Abstract

This paper explores how new pedagogic strategies (experiential learning, technology-enhanced learning, and interdisciplinary learning) can influence the sustainability and biodiversity education. The study will contribute to ecological literacy, student involvement, and pro-environmental behavioral improvement.The qualitative, exploratory research design was used in both the secondary and tertiary institutions using semi-structured interviews, focus groups, classroom observation, and instructional materials analysis. They involved educators, curriculum developers, and students involved in sustainability-oriented programs. Based on thematic analysis, it was found that six major pedagogical themes: experiential learning, technology-enhanced instruction, interdisciplinary curriculum integration, student engagement, ecological literacy, and pro-environmental behavior were strongly present in the results. The highest Ecological Literacy Index (ELI) scores were recorded in students who were exposed to high levels of experiential learning (mean = 4.7). On the cognitive (mean = 4.5) and behavioral engagement (mean = 4.6), cognitive and behavioral engagement improved substantially when technology-enhanced instruction was involved, especially using digital simulations. Interdisciplinary instruction led to moderate to high levels of engagement in cognitive, emotional, and behavioral aspects in the students. It was also established that high scores of experiential and interdisciplinary integrations were closely related to the strongest scores in the Pro-Environmental Behavior Index (PEBI) (mean = 4.4). The results indicate that an ecological literacy improvement, increased student engagement, and positive change in pro-environmental attitudes and behavior are the likely outcomes of ecological synergy and holistic and transformative pedagogies at once. The study concludes by recommending additional studies to examine the long-term behavior change.