental group and the control group on the environmental awareness and sustainability test in the post-application. Table 7 illustrates the result.

Table 7 indicates statistically significant differences at the 0.05 level between the mean scores of students in the experimental group and the control group on the post-test, favoring the experimental group. The t-value was 18.231 with a significance level of 0.00 and an effect size of 3.4, indicating a large effect size. This result suggests the effectiveness of the program based on pop-up stories in developing environmental awareness concepts, thereby accepting the hypothesis. The result can be attributed to the use of project-based strategies and guided imagery, which facilitate discovery, communication, active participation, and questioning. These strategies were employed in the pop-up story titled “My Environment in Danger.”

The story “Environment in Danger” was designed to evoke students’ curiosity about environmental awareness and sustainability. It incorporates the story as one of the educational environmental tales due to its significant educational and cultural impact. By teaching students the importance of preserving the natural environment, the program focuses on all pages of the story and the lessons presented in the pop-up story format. It emphasizes how to utilize pop-up design techniques to illustrate the concept of environmental awareness in an engaging and unconventional way.

The current results align with the findings of Yannis and Judson (2017), which emphasized the importance of storytelling and narrative structure in capturing students’ attention due to their dynamic and interactive nature. This engagement encourages students to closely interact with the events unfolding on the pages, stimulating their curiosity and prompting questions. The effectiveness of pop-up stories in simplifying the topic of environmental awareness for children is further supported by authors of various collections, such as Christiane Dorion’s educational series “Pandik” (2014), Rosen’s “Our Plastic Ocean” (2019), and Seuss’s “The Lorax Pop-Up!” (2012). These works successfully highlight the power of pop-up stories in conveying important messages about environmental awareness and sustainability.

Grono (2023) also emphasized that simple pop-up books, which are cut and glued, provide an enjoyable way for children to think about how to help the Earth through themes of recycling, reusing, conserving energy, and saving water – topics that are often complex but are presented in an accessible manner by pop-up books. Additionally, the findings of Sari (2017) indicated that teachers are very interested in using pop-up books as a new educational tool capable of capturing attention and increasing students’ motivation for challenging topics. Pop-up books are unique and engaging, not monotonous, and they can enrich students with information while making the learning environment more enjoyable. Consequently, students become more curious, which facilitates learning and makes it easier for teachers to explain educational material.

This result demonstrates that this type of storytelling serves as effective tools for raising environmental awareness and promoting a deeper understanding of environmental issues. Therefore, the current research produced a pop-up story titled “My Environment at Risk,” which is the first of its kind in the Arab world. It aims to simplify complex topics for students regarding environmental pollution, its types, and methods of addressing it within the framework of sustainable development (Toyshandmad, 2023), which has proven its effectiveness in educating children about important environmental issues.

4.2 Effectiveness of a Program Based on Pop-Up Stories in Developing Environmental Sustainability

To verify the second hypothesis, “There are statistically significant differences at the significance level of (0.05) between the mean scores of students in the experimental group and the control group in the post-test of environmental awareness and sustainability concepts for the benefit of the experimental group,” an independent sample t-test was used to determine the significance of the differences between the mean scores of students in the experimental group and the control group in the post-test. Table 8 illustrates the results.

Table 8 demonstrates statistically significant differences at the significance level of 0.05 between the mean scores of students in the experimental group and the control group on the post-test of environmental awareness and sustainability concepts for the benefit of the experimental group. The calculated t-value was 9.875, with a significance level of 0.00 and an effect size of 1.8, indicating a significant impact. This result suggests the effectiveness of the pop-up stories program in developing environmental sustainability concepts among first-grade elementary students. Therefore, the hypothesis is accepted.

This result can be attributed to the presentation of the complex topic of environmental sustainability through dynamic pop-up stories, featuring three-dimensional characters capable of expressing sustainability themes. These stories successfully stimulated students’ expressive abilities and engaged all their senses, aligning with their capabilities and cognitive levels. The use of clear phrases and logically sequenced ideas helped them form orderly mental images, equipping them with scientific thinking methods that aided in comprehending sustainability concepts and drawing their attention to environmental issues.

The embodiment of characters in the story (a teacher, children, and educational materials), which were carefully selected to express sustainability themes, further stimulated students’ expressive capacities. Additionally, the program relied on project-based learning strategies, guided imagination, dialogue, discussion, and idea exchange, as well as freedom of expression, careful monitoring by the teacher, encouragement, reinforcement, and feedback. The diversity of assessment methods and the gradual presentation of topics contributed to the development of sustainability concepts and the achievement of the objectives of the pop-up stories presented to the students. These stories were framed as dialogues between the teacher and her students, utilizing project-based strategies that encouraged children to independently seek information and engage in interactive dialogue. This approach is particularly effective because sustainability topics relate directly to their lives, enhancing their engagement with the subjects and linking them to their prior experiences.

These findings align with the results of the study by Anggrasari and Dayu (2022), which confirmed that pop-up stories are more effective in education, as reading these stories increases students’ enthusiasm, understanding, information acquisition, and deep knowledge compared to traditional methods. Furthermore, their understanding of the story’s content makes it easier for them to grasp and solve related problems. The study by Tasnim, Hossain, and Marinova (2023) also emphasized how pop-up stories influence students to build supportive attitudes toward environmental sustainability. However, these issues have not been adequately incorporated into education. The study highlighted that a multidisciplinary approach and various educational tools could help bridge the gap toward achieving sustainability in education and society. This aligns with the results of the study by Bahgat (2023), which confirmed the effectiveness of the training program in supporting the practices of student teachers in raising children’s awareness of climate change and promoting sustainable environmental development practices.