Environmental STEM (E-STEM), or Greening STEM, integrates environmental studies into STEM education through formal instructional programs using local environments as educational contexts. E-STEM emerged from the STEM approach in response to global environmental issues, often referred to as Environmental STEM (E-STEM) (Amalya et al., 2021). The National Environmental Education Foundation (NEEF) coined the term ‘Greening STEM’ to describe E-STEM, focusing on Project-Based Learning (PjBL) STEM activities (National Environmental Education Foundation, 2021). 

 In general, integrating environmental education with STEM education is widely recognized. It emphasizes interdisciplinary and project-based learning, fostering real-world problem-solving (National Wildlife Federation & NYC Eco-Schools Green STEM Advisory Board, 2015). To make STEM education a platform for understanding and addressing global challenges, we must reorient it toward sustainability.

E-STEM positively impacts environmental education, particularly in recycling (Helvaci & Helvaci, 2019). A study by Helvaci & Helvaci (2019) explored the effects of E-STEM activities on students’ environmental awareness and their perceptions of E-STEM disciplines, collecting data through semi-structured interviews and analyzing E-STEM activity plans. Sustainability education should also begin in preschools (Buil et al., 2019). Students growing up in such environments are more likely to explore natural elements, learn about entrepreneurship and recycling, and participate in activities that incorporate STEM elements (Laaksoharju, 2020). Children actively engage in intergenerational family practices related to E-STEM, with family routines supporting their E-STEM learning (Almeida & Fleer, 2021). This shows that students can learn about E-STEM both in school and from their parents, who can serve as E-STEM role models.

Recent emphasis on Environmental Education (EE) is driven by pressing global issues such as climate change, pollution, soil erosion, and environmental degradation (Borrelli et al., 2020). Schools globally have developed various programs to promote environmental sustainability and foster environmental awareness among students (Gough, 2021). Even amid the COVID-19 pandemic, educators have adapted creatively to ensure students meet their learning outcomes in the online environment.

However, implementing STEM activities related to the environment in schools is lacking in some areas. Student acceptance of STEM learning and careers may be less encouraging, as these subjects may be perceived as passive and rigid compared to more engaging activities like workshops and experiments (Hernández-Serrano & Muñoz-Rodríguez, 2020). The current techno-optimist neoliberal discourse in STEM education lacks the critical voice needed to challenge unsustainable assumptions underpinning conventional education, perpetuating an environmentally damaging way of life (Smith & Watson, 2019). Additionally, a lack of public awareness and civic consciousness about environmental preservation is due to a lack of understanding of environmental issues (Kamaruddin, 2019).

In our unsustainable world, education is the cornerstone for social transformation toward sustainable development (Agirreazkuenaga, 2019). Fostering an interest in EE at an early stage is crucial, as it has a significant impact on an individual’s future (Kamaruddin, 2019). E-STEM has proven effective in enhancing environmental awareness and increasing knowledge of both environmental issues and STEM education (Helvaci & Helvaci, 2019). Therefore, teachers and school administrators should create opportunities for students to go on excursions and engage in co-curricular activities, which should not be considered distractions (Bekomson et al., 2020). These activities should be well-organized, with quality programs and efficient implementation (El-Batri et al., 2019). Students’ exploration, play, and learning require the active involvement of researchers and teachers working collaboratively with children and parents (Grindheim, 2021). 

Growing environmental changes have an indirect impact on children (Hedegaard, 2009). To be more effective, parents should involve their children in environmental activities, as children learn by observing their parents’ pro-environmental behavior (PEB) (Jia & Yu, 2021). Previous studies emphasize the importance of environmental education starting at home, as it contributes to personal development, especially in environmentally related behaviors. Pedagogical approaches for supporting E-STEM in families can be direct, intentionally organized opportunities or instances that families harness to deepen their understanding of environmental care (Grindheim et al., 2021).

In conclusion, E-STEM offers a transformative approach to education by integrating environmental studies into STEM, fostering interdisciplinary learning and real-world problem-solving. It not only enhances students’ environmental awareness but also encourages sustainability from an early age. To create a more sustainable future, it’s crucial to promote E-STEM in educational institutions and homes, engaging students in active environmental learning.

References

Amalya, C. P., Artika, W., Safrida, S., Nurmaliah, C., Muhibbuddin, M., & Syukri, M. (2021). Implementation of the Problem Base Learning Model combined with E-STEM Based Student Worksheets on Learning Outcomes and Self Efficacy on Environmental Pollution Materials. Jurnal Penelitian Pendidikan IPA, 7(SpecialIssue), 37–38. https://doi.org/10.29303/jppipa.v7ispecialissue.962

Almeida, S. C., & Fleer, M. (2021). E-STEM in Everyday Life: How Families Develop a Caring Motive Orientation Towards the Environment. International Perspectives on Early Childhood Education and Development, 34, 161–181. https://doi.org/10.1007/978-3-030-72595-2_10

Agirreazkuenaga, L. (2019). Embedding Sustainable Development Goals in Education. Teachers’ Perspective about Education for Sustainability in the Basque Autonomous Community. Sustainability, 11(5), 1496. https://doi.org/10.3390/su11051496

Bekomson, A. N., Amalu, M. N., Mgban, A. N., & Kinsley, A. B. (2020). Interest in Extra Curricular Activities and Self Efficacy of Senior Secondary School Students in Cross River State, Nigeria. International Education Studies, 13(8), 79-87.

Borrelli, P., Robinson, D. A., Panagos, P., Lugato, E., Yang, J. E., Alewell, C., … & Ballabio, C. (2020). Land use and climate change impacts on global soil erosion by water (2015-2070). Proceedings of the National Academy of Sciences, 117(36), 21994-22001.

Buil, P., Roger-Loppacher, O., & Tintoré, M. (2019). Creating the habit of recycling in early childhood: A sustainable practice in Spain. Sustainability (Switzerland), 11(22). https://doi.org/10.3390/su11226393

El-Batri, B., Alami, A., Zaki, M., & Nafidi, Y. (2019). Extracurricular environmental activities in Moroccan middle schools: Opportunities and challenges to promoting effective environmental education. European Journal of Educational Research, 8(4), 1013–1028. https://doi.org/10.12973/eu-jer.8.4.1013

Gough, A. (2021). All STEM-Ed up: Gaps and silences around ecological education in Australia. Sustainability, 13(7), 3801.

Grindheim, L. T. (2021). Exploring the Taken-for-Granted Advantage of Outdoor Play in Norwegian Early Childhood Education. International Perspectives on Early Childhood Education and Development, 34, 129–144. https://doi.org/10.1007/978-3-030-72595-2_8

Hedegaard, M. (2009). Children’s development from a cultural-historical approach: Children’s activity in everyday local settings as foundation for their development. Mind, Culture, and Activity, 16(1), 64–82. https://doi.org/10.1080/10749030802477374

Helvaci, S. C., & Helvaci, İ. (2019). An interdisciplinary environmental education approach: Determining the effects of E-STEM activity on environmental awareness. Universal Journal of Educational Research, 7(2), 337–346. https://doi.org/10.13189/ujer.2019.070205

Hernández-Serrano, M. J., & Muñoz-Rodríguez, J. M. (2020). Interest in STEM disciplines and teaching methodologies. Perception of secondary school students and preservice teachers. Educar, 56/2, 369–386.

Kamaruddin, H. (2019). Environmental Education In Malaysia: Past, Present And Future. 226–235. https://doi.org/10.15405/epsbs.2019.10.25

Jia, F., & Yu, H. (2021). Action, communication, and engagement: How parents “ACE” Children’s pro-environmental behaviors. Journal of Environmental Psychology, 74(July 2020). https://doi.org/10.1016/j.jenvp.2021.101575

Laaksoharju, T. (2020). A children’s garden: Connectedness to place through affordances: a Grounded theory. 7

National Environmental Education Foundation. (2021). What is the Greening STEM Approach. https://www.neefusa.org/education/greening-stem/approach.

National Wildlife Federation, & NYC Eco-Schools Green STEM Advisory Board. (2015). Green STEM. https://www.nwf.org/~/media/PDFs/Eco-schools/GreenSTEM/FINAL%20GREEN%20STEM%20GUIDEBOOK%20JUNE%203%202015.pdf

Smith, C., & Watson, J. (2019). Does the rise of STEM education mean the demise of sustainability education? Australian Journal of Environmental Education, 35(1), 1–11. https://doi.org/10.1017/aee.2018.51

Written by ANIZA BINTI YUSUP