Exploring Environmental Awareness through Project-Based Experiences: A Qualitative Inquiry

This qualitative phenomenological study explored the experiences of students and educators in the implementation of project-based learning (PBL) in environmental education, focusing on how PBL influenced environmental awareness, values formation, skills development, and sustainable behaviors. The study was conducted among selected college students and instructors’ participants involved in PBL-based environmental projects and utilized in-depth interviews and thematic analysis to examine their lived experiences. Findings revealed that project-based learning promoted transformative and values-driven learning by moving students beyond rote memorization toward meaningful, real-world engagement. Key themes that emerged included real-world and community-based learning, experiential and hands-on activities, collaboration and teamwork, development of critical thinking and leadership skills, positive changes in environmental attitudes and behaviors, and the development of personal responsibility toward sustainability. Results also identified challenges related to student motivation, mindset, collaboration, time management, and limited resources; however, these were addressed through structured planning, scaffolding of complex concepts, effective communication strategies, and continuous guidance from educators. Collaboration with peers, teachers, families, and community members further enhanced project relevance and learning impact. Overall, the findings indicate that project-based learning is an effective pedagogical approach for environmental education when supported by contextualized instruction, strong collaboration, and appropriate instructional support. The study provides insights that may guide educators and school stakeholders in strengthening environmental education practices through learner-centered, experiential, and community-engaged instructional approaches.