Resumen de Effect of an Educational Intervention on Pupil’s Knowledge, Attitudes, Perceptions, and Behavior on Air Pollution in Public Schools in Pristina

Zana Shabani Isenaj, Hanns Moshammer, Merita Berisha, Lisbeth Weitensfelder

• This interventional study aimed to assess the effectiveness of a school-based environmental education program on improving knowledge, attitudes, perceptions, and behavior related to air pollution among pupils in low-middle schools in Pristina, Kosovo. Air pollution is a pressing issue in Kosovo, particularly in urban areas, making it essential to raise awareness from an early age. As one of the first initiatives of its kind in the country, this study offers valuable insights into the impact of educational interventions on students’ understanding of environmental issues. The study involved an intervention group of fifth to ninth grade students who participated in a structured environmental education program, with data collected through pre-test, post-test, and follow-up assessment. We used a quantitative questionnaire with four sections—demographics, knowledge, perceptions, attitudes, and behavior. The findings revealed a significant improvement in knowledge and perceptions about air pollution among students in the intervention group, highlighting the crucial role of education in raising environmental awareness. However, the intervention had limited impact on changing attitudes and no significant effect on pro-environmental behavior, echoing challenges found in previous studies. Parental education, particularly maternal education, was found to play a substantial role in shaping attitudes, while gender and parental education positively influenced perceptions. The study also identified a negative association between higher grade levels and both knowledge and perception scores. Despite its success in enhancing knowledge, the short intervention period and challenges in participant engagement limited the program’s ability to drive long-term behavioral change. These findings emphasize the need for more sustained and comprehensive interventions to address the complex relationship between knowledge, attitudes, and environmental behaviors.