Quasi-Experimental Evaluation of an Education for Sustainable Development Micro-intervention in Islamic Studies

This paper reports an evaluation of integrated sustainability windows—brief, value-activated micro-activities embedded within routine Islamic Studies lessons—as a low-burden approach to mainstreaming education for sustainable development (ESD). A quasi-experimental pre-test–post-test design was used with two Grade 7 classes over four weeks. Outcomes included sustainability endorsement, self-reported sustainable behaviours, endorsement–behaviour discrepancy and a teacher-rated in-school behaviour indicator (Obs_Total; non-blinded single rater). Baseline-adjusted group contrasts were estimated using ANCOVA models. Adjusted results showed a small, imprecise difference in sustainability endorsement. Between-group differences were larger for self-reported behaviour, with a smaller reported endorsement–behaviour discrepancy. Teacher ratings favoured the intervention, but these data were supportive only, provided by a non-blinded single rater who delivered the ISWs. Exploratory analyses indicated near zero associations between changes in sustainability endorsement and behaviour. As a two-class proof-of-concept, ISWs were associated with higher self-reported sustainable behaviours and a smaller reported endorsement–behaviour discrepancy, alongside modest change in sustainability endorsement. Replication in multi-site cluster trials with blinded/objective behavioural indicators and longer follow-up is required.