Many children can repeat simple messages like “put litter in the bin.” Fewer can connect their daily habits to bigger problems, such as single-use plastic ending up in rivers and the sea. These researchers wanted to help children move from knowing about the environment to caring about it and acting.
The researchers worked with 34 fifth graders at one public elementary school in East Jakarta. The class read digital comics about the environment and then discussed and reflected on the stories. The researchers call this a “deep learning approach.” In this study, that means teaching that asks students to dig into the root of a problem, its effects and its solutions. It has nothing to do with artificial intelligence. Before and after the lessons, the children filled in a questionnaire on four areas:
- biodiversity
- caring for forests and wildlife
- ocean plastic pollution
- taking part in protecting the environment
An independent observer recorded how children took part in class, and the researchers interviewed some children afterward.
What they found
- Awareness scores roughly doubled. The class average rose from about 42 to about 83 out of 100. Scores also became more even across the class, so children who started low largely caught up.
- Children understood how living things depend on each other. In interviews, they gave concrete examples of protecting nature, such as planting trees, not littering and joining conservation activities at school.
- Children cared more about forests and wildlife. The comics featured animal characters, conflicts and damaged forests. In group discussions, children raised real situations near home, such as fewer wild animals or trees being cut down.
- Children understood how plastic pollution happens. The comics showed plastic waste moving from land to sea and harming marine life. Children linked this to plastic in local rivers. In interviews, they talked about using less single-use plastic and keeping water clean.
- Children talked about taking action. The researchers report that children took concrete steps, such as planting trees at school, cutting single-use plastic and keeping nearby rivers clean. Most children interviewed said they felt personally responsible for the environment at school and at home.
What this means for your practice
- Use stories where characters model doable actions. The comics showed animals in trouble and characters taking eco-friendly steps. Children went on to describe similar steps themselves. When you choose or create stories, look for characters your learners could copy.
- Follow every story with discussion that brings it close to home. The strongest moments came when children tied the comic to their own neighborhood, such as trees being cut down or plastic in a local river. After a story, ask children where they have seen something similar near home or school.
- Use pictures and story to show cause and effect step by step. The comics followed plastic from land to river to sea to animals. This helped children explain how pollution happens. When you teach any environmental process, try a visual story that follows it one stage at a time.
- End with action, not just facts. The researchers suggest building digital comics into environmental lessons to encourage actions children can take, such as keeping spaces clean, using less plastic and joining school greening projects. The comics were always used together with discussion, so plan the two as a package.
The Bottom Line
The researchers used story-based digital comics with a class of 34 fifth graders and measured the children’s environmental awareness before and after. The class’s scores on an environmental awareness questionnaire roughly doubled. In interviews and classroom observations, children linked the comic stories to problems near their homes and showed more concern for forests and animals. They also described actions such as planting trees, using less plastic and keeping rivers clean. The comics were used together with group discussion that pushed children to think about root causes and solutions. For educators, the study suggests a useful pairing: stories in which characters show caring actions, followed by talk that connects the story to children’s own surroundings. Together these can build caring and a willingness to act, as well as knowledge.