Evaluation of the Impact of Energy and Environment Education in Three Countries within the Scope of the GREENLIGHT Project

Following the Teacher Training and Capacity Building Workshops organized within the scope of the GREENLIGHT Project, teachers who participated in the training implemented STEM lesson plans consisting of five modules with their students during the November–December 2025 period. Within the framework of the “Green Energy STEM Student Workshop,” these activities enhanced students’ knowledge of renewable energy while also supporting their problem-solving skills and hands-on learning processes.

The evaluations conducted after the workshops revealed that the implementations in Türkiye, Portugal, and North Macedonia yielded highly positive results in terms of both student participation and learning outcomes.

Türkiye: Strong Participation and Positive Feedback

In the implementation carried out in Türkiye, the baseline (n=28) and post-implementation (n=30) questionnaires were analyzed. The average baseline knowledge level of the students was measured at 71%, and they were found to be particularly strong in distinguishing between renewable and non-renewable energy sources and in everyday energy-saving behaviors. However, a need for improvement was identified in photovoltaic systems and some fundamental energy concepts.

In the post-implementation evaluations, students rated the lessons and materials positively with an overall average of 4.10 out of 5. While 93.3% of participants found the course content sufficient or fully sufficient, 90% evaluated the worksheets as understandable and 86.7% as scientifically accurate.

Demographically, the majority of participants were male students (around 93%), and the age distribution was mainly concentrated in the 15–16 age group. 63.3% of the students stated that they would like a similar teaching approach to be used in other lessons as well.

Portugal: High Satisfaction and Engagement

In the study conducted in Portugal with broader participation, 146 students took part in the baseline questionnaire and 68 students in the post-implementation questionnaire. The findings showed that students had a strong foundational knowledge of renewable energy sources and climate change, but required additional support in the more abstract aspects of energy concepts.

In the post-implementation evaluations, 88.2% of students rated the lessons as good or very good, while 94.1% evaluated their own participation as high.

Students expressed satisfaction particularly with group work, hands-on activities, and research-based learning processes. Suggestions focused on increasing digital and practical activities, allowing more time for group discussions, and simplifying the worksheets.

An examination of the participant profile showed that the majority of students were in 10th grade (73%+) and in the 15–16 age range.

North Macedonia: Very High Success and Acceptance

In the implementation carried out in North Macedonia, 25 students participated in both the baseline and post-implementation questionnaires. The average baseline knowledge level was measured at 75.2%, with particularly high performance observed in energy efficiency and energy sources.

Students provided highly positive feedback regarding the lessons and materials. The overall satisfaction average was 4.77 out of 5, while motivation, content suitability, and scientific accuracy were rated 100% positive.

All activities were evaluated by students as “good” or “very good” in terms of participation and learning impact. 96% of students stated that they would like a similar learning approach to be used in other lessons.

72% of the participants were female students, and the age distribution was balanced within the 15–18 age range.

Overall Evaluation and Conclusion

When the data obtained from the three countries are evaluated together, it is observed that the STEM-based energy and environment education implemented within the GREENLIGHT framework increased student participation, strengthened awareness of renewable energy, promoted hands-on and collaborative learning, and improved students’ critical thinking and problem-solving skills.

The findings highlight the need to include more visual explanations, hands-on activities, and interactive learning methods in educational processes.

These results obtained within the scope of the project will guide future educational activities and contribute to the dissemination of sustainable energy education.