How do you teach primary school kids to care about the built environment and sustainability — and make it stick? A recent study from the University of West Attica tested three hands-on, university-led approaches and came away with a practical roadmap for educators who want to bring sustainable design into early schooling. education-15-01609

The idea in one line

Introducing sustainable design through participatory, creative activities — led by university students working with primary pupils — increases engagement, builds practical skills and civic awareness, and benefits both children and the student-mentors.

What the researchers did

The team compared three workshop models (each run as a university-led initiative with primary pupils and university student facilitators):

  1. STEAM + Design Thinking (Piraeus schoolyard)

    — 5th graders worked in small groups to think → design → build a 3D model of their “dream schoolyard.” Outcome: improved spatial thinking, a strong sense of ownership and collaborative problem solving.

  2. Storytelling + Crafts (Greening the city)

    — Younger children (6–8) used a wordless picture book and craft activities to explore adding plants and green infrastructure to buildings. Outcome: increased stewardship for urban greenery, imagination and hands-on learning.

  3. Artistic Installation with Reused Materials (Energy and reuse)

    — Kids (8–12) created a large “clothing” installation for a public space using reused materials, learning about renewable energy and reuse. Outcome: boosted ecological consciousness and inventive thinking about waste and materials.

What worked (and what to watch for)

Across the three formats, facilitators reported very high engagement — over 90% of participants showed sustained interest and active involvement. University students gained communication, mentorship and pedagogical skills; children demonstrated better teamwork, creativity and the ability to link sustainability concepts to everyday life.

Common strengths:

  • Hands-on, tangible outputs (3D models, crafts, installations) boost learning and pride.
  • Small-group collaboration supports participation for all learners.
  • Linking activities to local/community issues makes lessons real and motivating.

Common challenges:

  • Time limits and logistics (materials, weather for outdoor work) constrain depth.
  • New or mixed groups need extra time for team-building.
  • Some activities benefit from longer or repeated sessions to deepen learning.

Practical takeaways for teachers and program designers

The paper summarizes clear, actionable guidance:

  • Match method to goals: use STEAM for analytical design skills, storytelling for conceptual understanding, and art installations for immersive experiential learning.
  • Partner across levels: university–primary collaborations create reciprocal learning—students teach, and mentors learn teaching and empathy.
  • Connect to community: projects that address local sustainability challenges increase civic responsibility and relevance.
  • Scale thoughtfully: hybrid/digital tools can help expand reach, but keep the hands-on core.

The authors also recommend repeating sustainability-themed activities, involving families and the school community, and giving students ownership over projects so ideas stick.

Bottom line

If you want children to become environmentally aware, creative problem solvers and active citizens, this study offers tested models and a practical framework for making that happen. Short, one-off workshops spark interest — but longer, repeated, community-linked projects deliver deeper learning and lasting ownership.

For educators curious to try this approach, start small: pick a local site, pick one method (e.g., a single STEAM day or a storytelling craft session), partner with a mentor or older student, and build from there.

Read the full study for more details and templates from the workshops.