Rethinking Ecopedagogy in Web-Based History Learning: A Critical Examination of Its Impact on Students' Ecoliteracy

Abstract

Background: Teaching history can be enriched by integrating ecoliteracy, helping students understand environmental issues through an ecological lens. However, history is often taught through passive methods, with minimal use of interdisciplinary ecological approaches.

Objective of the Study: This study investigates the design and effects of an interactive, web-based multimedia tool intended to enhance high school students' ecoliteracy in historical learning.

Methodology: The study develops and evaluates digital learning media utilising the 4D (Define, Design, Develop, Disseminate) strategy. Information gathering involves the use of pre- and post-tests, expert validation, observation of classes, and interview sessions with learners. One hundred and eighty high school students along with experts in content, media, and language participated in the survey. There was a quantitative analysis on the impact of the developed digital media on ecoliteracy and a qualitative analysis on student engagement and user experience.

Results: Needs analysis showed 70% of teachers and 65% of students preferred interactive learning tools. Expert validation rated the media as highly appropriate (content accuracy: 94.5%, interactivity: 93.8%, visual design: 96.2%). Field testing indicated 85% of students reported increased engagement, particularly through simulations and eco-digital storytelling, enhancing critical thinking and environmental awareness. Students using website-based multimedia showed a significant improvement in ecoliteracy (mean difference = 12.4, p < 0.001), with One-Way ANOVA results (F = 6.73, p < 0.001) confirming its effectiveness over conventional methods.

Original Contribution: Since many other studies have primarily focused on ecoliteracy learning for library students and other learning areas, this study  has promoted ecoliteracy and digital learning by including interactive web pages with multimedia into history classes.

Conclusion: The use of website multimedia tools in history lessons increases students’ active participation with the historical knowledge and examines its environmental relevance, which increases ecoliteracy. Students develop skills to undertake critical thinking concerning history and sustainability-related challenges through this participatory, holistic, and meaningful approach.

Key Recommendation: Ecoliteracy and digital learning media in history should be integrated into educational activities to enhance students' environmental appreciation. Further research on varied student populations is essential to broaden the adaptability of these methods and render history instruction engaging, pertinent, and sustainable.