Abstract:

In the context of the current global climate crisis, students in coastal regions like the Canary Islands are increasingly exposed to environmental pollution, specifically the widespread presence of microplastics (MPs) on their shores. This environmental challenge not only necessitates urgent scientific literacy but also causes a significant psychological response known as eco-anxiety or eco-worry. This phenomenon involves a chronic fear of environmental doom that can lead to emotional distress and even paralysis among younger populations. This study presents an innovative interdisciplinary intervention for secondary education students, integrating real-world scientific protocols with Project-Based Learning (PBL), Service-Learning (SL), Expert-led Learning, and Game-Based Learning (GBL) strategies.

The research employs an experimental pre-test and post-test design to evaluate the impact of the intervention on two main variables: scientific knowledge acquisition using different learning strategies and levels of eco-worry and environmental awareness. The didactic sequence is aligned with the specific curricular frameworks of the involved disciplines, engaging students in the entire scientific process: from the contextualization of the environmental problem at a regional scale to the design of sampling tools, on-site monitoring, and laboratory analysis. A key innovative element of this project is the gamification of the technical phase involving the classification of plastic polymers by color, shape, and size. This GBL approach aims to transform a potentially tedious laboratory task into a highly motivating and competitive educational experience.

In conclusion, this research aims to demonstrate that integrating rigorous scientific methodologies within educational frameworks is an effective strategy for improving STEAM (Science, Technology, Engineering, Arts, and Mathematics) performance and interest while simultaneously addressing the emotional well-being of students in regions particularly vulnerable to climate change.

Acknowledgements:
The authors would like to thank the Azores-Madeira-Canary Islands Transnational Cooperation Programme 2021–2027 for its financial support for the IMPLAMAC_CAP_2CAP project (reference number 2/MAC/3/6.1/0214_CAP), funded by the ERDF and the University of La Laguna (Educational Innovation and Transfer Projects 2024, TaMiCOP). Project funded by Cátedra Institucional de Medio Ambiente y Desarrollo Sostenible, Cabildo de Tenerife-Universidad de La Laguna - MADS26.L2.02.

Keywords:

Plastic pollution, Human-made pollutant, Emerging Contaminants, Eco-anxiety, Eco-worry, Game-Based Learning, Project-Based Learning, Service-Learning, Expert-led Learning, Secondary Education, Environmental Education.