An ESD-Integrated Interactive Science E-Book: Impacts on Scientific Literacy and Sustainability Awareness

Abstract

Scientific literacy is essential for informed environmental decision-making and sustainability awareness, yet both remain limited among secondary school students. This study designed, developed and evaluated an Education for Sustainable Development (ESD)-integrated interactive science e-book using a Design-Based Research (DBR) approach. The novelty of this study lies in integrating multimedia learning, contextual sustainability issues, formative assessment and project-based activities within a single digital learning environment while simultaneously examining their effects on scientific literacy and sustainability awareness. The intervention involved 28 ninth-grade students in a one-group pre-test–post-test design. Scientific literacy was assessed using a PISA 2025-based instrument, and sustainability awareness was measured using a validated questionnaire. Data were analysed using paired-samples t -tests, N -gain and effect sizes. Results showed significant improvements in both scientific literacy and sustainability awareness. Qualitative findings further indicated enhanced student engagement, motivation and conceptual understanding, supporting the effectiveness of the ESD-integrated interactive science e-book for sustainable science learning.