Education plays a strategic role in preparing younger generations to respond to increasingly complex environmental challenges. Global environmental problems such as climate change, marine pollution, waste accumulation, and freshwater scarcity are no longer abstract issues but realities that directly affect human life, particularly in vulnerable regions such as small islands and archipelagic areas ( UNESCO, 2016, 2017). In many island contexts, water insecurity, limited waste management infrastructure, and climate-related risks have been identified as key constraints to sustainable living ( Greening the Islands, 2024; SMILO, 2023; UNESCO Jakarta, 2023). Consequently, students living in archipelagic regions grow up in environments where ecological issues are not distant phenomena but part of their daily experiences. This condition highlights the importance of education that not only delivers scientific knowledge but also fosters a deep sense of ecological awareness rooted in local realities within the framework of Education for Sustainable Development (ESD) ( UNESCO, 2016, 2025).

In archipelago regions, environmental challenges are shaped by unique geographical, social, and cultural contexts. Issues such as marine waste accumulation, dependence on imported food and energy, limited access to clean water, and vulnerability to climate-related risks are commonly encountered ( Greening the Islands, 2024; SMILO, 2023). At the same time, island communities often possess rich local wisdom related to sustainable resource use, food processing, waste handling, and water management that has been passed down through generations ( Alkhudri et al., 2024; Hamna & Ummah, 2024). However, these forms of local knowledge are rarely integrated systematically into formal school learning. As a result, students may learn environmental concepts in an abstract manner, disconnected from the ecological practices and challenges that surround them. This gap between school learning and lived environmental realities can limit the development of meaningful ecological awareness among students.

Ecological awareness is increasingly recognized as a core competency for education in the twenty-first century, particularly within the ESD agenda. Ecological awareness refers to an individual’s understanding of the relationship between human activities and environmental systems, accompanied by concern, responsibility, and willingness to engage in environmentally responsible behavior ( UNESCO, 2016; Cruz & Manata, 2020). Rather than being a single-dimensional construct, ecological awareness is commonly conceptualized as multidimensional, encompassing cognitive, affective, and behavioral components that together support responsible environmental action ( UNESCO, 2016; Hines et al., 1987). Students are expected not only to understand environmental concepts but also to develop positive attitudes toward environmental protection and to translate this understanding into everyday actions ( Bock & Wickings, 2025; Babintseva et al., 2025).

In this study, ecological awareness is conceptualized through four domain-specific dimensions that are closely connected to students’ daily lives in archipelagic contexts: consumption and carbon footprint, renewable energy, waste management, and water conservation (Dipalaya, 2024). These domains reflect critical environmental issues faced by island communities, such as dependence on imported goods, energy insecurity, waste disposal challenges, and limited freshwater availability ( Greening the Islands, 2024; SMILO, 2023). Focusing on these domains allows ecological awareness to be examined in a contextual and concrete manner, rather than as a generalized attitude detached from real-life practices. Understanding students’ ecological awareness across these domains is essential for designing learning experiences that are both relevant and transformative.

To foster ecological awareness effectively, learning approaches must move beyond conventional teacher-centered instruction and engage students in authentic, meaningful activities. Project-Based Learning (PjBL) has been widely acknowledged as an instructional approach that supports active learning, problem-solving, and higher-order thinking by involving students in extended investigations of real-world problems ( Guo et al., 2020; López et al., 2024). When combined with Science, Technology, Engineering, and Mathematics (STEM) education, PjBL offers opportunities for students to apply interdisciplinary knowledge to design solutions for environmental challenges ( Pertiwi et al., 2024). Empirical studies have shown that STEM-PjBL can enhance environmental literacy, pro-environmental attitudes, and environmentally responsible behaviors more effectively than conventional instruction ( Azrai et al., 2024; Karnoto, 2025; Pertiwi et al., 2024).

Ethno-STEM Project-Based Learning emerges as a pedagogical approach that addresses the limitation of generic STEM projects by integrating STEM concepts with local wisdom and cultural practices ( Sumarni & Kadarwati, 2020; Martawijaya et al., 2023a; Sudarmin et al., 2023). Through Ethno-STEM, scientific learning is contextualized within the cultural and ecological knowledge of local communities, allowing students to perceive science as relevant to their own lives ( Nugraheni, 2023; Martawijaya et al., 2023b). In archipelagic settings, Ethno-STEM PjBL enables students to explore environmental issues such as food consumption patterns, renewable energy use, waste management, and water conservation through projects grounded in local practices and materials ( Nugraheni, 2023; Hamna & Ummah, 2024). This integration not only enhances conceptual understanding but also strengthens students’ sense of ownership and responsibility toward their environment.

Despite the growing body of research on Ethno-STEM and project-based learning, most existing studies focus on measuring learning outcomes or evaluating the effectiveness of instructional interventions ( Martawijaya et al., 2023b; Yusoff, 2019). Relatively few studies begin by systematically examining students’ ecological awareness profiles as a basis for instructional design, particularly in island or archipelagic contexts ( Alkhudri et al., 2024; Kim & Cho, 2022). As a result, many learning modules are developed without sufficient consideration of which aspects of ecological awareness require the most attention or support. This gap suggests the need for an exploratory approach that first maps students’ ecological awareness across relevant domains before designing learning materials intended to strengthen it.

Developing learning modules based on students’ ecological awareness profiles offers a more responsive and evidence-based approach to environmental education. By identifying which domains of ecological awareness are relatively strong and which remain underdeveloped, educators can design learning activities that address students’ actual needs rather than assumed deficiencies ( Cruz & Manata, 2020; Yusoff, 2019). In archipelagic regions, such an approach is particularly important, as environmental behaviors are often shaped by long-standing habits, cultural norms, and structural constraints ( Hines et al., 1987; Bamberg & Möser, 2007). Learning modules that are sensitive to these conditions have greater potential to foster meaningful and sustainable changes in students’ ecological awareness and behavior.

This study does not aim to propose a universal instructional model, but rather a context-responsive Ethno-STEM PjBL design framework grounded in ecological awareness profiling. Accordingly, this study aims to (1) explore students’ ecological awareness profiles across four domain-specific dimensions in an archipelagic context, and (2) design an Ethno-STEM Project-Based Learning module based on these profiles as a data-driven and context-sensitive instructional framework. This study contributes to the field by (1) developing a domain-based ecological awareness profiling framework for students in archipelagic contexts, (2) introducing a data-driven instructional design model for Ethno-STEM Project-Based Learning grounded in empirical ecological awareness data, and (3) integrating local wisdom into a structured diagnostic-based module development approach that bridges cultural knowledge and STEM education.

The findings of this study provide important insights into how students’ ecological awareness in archipelagic contexts can be systematically addressed through data-informed instructional design. The baseline ecological awareness profile revealed that students generally demonstrated a moderate level of awareness across four domains—consumption and carbon footprint, renewable energy, waste management, and water conservation—indicating the presence of basic environmental understanding and concern, but also highlighting substantial room for further development ( Cruz & Manata, 2020). This pattern supports theoretical perspectives that conceptualize ecological awareness as a developmental construct that evolves through sustained educational experiences rather than a static attribute acquired solely through information exposure ( Hines et al., 1987).

From a theoretical standpoint, the multidimensional profile observed in this study aligns with the Hines-Hungerford-Tomera model, which emphasizes that responsible environmental behavior emerges from the interaction between environmental knowledge, affective dispositions, and situational opportunities ( Hines et al., 1987; Bamberg & Möser, 2007). Although students in this study showed moderate awareness in all domains, lower baseline scores in waste management and renewable energy suggest that cognitive awareness alone may not be sufficient to foster consistent pro-environmental behavior. This finding reinforces previous research indicating that environmental attitudes often fail to translate into action without experiential learning opportunities that make environmental issues tangible and personally relevant ( López et al., 2024).

The relatively higher baseline awareness in the water conservation domain can be interpreted through the lens of place-based learning theory ( Woodhouse & Knapp, 2000). In island communities, freshwater scarcity is a daily concern, and water-saving practices are often embedded in household routines. Such repeated exposure to environmental constraints may foster habitual awareness and behavior even in the absence of formal instruction ( Kim & Cho, 2022). Similar patterns have been reported in studies conducted in coastal and rural areas, where environmental awareness is shaped strongly by lived experience rather than classroom-based learning alone ( SMILO, 2023). However, the presence of relatively high baseline awareness does not negate the need for instructional reinforcement; instead, it suggests that learning activities should focus on deepening conceptual understanding and validating existing local practices through scientific explanation.

The learning needs analysis further demonstrates the value of using ecological awareness profiles as a foundation for instructional design. Rather than treating all environmental topics as equally urgent, this study identifies priority domains that require targeted pedagogical attention. Waste management and renewable energy emerged as domains with greater instructional needs, reflecting limited student engagement with structured waste systems and renewable technologies in daily life. These findings are consistent with prior studies showing that students tend to have lower awareness of environmental issues that are perceived as systemic or technologically complex, especially in resource-constrained settings ( Greening the Islands, 2024).

The selection of Ethno-STEM Project-Based Learning projects based on these identified needs reflects a deliberate alignment between theory, empirical data, and contextual relevance. Project-Based Learning is grounded in constructivist learning theory, which posits that learners construct knowledge most effectively when actively engaged in solving meaningful problems ( Karnoto, 2025). By integrating PjBL with STEM education and local wisdom, the Ethno-STEM approach further extends this framework by situating learning within students’ cultural and ecological contexts. Previous studies have shown that Ethno-STEM learning enhances relevance, motivation, and conceptual understanding by bridging scientific concepts with indigenous knowledge and everyday practices ( Nugraheni et al., 2023; Pranata & Setiawan, 2023).

The local food carbon footprint project exemplifies how abstract environmental concepts, such as carbon emissions, can be contextualized through culturally familiar practices. Research on environmental education consistently highlights that consumption-related behaviors are more effectively addressed when students can relate them to daily decision-making processes ( López et al., 2024). By examining local versus non-local food consumption, students are encouraged to critically reflect on the environmental implications of their choices, supporting the development of cognitive and affective components of ecological awareness.

Similarly, the mini solar power plant project responds directly to gaps identified in the renewable energy domain. Hands-on engagement with renewable energy systems aligns with experiential learning theory, which emphasizes learning through direct experience and reflection ( Pertiwi et al., 2024). Prior research on STEM-based renewable energy projects indicates that such activities not only improve conceptual understanding but also foster positive attitudes toward sustainable technologies. In archipelagic contexts where energy access is often unreliable, this project also enhances students’ perception of renewable energy as a feasible and locally relevant solution rather than a distant technological concept.

The bioconversion-based waste bank project addresses the waste management domain by emphasizing behavioral engagement and community-oriented problem solving. Waste-related behaviors are strongly influenced by social norms and practical opportunities ( Azrai et al., 2024). By involving students in waste classification, composting, and waste bank simulations, this project creates opportunities for students to practice environmentally responsible behaviors within a supportive learning environment. Previous studies have demonstrated that project-based waste management activities are particularly effective in fostering behavioral change, especially when they draw on local practices and collective responsibility ( Rohmah & Aji, 2024).

The traditional water filtration project illustrates how Ethno-STEM PjBL can reinforce existing awareness while deepening scientific understanding. Integrating traditional filtration methods with scientific explanations validates local wisdom as a legitimate source of knowledge, which is a key principle of ethnopedagogy ( Nugraheni et al., 2023; Putri & Widodo, 2025). Research on culturally responsive education suggests that acknowledging and legitimizing students’ cultural knowledge enhances engagement and strengthens identity, which in turn supports sustained learning outcomes ( Hamna & Ummah, 2024).

Overall, the findings of this study suggest that designing Ethno-STEM PjBL modules based on students’ ecological awareness profiles offers a more nuanced and responsive approach to environmental education. Rather than adopting a one-size-fits-all model, this approach allows educators to prioritize domains that require greater reinforcement while respecting existing ecological practices within the community. This strategy aligns with contemporary perspectives in Education for Sustainable Development, which emphasize contextualization, learner-centered design, and the integration of local knowledge systems ( UNESCO, 2016).

By positioning ecological awareness profiling as an integral step in instructional design, this study contributes to the growing body of research advocating data-informed and culturally grounded approaches to STEM and environmental education. The findings underscore the importance of aligning pedagogical interventions with students’ lived experiences and actual learning needs, particularly in archipelagic and resource-constrained settings where environmental challenges are both immediate and deeply embedded in daily life ( Alkhudri et al., 2024; Greening the Islands, 2024).

This study demonstrates that profiling students’ ecological awareness provides a strong and necessary foundation for designing context-sensitive environmental learning modules, particularly in archipelagic regions. The exploratory analysis revealed that students’ ecological awareness across the domains of consumption and carbon footprint, renewable energy, waste management, and water conservation was generally at a moderate level, with meaningful variation among domains. These findings highlight the importance of moving beyond generic environmental instruction toward learning designs that are informed by students’ actual awareness levels and lived environmental experiences.

The Ethno-STEM Project-Based Learning module developed in this study was deliberately grounded in the identified ecological awareness profiles. Each project was aligned with a specific ecological awareness domain and tailored to address domain-specific learning needs. Domains with relatively lower baseline awareness, such as waste management and renewable energy, were prioritized through hands-on and problem-oriented projects, while domains with higher baseline awareness, such as water conservation, were reinforced through contextualized and reflective activities. This domain-based design approach ensures that the module responds directly to students’ real learning needs rather than assumed deficiencies.

Despite these contributions, this study has several limitations that should be acknowledged. The ecological awareness profiling was conducted in a single archipelagic school, which limits the generalizability of the findings to other island or non-island contexts. In addition, this study focused on exploratory analysis and module development without empirically testing the effectiveness of the developed module in improving students’ ecological awareness. The reliance on self-reported questionnaire data also introduces the possibility of response bias, as students’ reported awareness may not fully reflect their actual environmental behaviors.

Future research is therefore recommended to extend this work through experimental or quasi-experimental studies that examine the effectiveness of the developed Ethno-STEM Project-Based Learning module in enhancing ecological awareness across domains. Longitudinal designs would be particularly valuable for investigating whether changes in ecological awareness are sustained over time and translated into consistent pro-environmental behaviors. Further studies could also involve multiple schools or different archipelagic regions to explore how contextual factors, such as cultural practices and resource availability, influence the effectiveness of Ethno-STEM–based environmental learning. By building on the diagnostic and design-oriented approach proposed in this study, future research can contribute to more robust and scalable models of ecological education in diverse educational settings.

The authors stated that the study was approved by the Institutional Review Board at Universitas Bosowa on 3 February 2025 with the reference number 074c/1.02/DRIPM-UNIBOS/IV/2025. Written informed consents were obtained from the participants.

The authors stated that generative artificial intelligence tools were used in a limited manner to assist with language editing, organization of academic writing, and improvement of clarity. The conceptual framework, research design, data analysis, interpretation, and final conclusions were developed entirely by the authors.