From Numbers to Nature: Embedding Sustainability Concepts in Mathematics in the Modern World

This study investigated the effects of embedding sustainability concepts into Mathematics in the Modern World (MMW) on students’ mathematical proficiency, critical thinking, engagement, and sustainability awareness. A total of 80 first-year college students were divided equally into an experimental group, which received sustainability-integrated instruction, and a control group, which experienced traditional teaching. Using a true experimental pretest–posttest design, findings revealed that the experimental group achieved significantly higher gains in mathematical proficiency (+7.60 vs. +3.05) and critical thinking (+17.25 vs. +6.55) compared to the control group. Posttest scores confirmed the effectiveness of contextualized tasks in enhancing conceptual understanding and problem-solving. Moreover, students exposed to sustainability-based lessons demonstrated higher levels of engagement (overall mean = 4.12) and critical thinking (overall mean = 4.11), indicating that sustainability contexts made mathematics more meaningful and motivating. In terms of sustainability awareness, the experimental group showed remarkable growth (+1.50) compared to the control group (+0.35), with students reporting heightened awareness of environmental issues, personal responsibility, and the role of mathematics in addressing global challenges. Overall, the integration of sustainability concepts into mathematics instruction not only improved academic performance but also fostered reflective reasoning, active participation, and responsible citizenship. These findings affirm that embedding Education for Sustainable Development (ESD) within mathematics can cultivate 21st-century competencies while connecting abstract concepts to real-world societal issues.

Mathematics in the Modern World, sustainability education, critical thinking, student engagement, Education for Sustainable Development

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