OIDA International Journal of Sustainable Development
Open-access peer-reviewed journal
https://doi.org/10.64211/oidaijsd190820
Indigenous Natural Dye Microlearning for Climate Education: An Indoor and Outdoor Learning Approach to Promote Students’ Climate Action Intention
Reni Marlina 1, Hamdani 1, Lerato Kim Ndlovu 2, Thokozani Isaac Mtshali 3, Tri Ervina 1
1 Faculty of Teacher Training and Education, Tanjungpura University, Indonesia.
2 Gauteng Department of Education, Tshwane University of Technology, South Africa.
3 Technology and Vocational Education, Tshwane University of Technology, South Africa.
Corresponding authour: reni.marlina@fkip.untan.ac.id
Volume 19, Issue 08, Pg. 285-306, 2026.
Abstract: Climate change education requires pedagogical approaches that connect environmental knowledge with concrete sustainability practices. However, climate-related topics in schools are often delivered primarily through theoretical instruction, limiting students’ opportunities to translate environmental concepts into practical action. One potential strategy to address this gap is the integration of Indigenous knowledge with experiential learning. Indigenous Natural Dye practices, which utilize plant-based pigments derived from local biodiversity, represent a contextual learning resource that can connect environmental science concepts with sustainable production practices. This study investigates how an Indigenous Natural Dye microlearning model implemented through a combination of indoor and outdoor learning environments can promote students’ climate action intention.
The research employed a quasi-experimental mixed-methods design involving a group of secondary school students participating in a structured microlearning program. The learning model consisted of a sequence of short instructional modules that integrated classroom-based conceptual learning with field-based experiential activities. Indoor learning sessions focused on introducing key concepts related to climate change, sustainable consumption, and environmentally friendly production systems, as well as the ecological importance of plant-based resources. Outdoor learning activities involved direct engagement with local biodiversity, including plant identification, observation of natural pigment sources, extraction and processing of plant-based dyes, and small-scale dye application practices using locally available materials. Through these activities, students were encouraged to explore the environmental implications of synthetic dyes, the sustainability potential of plant-based alternatives, and the role of local ecological knowledge in sustainable resource use.
Quantitative data were collected using a climate action intention questionnaire consisting of eight behavioral indicators related to environmental awareness, sustainable consumption, support for indigenous environmental practices, participation in environmental activities, and long-term commitment to climate action. Descriptive statistics were used to compare the mean scores of students’ responses in indoor and outdoor learning contexts. Inferential statistical analysis using independent t-tests was conducted to determine whether significant differences existed between the two learning environments. Qualitative data were obtained through field observations and structured student discussions during outdoor activities and were analyzed using thematic analysis to identify recurring patterns related to students’ environmental perceptions, inquiry processes, and behavioral intentions.
The results indicate that both indoor and outdoor learning environments contributed to the development of students’ climate action intention. However, outdoor learning consistently produced slightly higher mean scores across most indicators, suggesting that experiential engagement with environmental practices strengthened students’ motivation to participate in climate-related actions. Significant differences were found in two indicators: Support for Indigenous Natural Dye Utilization (t = 2.24, p = 0.026) and Environmental Participation in Indigenous Dye Activities (t = 2.05, p = 0.041). These findings indicate that students who participated in outdoor experiential activities demonstrated stronger support for the use of indigenous plant-based dyes and greater willingness to engage in environmental practices related to sustainable resource use. Other indicators, including energy and resource conservation intention, sustainable consumption, and long-term environmental commitment, did not show statistically significant differences between the two learning contexts, although the outdoor learning condition still showed a positive trend.
Qualitative findings further support the quantitative results. Thematic analysis revealed several key patterns in students’ learning experiences. First, direct interaction with plants increased students’ ecological awareness by allowing them to observe the relationship between local biodiversity and sustainable material production. Second, hands-on experimentation during pigment extraction stimulated inquiry-based thinking, as students discussed differences in color intensity, plant characteristics, and dye stability. Third, the learning activities encouraged students to reconsider everyday consumption practices by recognizing that plant-based dyes represent an environmentally friendly alternative to synthetic chemical dyes. Finally, collaborative field activities fostered a sense of collective environmental responsibility, with students expressing interest in planting dye-producing plants and maintaining green areas within the school environment.
The findings of this study provide several practical implications for climate education. First, the integration of Indigenous Natural Dye practices into microlearning modules offers an operational framework for connecting climate education with local ecological knowledge. Second, combining indoor conceptual instruction with outdoor experiential learning can create a more balanced pedagogical approach that supports both cognitive understanding and practical engagement with environmental issues. Third, the structured microlearning format enables educators to implement climate-related activities in manageable segments that can be integrated into existing science or environmental education curricula.
Overall, the results demonstrate that Indigenous Natural Dye microlearning implemented through integrated indoor and outdoor learning environments can serve as an effective strategy to strengthen students’ climate action intention. By linking climate change concepts with tangible sustainability practices based on local biodiversity, this approach can contribute to the development of environmentally responsible attitudes and behaviors among students. Future research should expand the study to larger and more diverse educational settings, incorporate longitudinal designs to evaluate long-term behavioral changes, and explore the integration of other indigenous ecological practices in climate education programs.
Keywords: Indigenous Natural Dye, Microlearning, Climate Education, Indoor Learning, Outdoor Learning, Climate Action Intention
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