Evaluating the validity and effectiveness of the ethno-SSI project–integrated virtual reality in improving sustainable environmental literacy

Integrating local cultural contexts into learning is essential for strengthening sustainable environmental literacy in support of SDG 4. Current chemistry education, lacks a framework that synthesizes immersive technology with local cultural wisdom and Socio-Scientific Issues to foster sustainable environmental literacy. Thus, this study evaluates the validity and effectiveness of the Ethno-SSI Project–integrated Virtual Reality (VR) in enhancing students' sustainable environmental literacy regarding local wisdom on herbal tea and spices. A modified Plomp development model was employed. The outer model analysis showed satisfactory measurement quality, with outer loadings above 0.70, AVE values ranging from 0.508 to 0.732, and composite reliability and Cronbach's Alpha between 0.812 and 0.923. Discriminant validity was confirmed using the Fornell–Larcker criterion and cross-loadings, indicating that the measurement model was valid and reliable. Structural model results demonstrated that VR media significantly influenced students' knowledge (β = 0,471), attitudes (β = 0.672), and sustainability behavior (β = 0.462). The R² values indicated moderate contributions of VR media to attitudes (0.451), knowledge (0.222), and behavior (0.214), while model fit indices (SRMR < 0.08; NFI = 0.945) support the model’s adequacy. The findings confirm that Ethno-SSI–Project integrated VR media is effective for strengthening sustainable environmental literacy through immersive, culturally grounded learning experiences. However, the absence of a control group, the single-course context, and the lack of longitudinal analysis limit causal interpretation and generalizability. Overall, the study demonstrates that Ethno-SSI–Project- VR is a valid, reliable, and high-impact pedagogical innovation for advancing sustainability literacy in contemporary science education.