Exploring environmental perceptions through family involvement: A phenomenological inquiry with students and parents

This phenomenological study explores how eight third-grade students and their families in a rural district interpret environmental phenomena and their shared educational experiences. Data were gathered through multiple qualitative instruments, including word association tests, student and researcher diaries, semi-structured interviews, and observations to capture the depth of these perceptions. Findings reveal that participants define the environment as an integrated system of living beings within both natural and artificial contexts, viewing it as a shared home for people, animals, and plants. Participants notably pointed to pollution, drought, and climate change as primary environmental problems while emphasizing the influential role of human factors and their consumption habits. They proposed concrete strategies to prevent these issues, focusing on waste repurposing, recycling, and social warnings. The intentional practice-based design of this study enabled children to act as effective catalysts for intergenerational learning. Participants characterized this process as a meaningful lived experience that fostered positive emotions and interactive dialogue. This process enabled reverse socialization, in which children influenced parental habits and strengthened family bonds through quality time. Pedagogically, the study suggests reconceptualizing family participation as a learning ecosystem that bridges the gap between formal schooling and daily life. By transforming routines into a conscious environmental mindset, this synergy fosters a lasting culture of sustainability at home.