Enhancing Students' Sustainability Action Through Action-Oriented ESD Learning on Food Consumption Topic

Abstract

This study aims to investigate the enhancement of action-oriented Education for Sustainable Development (ESD) learning on the food consumption topic toward students’ sustainability actions related to SDG 2 (Zero Hunger). However, empirical evidence on how action-oriented ESD learning transforms students’ understanding of sustainability into consistent daily actions remains limited, particularly in the context of food consumption and examined an ESD intervention supported by an action journal. The study used a pre-experimental method using a one-group pretest-posttest design. Participants consisted of 30 eighth-grade students (15 female and 15 male students) from a junior high school in Bandung selected through convenience sampling. Data were collected by sustainability action questionnaires applied before and after the intervention, accompanied by 28-day action journals that record students’ daily food consumption practices. The paired sample t-test showed a significant difference between the pretest and posttest results (sig. = 0.018, α = 0.05), with an average score increase of 4.9 points. The action journals indicated that 41.19% of students consistently implemented a complete healthy menu, and 57% of students showed a positive change in sustainability actions from past to future (Plus to Plus category). Future action showed the highest improvement, increasing by 9.9 points. Overall, the findings indicate that action-oriented ESD learning can enhance students’ sustainability action competencies, particularly in strengthening awareness and commitment toward healthier and more sustainable food consumption habits. Further studies are recommended to involve larger samples, longer intervention periods, and more organize monitoring systems for action journal.