Abstract

This study aims to design and evaluate interactive conservation education modules to enhance ecological literacy, environmental attitudes, and stewardship behavior toward aquatic biodiversity. A mixed-method, quasi-experimental, pre-test and post-test control group design was used, and the sample consisted of 180 participants (90 experimental, 90 control), in an online learning classroom. The experimental group used interactive online modules with simulations, narrative, and game assessment, whereas the control group was taught in a traditional manner. Paired t-tests, regression analysis, and measures of effect size were used to analyze data. Results at the baseline showed that there were no significant differences between the groups (p > 0.05). Eco Literacy Index increased significantly in the experimental group (2.84 ± 0.51 to 4.12 ± 0.44; t = 18.76, p < 0.001), but not in the control group (2.79 ± 0.48 to 3.05 ± 0.50; p = 0.05). Environmental Attitude improved from 3.12 to 4.20 and Stewardship Behavior from 2.95 to 4.05 in the experimental group (p < 0.001). The regression analysis indicated that the ecological literacy (β = 0.61) and environmental attitude (β = 0.34) were significant predictors of the stewardship behavior (R² = 0.68). An enormous effect size (Cohen’s d = 1.85) and a high level of engagement (r = 0.72) were found. Learner-centered, interactive modules have a high impact on ecological literacy and a beneficial effect on pro-environmental behavior. The results emphasize the role of combining digital and hands-on approaches to learning in environmental education. Further studies are needed to determine the long-term effects and how it can be scaled up in a wide range of settings.

Keywords: Ecological literacy, Environmental attitude, Stewardship behavior, Interactive learning, Aquatic biodiversity, Digital education, Conservation education