Fostering Water Literacy and Green Skills through STEM: A Multidisciplinary Approach to Embedding SDGs in Education

This study investigates the impact of a multidisciplinary project aimed at enhancing water literacy, digital competencies, and STEM skills among secondary school students while promoting Sustainable Development Goals (SDG 6: Clean Water and Sanitation, SDG 14: Life Below Water). The primary research question explored how participation in this project influenced students’ knowledge, skills, and attitudes toward water conservation and ocean protection.

A mixed-methods approach was used to evaluate the project’s effectiveness. Pre- and post-tests were administered to assess water literacy, consisting of five open-ended questions addressing water resources, oceans, water pollution, and environmental attitudes. Students’ outputs, including posters, digital maps, and robotics coding tasks, were analyzed to gauge skill development. Observational data from collaborative activities with European partner schools through eTwinning, along with feedback from teachers and stakeholders, provided additional qualitative insights.

The pre- and post-test analysis showed a significant improvement in students’ water literacy, with an average increase of 35% in test scores. Students exhibited an enhanced understanding of the water cycle, water resources, and strategies for mitigating water pollution. Their project outputs demonstrated creative and practical applications of STEM and digital skills, particularly in coding virtual robots for underwater litter collection and designing DIY water filtration systems. Collaborative activities with Blue Schools enriching students’ global awareness of ocean-related challenges.

Qualitative findings indicated a notable positive shift in students’ attitudes toward water conservation and environmental responsibility. Many students adopted water-saving practices at home and actively promoted conservation messages within their school and community. Activities such as mapping local water quality through sampling and analysis reinforced the importance of addressing local water issues, while robotics coding tasks highlighted the relevance of technology in solving environmental problems.

The results underscore the effectiveness of integrating STEM education, hands-on learning, and international collaboration in fostering water literacy and environmental stewardship. Partnerships with professional organizations, such as the İSKİ Water Filtration Center, provided authentic learning experiences and strengthened the project’s impact. Future projects could expand to involve more schools and focus on sustained community engagement to amplify the outcomes.

This project demonstrates the potential of interdisciplinary approaches to embed SDGs into school culture. By equipping students with green skills, fostering collaboration, and inspiring action, it serves as a scalable model for integrating water literacy into education to address global sustainability challenges.

 

Key Words: Water and Ocean Literacy, STEM. Sustainable Development Goals, Education