Needs Analysis of a Green Sustainability Module in Design and Technology (D&T) for Enhancing Student’s Green Knowledge and Practices

Abstract

Despite the growing emphasis on sustainability within Malaysia’s education system, students’ understanding and application of green skills remain limited. This study adopted the ADDIE instructional design model, focusing specifically on the needs analysis phase, to examine the necessity of developing a Green Sustainability Module for the lower secondary Design and Technology (D&T) subject. The use of the latest technology has become a necessity in implementing effective and holistic teaching and learning. This has also been emphasized by various previous studies that show that the integration of technology not only enhances the effectiveness of teaching and learning but also stimulates active and meaningful student engagement. In the context of the Design and Technology (D&T) subject, conventional approaches are no longer sufficient to instill a deep understanding of sustainability issues. Therefore, the development of the Green Sustainability Module should be designed with current educational technologies in mind, such as digital simulations, project-based learning (PBL), and interactive multimedia resources that provide an authentic and comprehensive learning experience. A mixed methods approach was employed, involving a questionnaire survey of 231 Form Two students from selected public secondary schools in Selangor, complemented by semi-structured interviews with seven experts from education and industry. Descriptive statistical analysis showed minimal levels of awareness (M = 1.66, SD = 0.607), practice (M = 1.45, SD = 0.543) and attitude (M = 1.61, SD = 0.513) towards environmental skills among learners. Teachers' integration of green skills into their teaching was also minimal (M = 1.57, SD = 0.052). Inferential analysis further indicated a significant difference in students’ green knowledge based on mothers’ educational level (p < 0.05), suggesting the potential influence of socio-economic background. Experts emphasised the urgent need for a structured, project-based, interdisciplinary green module to raise awareness and encourage behavioural change among students. The study therefore concludes that a structured, project based Green Sustainability Module is both necessary and timely to enhance students’ green literacy, promote sustainable practices, and support teachers in integrating sustainability more systematically within D&T education.