This study investigates the effect of experiential learning on self-regulatory behaviour change (SRBC) and climate change awareness among secondary school participants. The intervention was provided in the form of guided forest field trips with standard reflection sessions, and participants also received standard classroom instruction. A survey design was used, and an intervention was administered to the treatment group to enhance climate change awareness and promote sustainable practices among students. Outcomes were measured with validated scales of climate change perception and self-regulatory behaviour.
The results have demonstrated a significant positive impact of the experiential forest field trip on the treatment group compared to the control group. Participants in the treatment group demonstrated improved awareness of climate change and the ability to address environmental challenges. These findings support the integration of experiential learning into climate change education policy, suggesting that culturally responsive interventions can promote pro-environmental habits in adolescents, positively impacting the development of self-regulation in environmentally responsible behaviour.