Abstract:

The purpose of the study was to enhance university students’ understanding of electricity through sustainability-integrated science education approaches. A mixed-methods approach was employed, combining quantitative measurement of conceptual gains with qualitative exploration of students’ learning experiences. The study adopted an intervention-based quasi-experimental design. Data were collected from undergraduate students enrolled in an introductory electricity module within a science education programme, with a sample size of 90 participants.

A diagnostic pre-test, informed by established literature on electricity misconceptions, was administered to identify students’ prior knowledge and misconceptions. This was followed by an instructional intervention grounded in renewable energy case studies, designed to integrate sustainability concepts with core electricity content. A post-test was then conducted to measure changes in conceptual understanding after the intervention. In addition, an attitude questionnaire was administered to assess students’ sustainability beliefs, energy awareness, and self-reported behavioural intentions. Quantitative data were analysed using descriptive statistics and Analysis of Covariance (ANCOVA) to determine the effectiveness of the intervention while controlling for pre-test differences. Qualitative data, collected through interviews, were analysed using thematic analysis to provide deeper insights into students’ learning experiences and perceptions of sustainability-integrated instruction.

The results of the study indicated a significant improvement in students’ conceptual understanding of electricity, particularly in areas commonly associated with misconceptions, such as current flow, voltage, and energy transfer. Students exposed to sustainability-integrated instruction demonstrated higher post-test scores compared to their pre-test performance, suggesting the effectiveness of contextualised learning approaches. Furthermore, the findings revealed increased levels of student engagement, with participants showing greater interest and motivation when electricity concepts were linked to real-world sustainability challenges such as renewable energy and energy conservation. The study also showed a positive shift in students’ attitudes towards sustainability. Participants reported increased awareness of energy-related issues, stronger pro-sustainability beliefs, and a greater willingness to adopt energy-efficient behaviours in their daily lives. Qualitative findings further highlighted that students perceived the integration of sustainability as making learning more meaningful, relevant, and applicable beyond the classroom. In terms of broader impact, the study contributed to society by promoting the development of graduates who possess a deeper and more applied understanding of sustainable energy systems. It also generated evidence-based strategies for effectively integrating sustainability into science education curricula, thereby supporting curriculum transformation efforts and the preparation of future-ready graduates equipped to address global energy and environmental challenges.

Keywords:

Electricity, sustainability.