AI-driven service-learning to enhance students’ understanding of green nanomaterials in sustainability education

Abstract

This study investigated senior secondary school students’ understanding of and attitudes toward nanotechnology-enhanced green materials and sustainability, with a focus on their exposure to artificial intelligence (AI)-driven service-learning experiences. Anchored in a descriptive survey research design, the study targeted 232 students from three purposefully selected ICT-equipped schools in the Nsukka Education Zone of Enugu State, Nigeria. These schools were chosen for their access to AI-based learning platforms and the integration of environmental education topics across relevant subjects. Data were collected via the Students’ Knowledge and Attitudes toward Nanotechnology-Enhanced Green Materials and Sustainability Questionnaire (SKANSQ), which was developed through a literature review and expert validation. The instrument demonstrated high reliability, with a Cronbach’s alpha coefficient of 0.83. The questionnaire measured students’ knowledge, attitudes, exposure to AI tools and service-learning activities, and perceptions of how these experiences influenced their understanding of sustainability concepts. Descriptive statistics, means and standard deviations, were employed to address the research questions. The findings revealed that while students reported a moderate level of knowledge and demonstrated generally positive attitudes toward sustainability and green innovations, their actual exposure to AI-supported learning and community-based service-learning projects was relatively low. The results suggest a gap between curricular intentions and the practical implementation of experiential and technology-enhanced learning strategies. This study underscores the need for schools and policymakers to promote more deliberate integration of AI tools and service learning into science and environmental education to better prepare students for global sustainability challenges.