Abstract

This research examines the magnitude of the integration of mobile experiential learning for secondary school environmental science learning with a focus on the integration of authentic field data and pro-environmental behavior. In recent times, mobile technology has proven to be a key tool that can facilitate better engagement from the students while also fostering experiential learning in the process. The research examines the effect of mobile learning on the students' level of understanding of environmental pollution by offering them opportunities for collecting real-world field data. This is authentic data with respect to pollution science, which was embedded in the curriculum to enhance the students' awareness and develop sustainable behaviour. A mixed-methods approach was used, which combined qualitative feedback and quantitative learning outcome analysis. The outcomes show that students who engaged in mobile experiential learning activities showed a deeper understanding of pollution science concepts than students who were taught using traditional classroom instruction. Furthermore, the research emphasizes the importance of using real field data and making a direct link between knowledge learned in the classroom and real-life environmental challenges. Students demonstrated greater motivation to engage in pro-environmental behaviors, e.g., waste reduction and pollution awareness. The results indicate that mobile experiential learning, when associated with field data collection, has the potential to greatly improve the learning of environmental sciences and to play a role in shaping environmentally responsible citizens. Future research could investigate the scalability of this approach and other topics in the environment.