Effectiveness of Social Learning Theory Based Ecological Footprint Awareness Program in 60-72-Month-Old Children: A Randomized Controlled Study

Early childhood is a pivotal period for developing environmental awareness and sustainable behaviors, During this age period, social learning theory contributes to understanding how young children form behavioral patterns. The aim of this study was to evaluate the effectiveness of the Ecological Footprint Awareness Program based on social cognitive learning theory in 60-72-month-old children. This study was conducted using a cluster randomized controlled pretest-posttest experimental design. It was carried out in four preschools located in a city center between April and June 2023. Two of the preschools were assigned to the intervention group while the other two were assigned to the control group. Data was collected using the Ecological Footprint Awareness Scale for Children (EFAS-C). The Social learning theory based on Ecological Footprint Awareness Program was carried out with the children in the intervention group for a period of six weeks, with one session of 40 min per week. The program covered waste management, water and energy use, food consumption, and transportation, with one topic each week. The data was analyzed using descriptive statistics, paired groups t-test, and independent groups t-test, with a 95% confidence interval and p < .05 significance level. At the end of the study, it was found that the ecological footprint awareness of the children who participated in the training program was higher than those who did not participate in the training program. This randomized controlled trial provides strong evidence for the impact of environmental education programs based on social cognitive learning on young children’s understanding and actions regarding their ecological footprint.