Eurasia Journal of Mathematics, Science and Technology Education

• Adeyemi, A. E. (2025). Promoting SDGs through education: A theory of planned behavior analysis of Japanese and Nigerian students’ sustainability actions. Sustainable Development, 33(1), 6901-6916. https://doi.org/10.1002/sd.3493
• Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211. https://doi.org/10.1016/0749-5978(91)90020-T
• Al Nuaimi, S. R., & Al Ghamdi, S. G. (2022). Assessment of knowledge, attitude and practice towards sustainability aspects among higher education students in Qatar. Sustainability, 14(20), Article 13149. https://doi.org/10.3390/su142013149
• AlAli, R. (2024). Enhancing 21^st century skills through integrated STEM education using project-oriented problem-based learning. GeoJournal of Tourism and Geosites, 53(2), 421-430. https://doi.org/10.30892/gtg.53205-1217
• Al-Abdullatif, A. M., & Gameil, A. A. (2021). The effect of digital technology integration on students’ academic performance through project-based learning in an e-learning environment. International Journal of Emerging Technologies in Learning, 16(11), 189-210. https://doi.org/10.3991/ijet.v16i11.19421
• Amprazis, A., & Papadopoulou, P. (2025). Key competencies in education for sustainable development: A valuable framework for enhancing plant awareness. Plants, People, Planet, 7, 1195-1211. https://doi.org/10.1002/ppp3.10625
• Ardoin, N. M., & Heimlich, J. E. (2021). Environmental learning in everyday life: Foundations of meaning and a context for change. Environmental Education Research, 27(11-12), 1681-1699. https://doi.org/10.1080/13504622.2021.1992354
• Aslam, W., Farhat, K., & Arif, I. (2021). Regular to sustainable products: An account of environmentally concerned consumers in a developing economy. International Journal of Green Energy, 18(3), 243-257. https://doi.org/10.1080/15435075.2020.1854266
• Børresen, S. T., Ulimboka, R., Nyahongo, J., Ranke, P. S., Skjervø, G. R., & Røskaft, E. (2023). The role of education in biodiversity conservation: Can knowledge and understanding alter locals’ views and attitudes towards ecosystem services? Environmental Education Research, 29(1), 148-163. https://doi.org/10.1080/13504622.2022.2117796
• Breves, P., & Schramm, H. (2021). Bridging psychological distance: The impact of immersive media on distant and proximal environmental issues. Computers in Human Behavior, 115, Article 106606. https://doi.org/10.1016/j.chb.2020.106606
• Casoli, D., Visentin, M., Tuan, A., & Cappiello, G. (2025). The power of a stewardship mind: Reorienting organizations around the duty to care to better address grand challenges. International Journal of Management Reviews. https://doi.org/10.1111/ijmr.70006
• Chander, B., John, C., Warrier, L., & Gopalakrishnan, K. (2025). Toward trustworthy artificial intelligence (TAI) in the context of explainability and robustness. ACM Computing Surveys, 57(6), 1-49. https://doi.org/10.1145/3675392
• Chen, C., An, Q., Zheng, L., & Guan, C. (2022). Sustainability literacy: Assessment of knowingness, attitude and behavior regarding sustainable development among students in China. Sustainability, 14(9), Article 4886. https://doi.org/10.3390/su14094886
• Chen, F., & Chen, G. (2025). Technology-enhanced collaborative inquiry in K-12 classrooms: A systematic review of empirical studies. Science & Education, 34(3), 1731-1773. https://doi.org/10.1007/s11191-024-00538-8
• Chen, S.-Y., & Liu, S.-Y. (2020). Developing students’ action competence for a sustainable future: A review of educational research. Sustainability, 12(4), Article 1374. https://doi.org/10.3390/su12041374
• Chen, X., Cheng, Z.-F., & Yang, H.-J. (2024). Empowering pro-environmental behavior in tourists through digital media: The influence of eco-guilt and empathy with nature. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1387817
• Chiang, T. H.-C. (2021). Investigating effects of interactive virtual reality games and gender on immersion, empathy and behavior into environmental education. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.608407
• Cho, Y., & Park, K. S. (2023). Designing immersive virtual reality simulation for environmental science education. Electronics, 12(2), Article 315. https://doi.org/10.3390/electronics12020315
• Chuang, T.-Y., Tsai, S.-K., & Lu, Y.-H. (2025). Technology-enhanced digital game-based learning for environmental literacy: Catalyzing attitude change in learners. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1629670
• Danatzis, I., Karpen, I. O., & Kleinaltenkamp, M. (2022). Actor ecosystem readiness: Understanding the nature and role of human abilities and motivation in a service ecosystem. Journal of Service Research, 25(2), 260-280. https://doi.org/10.1177/10946705211032275
• Dharin, A. (2025). Analysis of TPACK-based learning for teachers of Madrasah Tsanawiyah in Banyumas Regency, Indonesia. Nazhruna: Jurnal Pendidikan Islam, 8(2), 282-303. https://doi.org/10.31538/nzh.v8i2.118
• Dunlap, R. E., Van Liere, K. D., Mertig, A. G., & Jones, R. E. (2000). New trends in measuring environmental attitudes: Measuring endorsement of the new ecological paradigm: A revised NEP scale. Journal of Social Issues, 56(3), 425-442. https://doi.org/10.1111/0022-4537.00176
• Emilsson, K. (2022). Attitudes towards welfare and environmental policies and concerns: A matter of self-interest, personal capability, or beyond? Journal of European Social Policy, 32(5), 592-606. https://doi.org/10.1177/09589287221101342
• Essokolo, V. B., & Robinot, E. (2022). “Let’s go deep into the game to save our planet!” How an immersive and educational video game reduces psychological distance and raises awareness. Sustainability, 14(10), Article 5774. https://doi.org/10.3390/su14105774
• Feigin, S. V., Wiebers, D. O., Lueddeke, G., Morand, S., Lee, K., Knight, A., Brainin, M., Feigin, V. L., Whitfort, A., Marcum, J., Shackelford, T. K., Skerratt, L. F., & Winkler, A. S. (2023). Proposed solutions to anthropogenic climate change: A systematic literature review and a new way forward. Heliyon, 9(10), Article e20544. https://doi.org/10.1016/j.heliyon.2023.e20544
• Hair, J. F., Jr., Matthews, L. M., Matthews, R. L., & Sarstedt, M. (2017). PLS-SEM or CB-SEM: Updated guidelines on which method to use. International Journal of Multivariate Data Analysis, 1(2), 107-123. https://doi.org/10.1504/IJMDA.2017.087624
• Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2-24. https://doi.org/10.1108/EBR-11-2018-0203
• Hajj-Hassan, M., & Chaker, R. (2024). Environmental education: A systematic review on the use of digital tools for fostering sustainability awareness. Sustainability, 16(9), Article 3733. https://doi.org/10.3390/su16093733
• Hazrat, M. A., Hassan, N. M. S., Chowdhury, A. A., Rasul, M. G., & Taylor, B. A. (2023). Developing a skilled workforce for future industry demand: The potential of digital twin-based teaching and learning practices in engineering education. Sustainability, 15(23), Article 16433. https://doi.org/10.3390/su152316433
• Intergovernmental Panel on Climate Change. (2021). Climate change widespread, rapid, and intensifying. Intergovernmental Panel on Climate Change. https://www.ipcc.ch/2021/08/09/ar6-wg1-20210809-pr/
• Jiang, X., Ibrahim, Z., Jiang, J., Wang, J., & Liu, G. (2026). The cognitive affective model of motion capture training: A theoretical framework for enhancing embodied learning and creative skill development in computer animation design. Computers, 15(2), Article 100. https://doi.org/10.3390/computers15020100
• Kaiser, F. G., Ranney, M., Hartig, T., & Bowler, P. A. (1999). Ecological behavior, environmental attitude, and feelings of responsibility for the environment. European Psychologist, 4(2), 59-74. https://doi.org/10.1027//1016-9040.4.2.59
• Kaldaras, L., Akaeze, H., & Krajcik, J. (2021). Developing and validating next generation science standards-aligned learning progression to track three-dimensional learning of electrical interactions in high school physical science. Journal of Research in Science Teaching, 58(4), 589-618. https://doi.org/10.1002/tea.21672
• Kazazoglu, S. (2025). Environmental education through eco-literacy: Integrating sustainability into English language teaching. Sustainability, 17(5), Article 2156. https://doi.org/10.3390/su17052156
• Khatri, P., Duggal, H. K., Dutta, S., Kumari, P., Thomas, A., Brod, T., & Colimoro, L. (2026). Unveiling heterogenous knowledge-oriented leadership and knowledge acquisition based hybrid work agility of knowledge workers. Journal of Knowledge Management, 27(11), 253-278. https://doi.org/10.1108/JKM-10-2022-0793
• Khazen, M., Asli, S., Basheer, A., & Hugerat, M. (2025). The impact of a sustainability education initiative on pre-service teachers: Changes in environmental attitudes, willingness to act, and ecological footprint. Sustainability, 17(12), Article 5621. https://doi.org/10.3390/su17125621
• Koskela, I., & Paloniemi, R. (2023). Learning and agency for sustainability transformations: Building on Bandura’s theory of human agency. Environmental Education Research, 29(1), 164-178. https://doi.org/10.1080/13504622.2022.2102153
• Kuhail, M. A., Elsayary, A., Farooq, S., & Alghamdi, A. (2022). Exploring immersive learning experiences: A survey. Informatics, 9(4), Article 75. https://doi.org/10.3390/informatics9040075
• Lambert, L. M. (2024). Ecological empathy: Relational theory and practice. Ecosystems and People, 20(1), Article 2396919. https://doi.org/10.1080/26395916.2024.2396919
• Leal Filho, W., Sima, M., Sharifi, A., Luetz, J. M., Salvia, A. L., Mifsud, M., Olooto, F. M., Djekic, I., Anholon, R., Rampasso, I., Kwabena Donkor, F., Dinis, M. A. P., Klavins, M., Finnveden, G., Chari, M. M., Molthan-Hill, P., Mifsud, A., Sen, S. K., & Lokupitiya, E. (2021). Handling climate change education at universities: An overview. Environmental Sciences Europe, 33, Article 109. https://doi.org/10.1186/s12302-021-00552-5
• Lee, M. Y., & Lee, J. S. (2025). Project-based learning as a catalyst for integrated STEM education. Education Sciences, 15(7), Article 871. https://doi.org/10.3390/educsci15070871
• Leijen, Ä., Pedaste, M., & Lepp, L. (2020). Teacher agency following the ecological model: How it is achieved and how it could be strengthened by different types of reflection. British Journal of Educational Studies, 68(3), 295-310. https://doi.org/10.1080/00071005.2019.1672855
• Li, J., Mao, P., Liu, H., Wei, J., Li, H., & Yuan, J. (2020). Key factors influencing low-carbon behaviors of staff in star-rated hotels—An empirical study of Eastern China. International Journal of Environmental Research and Public Health, 17(21), Article 8222. https://doi.org/10.3390/ijerph17218222
• Lin, K.-Y., Wu, Y.-T., Hsu, Y.-T., & Williams, P. J. (2021). Effects of infusing the engineering design process into STEM project-based learning to develop preservice technology teachers’ engineering design thinking. International Journal of STEM Education, 8, Article 1. https://doi.org/10.1186/s40594-020-00258-9
• Makransky, G., & Petersen, G. B. (2021). The cognitive affective model of immersive learning (CAMIL): A theoretical research-based model of learning in immersive virtual reality. Educational Psychology Review, 33(3), 937-958. https://doi.org/10.1007/s10648-020-09586-2
• May, B., Milne, R., Dalton, G., Meenaghan, A., & Shawyer, A. (2024). An exploratory study on manifesting decision-inertia in a 360-degree extended reality terrorist incident. Cognition, Technology & Work, 26(1), 401-416. https://doi.org/10.1007/s10111-024-00761-x
• Montefusco, A., & Angeli, F. (2025). Turning complexity into a delight to the mind: An integrative framework for teaching and learning complex reasoning. Management Learning, 56(3), 484-511. https://doi.org/10.1177/13505076241258932
• Nelson, K. M., Anggraini, E., & Schlüter, A. (2020). Virtual reality as a tool for environmental conservation and fundraising. PLoS ONE, 15(4), Article e0223631. https://doi.org/10.1371/journal.pone.0223631
• Nugraha, M. G., Kidman, G., & Tan, H. (2024). Interdisciplinary STEM education foundational concepts: Implementation for knowledge creation. Eurasia Journal of Mathematics, Science and Technology Education, 20(10), Article em2523. https://doi.org/10.29333/ejmste/15471
• Pelras, C. (1996). The Bugis. Blackwell Publishers.
• Peretz, R. (2025). Integrating systems thinking into sustainability education: An overview with educator-focused guidance. Education Sciences, 15(12), Article 1685. https://doi.org/10.3390/educsci15121685
• Petersen, G. B., Petkakis, G., & Makransky, G. (2022). A study of how immersion and interactivity drive VR learning. Computers & Education, 179, Article 104429. https://doi.org/10.1016/j.compedu.2021.104429
• Pihkala, P. (2020). Anxiety and the ecological crisis: An analysis of eco-anxiety and climate anxiety. Sustainability, 12(19), Article 7836. https://doi.org/10.3390/su12197836
• Plechatá, A., Hielkema, M. H., Merkl, L. M., Makransky, G., & Frøst, M. B. (2024). Shifting from information- to experience-based climate change communication increases pro-environmental behavior via efficacy beliefs. Environmental Communication, 18(5), 589-609. https://doi.org/10.1080/17524032.2024.2334727
• Putra, A. K., Sumarmi, S., Bachri, S., Al Khalidy, D., Purwanto, P., Pujianto, U., & Syamsunardi, S. (2026). Scaling pro-environmental education beyond traditional fieldwork using IVR interventions. Discover Sustainability, 7, Article 916. https://doi.org/10.1007/s43621-026-03334-2
• Sahabuddin, E. S., & Makkasau, A. (2024). Utilization of virtual reality as a learning tool to increase students’ pro-environmental behavior at universities: A maximum likelihood estimation approach. Eurasia Journal of Mathematics, Science and Technology Education, 20(12), Article em2540. https://doi.org/10.29333/ejmste/15654
• Sánchez, A., & Rojas, P. M. (2026). Integration of human ecology in education: An analysis of the Chilean curriculum framework. Cogent Education, 13(1), Article 2610537. https://doi.org/10.1080/2331186X.2025.2610537
• Sarstedt, M., Hair, J. F., Pick, M., Liengaard, B. D., Radomir, L., & Ringle, C. M. (2022). Progress in partial least squares structural equation modeling use in marketing research in the last decade. Psychology & Marketing, 39(5), 1035-1064. https://doi.org/10.1002/mar.21640
• Serrano-Ausejo, E., & Mårell-Olsson, E. (2024). Opportunities and challenges of using immersive technologies to support students’ spatial ability and 21st-century skills in K-12 education. Education and Information Technologies, 29(5), 5571-5597. https://doi.org/10.1007/s10639-023-11981-5
• Spangenberger, P., Geiger, S. M., & Freytag, S. C. (2022). Becoming nature: Effects of embodying a tree in immersive virtual reality on nature relatedness. Scientific Reports, 12, Article 1311. https://doi.org/10.1038/s41598-022-05184-0
• Sternäng, L., & Lundholm, C. (2010). Climate change and morality: Students’ perspectives on the individual and society. International Journal of Science Education, 33(8), 1131-1148. https://doi.org/10.1080/09500693.2010.503765
• Stevenson, J. (2014). Ecological assessments with algae: A review and synthesis. Journal of Phycology, 50(3), 437-461. https://doi.org/10.1111/jpy.12189
• Sumarni, W., & Kadarwati, S. (2020). Ethno-STEM project-based learning: Its impact on critical and creative thinking skills. Jurnal Pendidikan IPA Indonesia, 9(1), 11-21. https://doi.org/10.15294/jpii.v9i1.21754
• Talgorn, E., & Ullerup, H. (2023). Invoking ‘empathy for the planet’ through participatory ecological storytelling: From human-centered to planet-centered design. Sustainability, 15(10), Article 7794. https://doi.org/10.3390/su15107794
• Tan, A.-L., Ong, Y. S., Ng, Y. S., & Tan, J. H. J. (2023). STEM problem solving: Inquiry, concepts, and reasoning. Science & Education, 32(2), 381-397. https://doi.org/10.1007/s11191-021-00310-2
• Tene, T., Marcatoma Tixi, J. A., Palacios Robalino, M. L., Mendoza Salazar, M. J., Vacacela Gomez, C., & Bellucci, S. (2024). Integrating immersive technologies with STEM education: A systematic review. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1410163
• Thoma, S. P., Hartmann, M., Christen, J., Mayer, B., Mast, F. W., & Weibel, D. (2023). Increasing awareness of climate change with immersive virtual reality. Frontiers in Virtual Reality, 4. https://doi.org/10.3389/frvir.2023.897034
• UNESCO. (2024). Greening curriculum guidance: Teaching and learning for climate action. UNESCO. https://www.unesco.org/en/articles/greening-curriculum-guidance-teaching-and-learning-climate-action
• Uralovich, K. S., Toshmamatovich, T. U., Farkhodjon, K., Sapaev, I. B., Saylaubaevna, S. S., & Beknazarova, Z. F. (2023). A primary factor in sustainable development and environmental sustainability is environmental education. Caspian Journal of Environmental Sciences, 21(4), 965-975. https://doi.org/10.22124/CJES.2023.7155
• Urválková, E. S., & Surynková, P. (2022). Sustainable development indicators—Untapped tools for sustainability and STEM education: An analysis of a popular Czech educational website. Sustainability, 14(1), Article 121. https://doi.org/10.3390/su14010121
• Vyas, T., & Dalvi, G. (2023). Adaptive approaches of primary school teachers facilitating environmental studies. International Conference on Research in Education and Science, 1(1), 1567-1588.
• Xiong, Z., Song, Y., & Zhu, R. (2025). Pedagogical strategies for teaching environmental literacy in secondary school education: A systematic review. Sustainability, 17(20), Article 9104. https://doi.org/10.3390/su17209104
• Yang, M., Chen, L., Wang, J., Msigwa, G., Osman, A. I., Fawzy, S., Rooney, D. W., & Seng, P. (2023). Circular economy strategies for combating climate change and other environmental issues. Environmental Chemistry Letters, 21(1), 55-80. https://doi.org/10.1007/s10311-022-01499-6
• Zhi, Y., & Wu, L. (2023). Extended reality in language learning: A cognitive affective model of immersive learning perspective. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1109025

APA

Sahabuddin, E. S., Ulyawati, U., Irfan, M., & S. Mandra, M. A. (2026). Siri’ Na Pacce-based virtual reality STEM projects in science learning: Environmental knowledge, ecological awareness, and environmental care attitudes. Eurasia Journal of Mathematics, Science and Technology Education, 22(10), em2925. https://doi.org/10.29333/ejmste/19397

Vancouver

Sahabuddin ES, Ulyawati U, Irfan M, S. Mandra MA. Siri’ Na Pacce-based virtual reality STEM projects in science learning: Environmental knowledge, ecological awareness, and environmental care attitudes. EURASIA J Math Sci Tech Ed. 2026;22(10):em2925. https://doi.org/10.29333/ejmste/19397

AMA

Sahabuddin ES, Ulyawati U, Irfan M, S. Mandra MA. Siri’ Na Pacce-based virtual reality STEM projects in science learning: Environmental knowledge, ecological awareness, and environmental care attitudes. EURASIA J Math Sci Tech Ed. 2026;22(10), em2925. https://doi.org/10.29333/ejmste/19397

Chicago

Sahabuddin, Erma Suryani, Ulyawati Ulyawati, Muhammad Irfan, and Mohammad Ahsan S. Mandra. "Siri’ Na Pacce-based virtual reality STEM projects in science learning: Environmental knowledge, ecological awareness, and environmental care attitudes". Eurasia Journal of Mathematics, Science and Technology Education 2026 22 no. 10 (2026): em2925. https://doi.org/10.29333/ejmste/19397

Harvard

Sahabuddin, E. S., Ulyawati, U., Irfan, M., and S. Mandra, M. A. (2026). Siri’ Na Pacce-based virtual reality STEM projects in science learning: Environmental knowledge, ecological awareness, and environmental care attitudes. Eurasia Journal of Mathematics, Science and Technology Education, 22(10), em2925. https://doi.org/10.29333/ejmste/19397

MLA

Sahabuddin, Erma Suryani et al. "Siri’ Na Pacce-based virtual reality STEM projects in science learning: Environmental knowledge, ecological awareness, and environmental care attitudes". Eurasia Journal of Mathematics, Science and Technology Education, vol. 22, no. 10, 2026, em2925. https://doi.org/10.29333/ejmste/19397