This research examined the influence of an environmental education program that was associated with the environment on students’ environmental knowledge, attitude, and behavior. This research strategy used: a mixed methods approach. The conceptual framework was based on the theory of transformative learning and ecological identity, which was then investigated based on the cognitive, emotional, and behavioral dimensions. Qualitative data contained within the student survey while the educators interviewed them about their program's influence formed the qualitative data. The knowledge scores were 5-9, which equated that students were good academically but there was a variation indicated by the fact that 15-year-old males scored higher (mean 8.9) than 12-year-old females (mean 6.6). Cognizance scores were more compact and centered around the average of 8.1 (SD 0.8), portraying students' general collective neutral or positive attitudes towards their education regardless of age or gender. Nevertheless, we could not find any strong causal associations between knowledge/attitudes and demographics. Only when major differences between the groups are revealed, further studies could indicate some minor differences. All in all, the learners showed that they were at the required level with few deviations observed between the forms representing the lower and upper panels. The extra in-depth analysis will be essential to determine a sequence of cognitive/behavioral variables influenced by student characteristics due to the program implemented. However, the evaluation of students at the initial stage serves as a basis for performance and attitude analysis to continue to improve and develop informed and transformative environmental education pedagogy.

Environmental education, Place-based learning, Ecological knowledge, Student attitudes, Sustainability awareness, Behavior change