This research assessed the impact of content-based instruction (CBI) on students’ sustainability literacy in a first-year composition course using a mixed-method design. 221 students were pretested, then 121 received CBI emphasizing sustainability while 100 formed a control group. Post-tests and essays analyzing Kuwait's sustainability challenges and solutions were used. Results showed statistically significant improvements in sustainability literacy for the experimental group, reflected in higher post-test scores, increased use of sustainability terms, and identification of more sustainability-related challenges and solutions.
Publisher
Humanities and Social Sciences Communications
Published On
May 31, 2024
Authors
Inan Deniz Erguvan
Tags
sustainability literacy
content-based instruction
education
mixed-method design
post-test
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