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<p>Microplastic pollution presents a pressing global environmental challenge with growing implications for human health and ecological integrity. Although environmental education is widely acknowledged as a vital tool in advancing sustainable development, awareness and understanding of microplastic pollution among school-aged children particularly in Southeast Asia remain limited. This study examines the effectiveness of a citizen science-based educational intervention in enhancing students’ knowledge, attitudes, and practices (KAP) regarding microplastic pollution in water. A quasi-experimental pre-test and post-test design was conducted across five schools in Perak (Malaysia), involving 242 primary and secondary students. A self-administered questionnaire assessed baseline awareness, followed by an intervention integrating interactive presentations, hands-on experiments, and real-world water sampling. Post-intervention results showed statistically significant improvements in knowledge (<i>p</i> &lt; 0.001) and attitudes (<i>p</i> &lt; 0.05) across all schools, though behavioral changes remained inconsistent. Socio-demographic analysis revealed gender-based disparities in knowledge acquisition, emphasizing the need for inclusive and adaptable educational strategies. These outcomes reflect a broader challenge in environmental education with bridging the gap between awareness and sustained pro-environmental action. The study highlights the potential of integrating structured, context-specific learning activities into formal education systems to foster scientific literacy and environmental responsibility.</p>

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Bridging knowledge to action: enhancing microplastic pollution awareness among school children from Perak (Malaysia) via Citizen science approach

  • 期刊论文

  • 发表日期：

    2026年3月3日

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  • Sarva Mangala Praveena,
  • Nurul Nabila Mahdzar Sharil,
  • Sri Themudu

摘要

Microplastic pollution presents a pressing global environmental challenge with growing implications for human health and ecological integrity. Although environmental education is widely acknowledged as a vital tool in advancing sustainable development, awareness and understanding of microplastic pollution among school-aged children particularly in Southeast Asia remain limited. This study examines the effectiveness of a citizen science-based educational intervention in enhancing students’ knowledge, attitudes, and practices (KAP) regarding microplastic pollution in water. A quasi-experimental pre-test and post-test design was conducted across five schools in Perak (Malaysia), involving 242 primary and secondary students. A self-administered questionnaire assessed baseline awareness, followed by an intervention integrating interactive presentations, hands-on experiments, and real-world water sampling. Post-intervention results showed statistically significant improvements in knowledge (p < 0.001) and attitudes (p < 0.05) across all schools, though behavioral changes remained inconsistent. Socio-demographic analysis revealed gender-based disparities in knowledge acquisition, emphasizing the need for inclusive and adaptable educational strategies. These outcomes reflect a broader challenge in environmental education with bridging the gap between awareness and sustained pro-environmental action. The study highlights the potential of integrating structured, context-specific learning activities into formal education systems to foster scientific literacy and environmental responsibility.