Integration SDG Principles into Project-Based Science Learning to Increase Student ' Enviromental Awareness

This study analyzes the integration of Science for Global Sustainability (SFG) principles into Project-Based Science Learning (PBSL) to enhance students' environmental awareness. Using a qualitative descriptive approach supported by literature analysis, this research evaluates the pedagogical and ecological rationale of the SFG-PBSL model, the effectiveness of its behavioral change mechanisms, and the challenges surrounding its implementation at classroom and institutional levels. Findings indicate that without sustainability-oriented values, PBSL produces scientific engagement but fails to promote long-term ecological behavior. In contrast, integrating SFG fosters explicit links between scientific knowledge, moral responsibility for the environment, and sustainable practices through data-driven inquiry, reflection, and action. The analysis demonstrates that SFG is essential to transform PBSL from a purely technical pedagogy into a framework capable of shaping students' ecological identities. The study recommends curriculum redesign, teacher professional development, and school–community collaboration to sustain this learning approach.