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Eduvest � Journal of Universal Studies Volume 4
Number 11, November, 2024 p- ISSN
2775-3735- e-ISSN 2775-3727 |
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DESIGNING PICTURE BOOKS ON
ENDEMIC ANIMALS BASED ON SDGs VALUES TO FOSTER GLOBAL CITIZENSHIP CHARACTER |
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Akhmad Fauzi1, Ganjar Muhammad Ganeswara2,
Cik Suabuana3, Susan Fitriasari4, Dede Iswandi5,
Pratama Pramudya6 1,2,3,4Universitas Pendidikan
Indonesia, Indonesia 56Universitas Pasundan,
Indonesia |
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ABSTRACT |
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This study aims to design picture books
on endemic animals based on Sustainable Development Goals (SDG) values to
foster global citizenship character among junior high school students.
Conducted at SMP Negeri 2 Pangenan and Bandung
Independent School, the research involved 120 seventh-grade students in the
Civics Education subject. Using the Research and Development (R&D)
methodology, the study followed a systematic process of designing,
developing, and validating the educational materials to ensure alignment with
SDG values, particularly those promoting environmental sustainability and
global responsibility. The findings indicate that the picture books not only
engaged students effectively but also facilitated a deeper understanding of
global citizenship through relatable local contexts. Students demonstrated an
increased awareness of biodiversity and the importance of conserving endemic
species as part of their civic responsibilities. The study contributes to
educational literature by highlighting the potential of SDG-based picture
books as impactful tools for character education, aligning with both national
and international educational goals. This research offers a model for
integrating global issues into local curricula, promoting a more
comprehensive approach to character development that aligns with global
citizenship objectives. The outcomes suggest that such materials can be
beneficial in other educational settings to cultivate an appreciation for
environmental stewardship and global interconnectedness among young learners. |
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KEYWORDS |
Global Citizenship, Picture Books,
SDGs, Character Education |
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This work is licensed under a
Creative Commons Attribution-ShareAlike 4.0
International |
INTRODUCTION
The increasing prominence of environmental education within school
curricula reflects a global recognition of the need to foster ecological
awareness and instil a sense of responsibility among young students. Schools
serve as crucial institutions where foundational values and knowledge are
imparted, equipping students to adopt sustainable behaviors
and engage in socially responsible actions (Menon & Suresh, 2020). This aligns with global initiatives such as the
United Nations' Sustainable Development Goals (SDGs), established in 2015,
which consist of 17 goals aimed at promoting sustainable development worldwide (Nations, 2015). Among these goals, SDG 15 focuses specifically on
the conservation of biodiversity, highlighting the need to protect terrestrial
ecosystems, including endangered endemic species. Teaching young learners about
biodiversity conservation not only supports this goal but also fosters their
identity as global citizens capable of addressing pressing environmental issues
(Hadjichambis &
Paraskeva-Hadjichambi, 2020).
In Indonesia, Civics Education, known as Pendidikan Kewarganegaraan/Pendidikan
Pancasila, has traditionally emphasized national values and civic
responsibility. However, as global challenges such as climate change and
biodiversity loss intensify, there is an increasing need to broaden the scope
of this subject to include global perspectives. Incorporating global
citizenship themes within Civics Education encourages students to think beyond
national boundaries, fostering empathy, cultural understanding, and a
commitment to sustainable development (Estell�s & Fischman, 2021). Recent studies underscore that introducing global
citizenship elements into Civics Education can empower students to perceive
their roles within a larger global context, nurturing a sense of
interconnectedness with people and ecosystems worldwide (Leung & Yung, 2022). This study aims to expand the traditional scope of
Civics Education by designing picture books on Indonesia�s endemic animals,
embedding SDG values to cultivate global citizenship character among junior
high school students.
A fundamental principle of global citizenship education is the
connection between local and global issues, allowing students to understand the
broader implications of environmental degradation and biodiversity loss (Salvia, Leal Filho, Brandli, &
Griebeler, 2019) By incorporating SDG values into Civics Education
materials, educators can provide a framework for students to engage with both
local and global challenges in a meaningful way. This research addresses a gap
in existing educational resources by developing picture books on endemic
animals that align with SDG principles, fostering an awareness of biodiversity
conservation within Civics Education. While this subject has traditionally
focused on national identity, the introduction of SDG-based learning materials
presents an opportunity to widen students� perspectives, cultivating a sense of
global community and shared responsibility
Despite the importance of Civics Education in shaping responsible
citizens, existing resources often fall short of promoting global citizenship.
Studies have shown that while environmental education programs are becoming
more common, they frequently lack integration with comprehensive global
citizenship education frameworks, which can lead students to perceive environmental
issues as isolated rather than interconnected global concerns (Chan, Ngai, Yau, & Kwan, 2021) (Miller, Severance,
& Krajcik, 2021). According to Majumder (Majumder et al., 2020), the integration of local environmental themes within
a global framework is vital for developing students' global citizenship
character. This study seeks to address this gap by emphasizing Indonesia's
endemic animals, such as the Sumatran tiger and Javan rhinoceros, providing
students with content that underscores biodiversity conservation as part of
their civic responsibilities.
The use of picture books in education provides a powerful means of
conveying complex concepts to young learners in an accessible and engaging
format. Research in educational psychology has demonstrated that visual
storytelling can enhance comprehension and retention, particularly when the
content resonates with students� daily experiences
The integration of SDG-based curricula is supported by research
indicating its effectiveness in cultivating global citizenship skills,
particularly in subjects such as Civics Education, which address social
responsibility. For instance, Patel et al. (2019) found that students exposed
to SDG-centered educational materials are likelier to
exhibit behaviors aligned with global citizenship,
such as environmental stewardship and community engagement. However, existing
resources often fail to connect with local environmental issues, which are
essential for fostering a tangible connection between students and the content.
By embedding local biodiversity within an SDG framework, this study proposes a
holistic approach to global citizenship education, resonating with students'
lived experiences and cultural contexts.
The framework of global competence, as outlined by the Program for
International Student Assessment (PISA), emphasizes skills, knowledge, and
attitudes essential for fostering a mindset aligned with global citizenship.
PISA assesses analytical and critical thinking, knowledge of global issues, and
openness to other cultures, all of which underpin the development of values
such as respect, empathy, and global-mindedness. These components collectively
form the foundation of global competence, encouraging students to engage with
the world in a responsible and informed manner. This study aligns with these
principles, using SDG-based picture books to promote skills, knowledge, and
attitudes necessary for global citizenship character.
Similarly, the framework for sustainability competencies underscores the
role of knowledge, values, and opportunities in fostering sustainable actions
and behaviors. Sustainability performance emerges
when students are equipped with the technical understanding and ethical
motivations to act responsibly in the face of environmental challenges. The
picture books on Indonesia�s endemic animals provide an opportunity for
students to engage with local biodiversity issues, applying their knowledge in
meaningful ways that foster sustainability and global citizenship. This
approach enhances Civics Education�s objective of cultivating responsible
citizens by integrating local and global perspectives, preparing students to
navigate the complexities of a globalized world.
Ultimately, this research aims to contribute to Civics Education by
demonstrating how SDG-based picture books can effectively foster global
citizenship character. By emphasizing the conservation of Indonesia�s unique
biodiversity, the study encourages students to view environmental stewardship
as an integral part of their civic duty. In doing so, it aligns with recent
educational frameworks that advocate for a more inclusive and globally oriented
approach to Civics Education (Reichert, Lange, & Chow, 2021)v. Through this approach, the study provides a model
for integrating SDG-based learning materials into secondary education, enabling
students to better understand their role as global citizens committed to
sustainability.
By focusing on seventh-grade students at SMP Negeri 2 Pangenan and Bandung Independent School, this research
explores how the integration of SDG values within Civics Education can broaden
students� awareness of environmental issues and promote a sense of global
responsibility. Using the Research and Development (R&D) methodology, the
study systematically designs, develops, and validates educational materials
that align with SDG principles, ensuring their relevance and pedagogical
effectiveness within Civics Education
In conclusion, this study seeks to bridge the gap between local
environmental education and global citizenship by using SDG-based picture books
to foster sustainability competencies within Civics Education. By connecting
students with their local environment and its global significance, the study
encourages them to take on active roles as global citizens who value cultural
diversity, respect human dignity, and engage in responsible behaviors.
This innovative approach to Civics Education offers insights into how the
subject can evolve to meet the challenges of the 21st century, preparing
students to become informed, responsible, and engaged members of a global
community.
RESEARCH METHOD
This study adopts a Research and Development (R&D) methodology,
specifically suited for creating, testing, and refining educational materials
with the goal of integrating SDG values into Civics Education. Conducted
between March and August 2023 at SMP Negeri 2 Pangenan
and Bandung Independent School, this research focused on seventh-grade students
to develop picture books featuring Indonesia�s endemic animals. The R&D
approach enables iterative development and evaluation, making it effective for
educational contexts where materials must be pedagogically sound and aligned
with curriculum objectives
The study utilizes both quantitative and qualitative data to ensure a
holistic understanding of the materials' impact. Quantitative data was gathered
through pre- and post-assessment tests that measured students' knowledge of
biodiversity and global citizenship. This approach is common in educational
interventions, allowing researchers to quantify changes in students� cognitive
understanding (Patel et al., 2019). Additionally, qualitative data was
collected from focus groups and open-ended surveys with students and teachers,
providing insights into perceptions, engagement, and attitudinal changes
towards environmental conservation. Such a mixed-methods approach strengthens
the study by combining numerical data with contextual understanding, a strategy
often used to explore complex educational phenomena
Data collection methods included surveys, interviews, and classroom
observations. Surveys with structured and open-ended questions were
administered before and after the intervention to evaluate shifts in knowledge
and attitudes (Brown, 2021). Semi-structured interviews with teachers were
conducted to assess the materials' relevance within Civics Education, while
classroom observations allowed for real-time insights into student interactions
with the picture books. Combining multiple data sources enhances the study's
reliability by allowing for triangulation, a common method to validate findings
across various types of evidence
Data analysis incorporated both statistical and thematic methods.
Quantitative data was analyzed using descriptive
statistics and paired t-tests, facilitated by SPSS software, to identify
significant changes in knowledge levels
To ensure validity and reliability, the study included expert reviews,
pilot testing, and triangulation. Content validity was verified by subject
matter experts in environmental education, while pilot testing allowed for refinement
based on preliminary feedback (Hunduma & Mekuria, 2024). Triangulating data from surveys, interviews, and
observations reinforced the findings, contributing to a more nuanced
understanding of how SDG-based educational resources can foster global
citizenship in young learners. The use of R&D methodology, combined with
rigorous data collection and analysis, provides a reliable framework for
developing educational materials that not only meet curriculum standards but
also promote sustainable values (Fazio et al., 2019).
RESULT AND DISCUSSION
This study
explored the effectiveness of SDG-based picture books in enhancing
seventh-grade students' understanding of biodiversity and fostering a sense of
global citizenship within the Civics Education framework. Employing a
mixed-methods approach, the research gathered both quantitative and qualitative
data to provide a comprehensive understanding of the educational impact of
these materials. The results indicate a significant improvement in students�
knowledge and awareness regarding local environmental issues, particularly
concerning Indonesia�s endemic species, as detailed below.
Quantitative Findings
The
quantitative aspect of this research was meticulously designed to evaluate the
impact of SDG-based picture books on students' understanding of biodiversity
and global citizenship concepts. To achieve this, pre- and post-assessment
tests were administered to the participants, specifically targeting their
knowledge and awareness of key ecological principles before and after they engaged
with the picture books. The assessments consisted of multiple-choice and
short-answer questions, covering critical topics such as the characteristics of
Indonesia's endemic species, the importance of biodiversity, and the role of
individuals in promoting sustainable development.
Figure 1. Impact of SDGs-Based Picture Books on Student Knowledge (Source: Author, 2024)
In analyzing the collected data, paired t-tests were
employed to assess the significance of the differences in students' scores.
This statistical method is particularly robust for comparing two related
samples, in this case, the same group of students' pre- and post-assessment
scores, providing insights into the effectiveness of the educational
intervention (Field, 2018). The results revealed a dramatic increase in students' average scores,
which rose from 65% on the pre-assessment to an impressive 95% on the
post-assessment. This overall increase of 30% was found to be statistically
significant (p < 0.05), indicating that the integration of the picture books
had a profound impact on students� cognitive learning outcomes.
Delving
deeper into the assessment results, it became evident that students exhibited
notable gains across various specific areas of knowledge. For instance,
questions related to the importance of protecting the Sumatran tiger and Javan
rhinoceros, two critically endangered species endemic to Indonesia�yielded a
remarkable increase in correct responses from 50% to 85%. This shift not only
reflects an enhanced understanding of the ecological significance of these
animals but also underscores the effectiveness of the picture books in
conveying urgent conservation messages. The data suggests that students became
more aware of the direct threats faced by these species, such as habitat loss
and poaching, and began to recognize their role in advocating for conservation
efforts.
Additionally,
the assessment results highlighted significant improvements in students'
understanding of broader sustainable development principles outlined in the
SDGs. Questions addressing topics such as sustainable resource use, ecological
balance, and community involvement in conservation efforts demonstrated similar
gains. For example, knowledge related to sustainable practices increased from
60% to 90%, suggesting that students were not only absorbing information about
specific species but also connecting these concepts to the wider implications
of sustainability in their own lives. This data supports the theoretical
framework positing that integrating engaging and contextually relevant
materials into Civics Education can significantly enhance students' cognitive
understanding of complex global issues (Baker, Turner, & Kotera, 2023).
The
increase in scores can also be attributed to the interactive and engaging
nature of the picture books, which utilized vivid illustrations and relatable
narratives to capture students' attention. The storytelling approach allowed
students to immerse themselves in the lives of the animals, fostering a deeper
emotional connection to the content. This experiential learning aligns with
constructivist educational theories, which argue that learners construct
knowledge more effectively when they can relate new information to personal
experiences (Demircioglu Diren & Horzum, 2022). As students engaged with the narratives, they not only learned factual information but also developed a sense of empathy
and responsibility towards biodiversity conservation.
Furthermore,
the statistically significant results reinforce the premise that educational
interventions grounded in SDG principles can cultivate a more informed and
engaged citizenry. By equipping students with knowledge about local
biodiversity and the principles of global citizenship, the picture books
effectively served as tools for fostering a generation of environmentally
conscious individuals. The findings of this study contribute to the growing
body of literature advocating for the integration of sustainability concepts
into educational curricula, emphasizing the need for innovative teaching
methods that resonate with young learners and prepare them to tackle pressing
environmental challenges (Schugurensky & Wolhuter, 2020)
In
conclusion, the quantitative findings from this research provide compelling
evidence of the effectiveness of SDG-based picture books in enhancing students'
understanding of biodiversity and promoting global citizenship. The significant
improvements in pre- and post-assessment scores demonstrate the potential of
engaging educational materials to foster knowledge, awareness, and a sense of
responsibility among young learners. As the study aligns with contemporary
educational theories and practices, it highlights the importance of
incorporating local ecological issues into the curriculum to prepare students
for active participation in global sustainability efforts. This foundation not
only addresses the immediate educational goals but also lays the groundwork for
developing lifelong advocates for environmental stewardship and responsible
citizenship.
Qualitative Findings
In
addition to the robust quantitative data collected, this study also gathered
rich qualitative insights through student surveys, focus group discussions, and
teacher interviews. These qualitative methods provided a deeper understanding
of the impact that SDG-based picture books had on students� perceptions,
emotional connections, and engagement with the themes of biodiversity and
global citizenship. The analysis of qualitative data involved thematic coding,
allowing researchers to identify recurring themes and patterns in student and
teacher responses. This multi-faceted approach highlighted the effectiveness of
the educational materials in fostering emotional connections, facilitating
discussions on civic responsibility, and enhancing environmental stewardship
among students.
Emotional Connections and Empathy
One of the
most significant themes that emerged from the qualitative analysis was the
emotional connection that students felt toward the content of the picture
books. Many students expressed that the narratives created a sense of empathy
for the endangered species depicted within the stories. For instance, a student
remarked, �I never thought about how important these animals are until I read
the book. Now, I feel like I have to help protect
them.� Such statements indicate a transformation in perspective, suggesting
that the storytelling approach effectively resonated with students on a
personal level.
The
narratives allowed students to immerse themselves in the lives of the animals,
fostering a deeper understanding of the ecological challenges they face, such
as habitat loss, poaching, and climate change. This emotional engagement aligns
with Ernst et al.
Facilitation of Classroom Discussions
Teacher
interviews further corroborated these findings, with educators noting that the
picture books not only captured students� attention but also sparked deeper
conversations in the classroom. Teachers observed that the materials encouraged
students to think critically about their roles in environmental conservation
and civic responsibilities. Many educators reported a noticeable increase in
student participation during discussions following the reading of the picture
books. One teacher commented, �The students were so engaged; they started
asking questions about how they could contribute to conservation efforts in
their own communities.� This shift in classroom dynamics indicates that the
picture books effectively facilitated dialogue about local environmental
issues, promoting a culture of inquiry and discussion.
These
findings align with the broader literature on environmental education, which
emphasizes the role of interactive and relatable materials in fostering student
engagement and critical thinking
Themes of Civic Responsibility and Environmental
Stewardship
Another
prominent theme identified in the qualitative analysis was the emergence of a
sense of civic responsibility and environmental stewardship among students. The
discussions encouraged by the picture books prompted students to consider their
roles as active participants in their communities and as stewards of the
environment. Educators noted that students began to articulate their
understanding of global citizenship in terms of local actions, emphasizing that
every individual has a role in protecting the planet. For example, students
expressed intentions to participate in local conservation activities, such as
clean-up drives or awareness campaigns, which reflects a proactive approach to
environmental issues.
This
newfound sense of responsibility aligns with the theoretical framework
surrounding global citizenship education, which posits that awareness of global
issues should be coupled with actionable steps at the local level
Implications for Teaching Practice
The
qualitative findings from this study underscore the importance of incorporating
emotionally resonant and contextually relevant materials into educational
curricula. The ability of the picture books to evoke empathy and facilitate
critical discussions about environmental stewardship suggests that such
resources can play a crucial role in shaping students' attitudes and behaviors towards biodiversity conservation. Teachers
expressed enthusiasm for the materials, highlighting the need for continued
integration of similar resources that promote civic engagement and
environmental responsibility.
Additionally,
the study suggests that professional development for educators on the use of
narrative-based teaching methods could further enhance the impact of these
materials. Training teachers to effectively facilitate discussions around the
themes of the picture books may lead to even more significant engagement and
deeper understanding among students. Such professional development could also
include strategies for connecting the narratives to broader curricular goals,
thereby ensuring that the themes of global citizenship and sustainability are
consistently reinforced throughout the educational experience.
In
conclusion, the qualitative findings of this study provide compelling evidence
of the effectiveness of SDG-based picture books in fostering emotional
connections, enhancing civic responsibility, and promoting environmental
stewardship among students. The integration of storytelling in education not
only enriches the learning experience but also empowers students to take
actionable steps towards conservation efforts. As educators continue to seek
innovative ways to engage students with critical global issues, the insights
gained from this research highlight the potential of narrative-based approaches
in cultivating a generation of informed and responsible global citizens.
Insights on
Visual Storytelling
The
effectiveness of the SDG-based picture books developed in this study can be
largely attributed to the principles of visual storytelling, which played a
critical role in engaging students and facilitating their understanding of
complex ecological concepts. Visual storytelling encompasses the use of images,
illustrations, and narrative techniques to convey information in a manner that
resonates with learners of all ages. In the context of education, this approach
not only enhances comprehension but also fosters emotional connections to the
subject matter, ultimately enriching the learning experience
�����
Figure 2.
Design of Picture Books
(Source: Author, 2024)
The
illustrations and narrative styles employed in the picture books were
deliberately crafted to captivate students� attention. Each page features vivid
images of Indonesia's endemic animals, designed to evoke curiosity and
stimulate interest. For instance, illustrations depicting the Sumatran tiger in
its natural habitat not only showcase the animal�s beauty but also highlight
the urgency of its conservation. By visualizing the environment where these
animals live, students can better grasp the concept of biodiversity and the
ecological relationships that sustain these species.
Moreover,
the narrative structure of the books complements the visuals by providing
relatable stories that immerse students in the lives of the animals. This
storytelling approach transforms abstract ecological concepts into concrete
experiences. As students follow the journey of an endangered species, they gain
insights into the challenges these animals face, such as habitat loss and
poaching. One student noted, �Reading about the tiger made me realize how close
they are to disappearing. It feels like I�m part of
their story.� This illustrates how effective storytelling can foster a sense of
connection and responsibility toward the environment.
Enhancing Comprehension and Retention
The
integration of visuals serves a dual purpose: it supports cognitive learning
while simultaneously enhancing affective outcomes. Research has shown that
visual aids significantly improve students� ability to understand and retain
complex information (Garn, Morin, & Lonsdale, 2019). For instance, students in this study reported that the vivid images
helped them better understand the characteristics of the endemic animals, such
as their behaviors and habitats, as well as the
ecological challenges they face. The visual representation of these concepts
makes them more accessible, enabling students to connect theoretical knowledge
with real-world implications.
Additionally,
the combination of engaging visuals with meaningful narratives created an
educational experience that was not only informative but also inspiring.
Students expressed increased interest and motivation to learn about
biodiversity as a result of engaging with the picture
books. Many remarked that the stories ignited their curiosity and encouraged
them to explore related topics further, such as ecosystem dynamics and
conservation strategies. This aligns with the educational theories emphasizing the
importance of multisensory engagement in the learning process. By engaging
multiple senses�visual, auditory, and emotional�students can construct
knowledge more effectively and retain information longer (Brusilovsky &
Mill�n, 2019).
Emotional Engagement and Empathy
Visual
storytelling also enhances emotional engagement, which is a critical factor in
fostering empathy and social responsibility among students. The illustrations
serve not just as decorative elements; they convey emotions and narratives that
resonate with young readers. For example, images portraying the plight of
endangered animals elicit feelings of compassion and urgency, prompting
students to think critically about their role in conservation efforts. Many
students articulated a newfound sense of responsibility toward these species,
expressing a desire to take action and advocate for
their protection.
This
emotional engagement is supported by Ernst et al.
Visual Storytelling as a Teaching Strategy
Incorporating
visual storytelling into educational materials represents a strategic approach
to teaching that aligns well with contemporary pedagogical practices. Educators
increasingly recognize visual literacy's value as a critical skill for the 21st
century, particularly in a world inundated with information
Furthermore,
the adaptability of visual storytelling allows for its application across
various subjects and educational levels. While this study focused on
biodiversity and global citizenship within the context of Civics Education, the
principles of visual storytelling can be extended to other subjects, such as
science, history, and social studies. This versatility enhances the overall
educational experience, making learning more interconnected and relevant to
students� lives.
In
conclusion, the insights gained from the use of visual storytelling in the
SDG-based picture books underscore its significant impact on students'
engagement and learning outcomes. By effectively combining captivating
illustrations with relatable narratives, these educational materials not only
enhance comprehension and retention of complex ecological concepts but also
foster emotional connections and a sense of responsibility toward biodiversity
conservation. The findings of this study reinforce the importance of
incorporating visual storytelling into educational practices, advocating for
innovative teaching strategies that resonate with young learners and prepare
them to navigate the challenges of an interconnected world. As educators
continue to explore creative approaches to teaching, the principles of visual
storytelling offer valuable opportunities to cultivate a generation of
environmentally conscious and socially responsible individuals.
CONCLUSION
This study successfully met its research
objectives by examining the impact of SDG-based picture books on students�
understanding of biodiversity and their development as global citizens within
Civics Education. The findings indicate that engaging educational materials
grounded in visual storytelling significantly enhance students' cognitive and
emotional connections to environmental topics. Pre- and post-assessment data
revealed substantial improvements in students' knowledge, with average scores
rising from 65% to 95%, highlighting the effectiveness of visually stimulating
and contextually relevant resources in fostering awareness of key ecological
concepts. Additionally, qualitative insights showed that students developed a
deeper emotional engagement with the material, expressing increased empathy
toward endangered species and a heightened sense of responsibility for
conservation. The narrative-driven approach allowed students to connect
personally with the stories, promoting not only understanding but also a desire
to take action in their communities. Teachers reported
that these materials facilitated meaningful classroom discussions about civic
responsibility, reinforcing the role of education in cultivating informed and
engaged global citizens.
In conclusion, the study demonstrates that
visual storytelling is a powerful pedagogical strategy for making complex
ecological issues accessible and relatable to students. Integrating SDG
principles into the curriculum not only aligns with educational standards but
also equips students with the knowledge and values essential for navigating a
rapidly changing world. Future research should explore the long-term impact of
these materials on students' attitudes and behaviors
toward biodiversity conservation. Additionally, expanding the study to include
various educational contexts and age groups could provide further insights into
the effectiveness of visual storytelling across different demographics. The
findings underscore the importance of continued innovation in educational
resources to prepare the next generation to advocate for sustainability and
environmental stewardship effectively.
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