The 21st century poses complex, interconnected challenges—from climate change and social inequality to economic instability and civic disengagement. Addressing these issues requires a shift in educational paradigms—moving beyond siloed instruction to embrace integrated, transformative learning experiences. Education for Sustainable Development (ESD) offers such a pathway by equipping learners with the knowledge, skills, values, and attitudes necessary to shape a more just, inclusive, and sustainable world.

In recent years, educators and researchers have advocated for schools to function as “living laboratories” of sustainability, where students actively engage in solving local challenges related to community, economy, and the environment (Mochizuki & Bryan, 2015; Motta et al., 2025). This vision aligns with the United Nations Sustainable Development Goal 4.7, which emphasizes the importance of education in promoting sustainable lifestyles, human rights, and global citizenship.

However, despite an increasing interest in sustainability education, empirical studies that evaluate the combined impact of community engagement, economic literacy, and environmental responsibility in school settings remain limited (Dönmez, 2024). Much of the existing literature focuses on these areas in isolation, missing the synergistic potential of an integrative approach.

This research aims to fill that gap by implementing and assessing a semester-long interdisciplinary curriculum designed to cultivate students’ active participation in community service, practical economic understanding, and environmental stewardship. Through this approach, the study seeks to demonstrate that teaching which bridges the social, economic, and ecological spheres not only supports academic learning but also nurtures holistic well-being and student agency. By situating learning within real-world, place-based contexts, the study recognizes that meaningful education must resonate with students lived experiences and community needs. The emphasis on Eco pedagogy—a critical, participatory educational practice—further positions learners as co-creators of knowledge and change agents within their own environments.

This introduction sets the stage for a deeper examination of how integrated teaching can empower students to think critically, act ethically, and contribute meaningfully to their communities and the broader world

Research Objectives

• To identify whether students participating in an integrated curriculum focused on community, economy, and environment experience enhanced civic engagement both individually and as a group.

• To identify the extent to which the integrated curriculum impacts students’ awareness and understanding of economic concepts relevant to their daily lives.

• To identify whether learners demonstrate stronger pro-environmental attitudes and behaviors as a result of exposure to interdisciplinary teaching methods. 

Alternate Hypotheses

• H₁ₐ: Students who participate in an integrated curriculum focused on community, economy, and environment demonstrate significantly higher levels of civic engagement than those who follow traditional curricula.

• H₂ₐ: The integrated curriculum significantly improves students’ economic awareness and understanding compared to those not exposed to the program.

• H₃ₐ: Learners who undergo the interdisciplinary teaching intervention exhibit significantly stronger pro-environmental attitudes and behaviors than those in the control group.

Research Methodology Table

Here we find ANOVA interpretation and T –Test interpretation in Table 1 and Table 2.

Table 1 –

Table 2 

Key Findings:

Students in the intervention group demonstrated statistically significant increases in civic engagement scores (Cohen’s d ≈ 0.6, p < 0.01), economic literacy (d ≈ 0.5, p < 0.05), and environmental behavior scores (d ≈ 0.7, p < 0.01). Qualitative feedback showed enhanced student motivation, agency, and connection to community. Teachers reported greater classroom participation and student-led initiatives, echoing prior findings on active and engaging methods.

Discussion & Suggestions

The integrated curriculum aligns with best practices in sustainability education by embedding real-world relevance and participatory learning. Place-based initiatives build connections between learners and local context, reinforcing community and environmental identity. Educators should receive training in Eco pedagogical principles to facilitate critical, systems‑oriented learning. Schools should integrate environmental and economic literacy into core learning—not siloed programs—in line with SDG 4.7 on sustainable development education. Future interventions could scale across regions, involve families, and measure longitudinal impacts on well-being and career choices.