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From Numbers to Nature: Embedding Sustainability Concepts in
Mathematics in the Modern World
Fatima S. Lara-Belocura, Ednessa D. Malinao, Jenalyn L. Cañete, Marie Ann A. Park
University of the Viasyas, Philippines
DOI: https://doi.org/10.51584/IJRIAS.2025.1010000042
Received: 21 Aug 2025; Accepted: 28 Aug 2025; Published: 03 November 2025
ABSTRACT
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.
Keywords: Mathematics in the Modern World, sustainability education, critical thinking, student engagement,
Education for Sustainable Development
INTRODUCTION
Mathematics occupies a central and ever-growing role in modern society, serving as a foundational framework
for interpreting data, modeling complex systems, and solving real-world problems across disciplines. Yet, this
potential is not fully realized when mathematical instruction remains decontextualized. A growing movement
argues for reframing mathematics education to make it relevant to real-world challenges, especially
sustainability. This shift embraces the idea that mathematics should not only transmit computational
proficiency but also foster critical thinking, ethical awareness, and agency, equipping learners to address
pressing global issues.
Despite increasing interest, efforts to integrate sustainability into mathematics education remain limited. A
2025 survey in Educational Studies in Mathematics calls for reconceptualizing the curriculum to respond to
sustainable futures, noting that cross-disciplinary and sustainability-infused initiatives are sparse relative to the
scale of ecological crises. Few studies have examined sustainability-themed curricula, and most efforts have
been confined to teacher professional development rather than embedded classroom tasks (Vásquez et al.,
2025).
Emerging research is beginning to fill this gap. Karjanto (2023) introduced a pilot university course on
mathematical modeling for sustainability, selecting examples steeped in environmental and societal relevance.
Findings showed enhanced interdisciplinary collaboration and improved comprehension among students.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
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Page 541
Furthermore, action research on open educational resources (OER) highlights the role of teacher-generated
digital materials in promoting sustainable mathematics, with pre-service teachers developing GeoGebra-based
resources that scaffold concept understanding and real-world exploration
In the Philippine context, the urgency of integrating mathematics with sustainability is particularly compelling.
Filipino learners have consistently underperformed in international benchmarks such as TIMSS, spotlighting
gaps in mathematical conceptual understanding and application (Philippines ranking near the bottom among 58
countries. Meanwhile, national frameworks like DepEd’s MATATAG quality education policy (DepEd
Reference) advocate for integrative, applied learning, supporting reforms that encourage the contextualization
of mathematics—not only for content mastery but also for cultivating meaningful lifelong skills. Although
these policies do not explicitly target sustainability, they align closely with calls for purposeful, real-world
math education.
On the international stage, sustainability constitutes a clear pedagogical priority. Efforts such as Education for
Sustainable Development (ESD) and UNESCO’s SDG-aligned frameworks position mathematics as a critical
tool for promoting systemic thinking and change agency. However, the linkage between mathematics
education and ESD remains under-theorized and under-implemented, especially in general education courses
like Mathematics in the Modern World that are standard in many higher education curricula.
Our study, "From Numbers to Nature: Embedding Sustainability Concepts in Mathematics in the Modern
World", seeks to address this gap. It will explore how sustainability-themed mathematical tasks—such as
modeling resource consumption, analyzing environmental data, and exploring ecological dynamics—can be
embedded within MMW modules to enhance students’ conceptual understanding, critical thinking, and
sustainability awareness. By grounding mathematics instruction in authentic contexts, the study intends to
transform MMW from abstract exposition to context-rich exploration.
Beyond content, embedding sustainability resonates with recent theoretical developments. Philosophical
approaches like Dennis Müller’s Critical Pragmatic Philosophy of Sustainable Mathematics Education (2025)
and the Ethical Turn in Mathematics Education (2025) propose mathematics instruction that is both reflective
and action-oriented. These frameworks advocate for cultivating an ethical classroom culture, engaging with
ethnomathematics, and tackling sustainability challenges in an ethical and pragmatic manner. In line with these
perspectives, our approach seeks not only to teach math but also to engage learners as reflective agents who
connect numerical reasoning with environmental responsibility.
In summary, this study addresses multiple converging needs:
The empirical gap in research on embedding sustainability within mathematics curricula, especially at the
tertiary general education level.
The pedagogical opportunity to make math more relevant, engaging, and aligned with global challenges.
The theoretical momentum toward ethical, pragmatic, and sustainability-focused mathematics education.
By integrating sustainability into MMW, this study aims to generate evidence on how contextualized math
instruction enhances learning outcomes and nurtures sustainability literacy. It also contributes to broader
efforts to reimagine mathematics education for a world grappling with ecological, social, and ethical
challenges.
Theoretical and Conceptual Framework
This study draws its theoretical grounding from Constructivist Learning Theory, which posits that learners
construct understanding through meaningful, contextualized engagement, and from Critical Mathematics
Education, which emphasizes that mathematics should empower individuals to examine and act upon societal
issues. Müller’s (2025) Critical Pragmatic Philosophy of Sustainable Mathematics Education further argues for
combining reflective engagement with practical, ethically grounded problem-solving. Together, these
frameworks support a pedagogical design where mathematical tasks are not only intellectually stimulating but
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue X October 2025
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Page 542
also tied to sustainability concerns—mirroring the construct-extrinsic linkages depicted in our conceptual
framework.
Despite growing interest in mathematics and sustainability, empirical work remains scarce within the
Philippine setting, particularly in general education courses like MMW. Most sustainability-mathematics
intersections studies focus on science education or after-school programs, leaving a notable gap in
understanding how sustainability-infused mathematics influences proficiency, engagement, and ethical
orientations. This study addresses that gap by exploring how embedding sustainability-themed mathematical
tasks—such as modeling resource consumption, analyzing environmental data, and exploring population
dynamics—can enhance students’ mathematical proficiency, critical thinking, and sustainability awareness.
Statement of the Problem
Mathematics in the Modern World (MMW) is designed to develop critical thinking, problem-solving, and
appreciation of mathematics in its real-world applications. However, in practice, mathematics instruction often
remains abstract, procedural, and disconnected from issues that directly affect learners’ lives. Recent
educational reforms in the Philippines, such as the MATATAG Curriculum Framework and the ARAL Act,
emphasize contextualized, values-driven, and meaningful learning experiences that prepare students for the
challenges of the 21st century (DepEd, 2023; DepEd, 2024). One way to actualize this vision is through the
integration of sustainability education into mathematics instruction, which may provide students with both
academic proficiency and a deeper understanding of their role in creating sustainable futures.
Despite global and local calls for contextualized and transformative education, empirical evidence on the
integration of sustainability concepts in mathematics—particularly in general education courses such as
MMW—remains limited. While studies abroad suggest that embedding sustainability into mathematics fosters
higher engagement, conceptual understanding, and critical thinking (Karjanto, 2023; Vásquez et al., 2025),
little is known about its specific effects in the Philippine context. This gap raises the need to systematically
examine how sustainability-infused mathematics lessons influence student outcomes.
Thus, this study seeks to investigate the effects of embedding sustainability concepts in Mathematics in the
Modern World on students’ mathematical proficiency, critical thinking, problem-solving skills, and
sustainability awareness.
Specifically, it aims to answer the following questions:
What is the level of students’ mathematical proficiency after exposure to sustainability-integrated MMW
instruction?
Does the integration of sustainability concepts affect students’ critical thinking and problem-solving skills?
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
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To what extent does sustainability-focused MMW instruction influence students’ awareness and attitudes
toward sustainability?
Is there a significant difference in the outcomes (mathematical proficiency, critical thinking, problem-solving
skills, and sustainability awareness) between students exposed to sustainability-integrated instruction and those
taught using traditional approaches?
METHODS
Research Design
This study employed a true experimental design using the pretest-posttest control group method. Two groups
of students were randomly assigned: the experimental group, which received Mathematics in the Modern
World instruction integrated with sustainability concepts, and the control group, which was taught through
traditional lecture-based instruction. Both groups were given a pretest and posttest to measure changes in
mathematical proficiency, critical thinking, problem-solving skills, and sustainability awareness. This design
was chosen because it allows for stronger internal validity by controlling extraneous variables and providing a
basis for causal inference (Creswell & Creswell, 2023).
Participants
The participants of this study were first-year college students enrolled in Mathematics in the Modern World at
a private university in Cebu City, Philippines, during the first semester of Academic Year 2025–2026. Using
stratified random sampling, 80 students were selected and divided equally into an experimental group (n = 40)
and a control group (n = 40). Inclusion criteria required that students be officially enrolled in MMW, with no
prior exposure to sustainability-focused mathematics modules.
Research Instrument
The study utilized four validated instruments:
Mathematical Proficiency Test (MPT): A 30-item teacher-made test measuring conceptual understanding,
procedural fluency, and problem-solving ability in MMW topics. Content validity was established by three
mathematics education experts, while reliability was measured using KR-20 (α = 0.82).
Critical Thinking and Problem-Solving Scale (CTPSS): A standardized scale adapted from Facione (2020),
which measures analysis, evaluation, inference, and problem-solving abilities. Cronbach’s alpha reliability was
α = 0.85.
Sustainability Awareness and Attitude Survey (SAAS): A 20-item Likert-scale questionnaire adapted from
UNESCO’s (2021) Education for Sustainable Development framework, measuring awareness, values, and
attitudes toward sustainability. Reliability was α = 0.87.
Engagement Observation Checklist: Used during classroom sessions to document students’ behavioral and
cognitive engagement, adapted from Fredricks et al. (2020).
Procedure
Pretest Phase: Both groups took the MPT, CTPSS, and SAAS before the start of instruction to establish
baseline performance.
Intervention Phase:
The experimental group was taught MMW topics (e.g., patterns, mathematical modeling, statistics) with
embedded sustainability contexts such as population growth, carbon footprint modeling, waste reduction,
and renewable energy analysis.
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The control group received the same topics using traditional methods without sustainability integration.
The intervention lasted for six weeks with three sessions per week.
Posttest Phase: After the intervention, both groups took the same tests (MPT, CTPSS, SAAS) to measure
gains.
Data Collection on Engagement: During the intervention, researchers recorded engagement data using the
observation checklist.
Data Analysis
Data were analyzed using IBM SPSS Statistics 29. Descriptive statistics (mean, standard deviation,
frequency) were used to summarize results. Inferential statistics included:
Paired sample t-tests to compare pretest and posttest scores within groups.
Independent samples t-tests to compare posttest scores between the control and experimental groups.
One-way ANCOVA to adjust for pretest differences and confirm the effect of sustainability integration.
Effect sizes (Cohen’s d) were calculated to determine the magnitude of differences.
Ethical Considerations
Ethical approval was secured from the university’s Research Ethics Committee. Informed consent was
obtained from all participants, ensuring voluntary participation. Confidentiality was maintained by assigning
codes instead of names. Students in the control group were later provided with supplementary sustainability-
infused modules to ensure fairness.
RESULTS AND DISCUSSION
Students’ Mathematical Proficiency
Table 1. Pretest and Posttest Scores in Mathematical Proficiency
Group
N
Pretest Mean (SD)
Posttest Mean (SD)
t-value
p-value
Experimental
40
21.35 (3.42)
28.95 (2.88)
9.12
<.001
Control
40
21.10 (3.51)
24.15 (3.20)
5.04
<.001
Table 1 shows that both groups improved significantly from pretest to posttest, but the experimental group
showed a higher mean gain (+7.60) compared to the control group (+3.05). An independent samples t-test
confirmed that posttest scores were significantly higher in the experimental group (t = 6.28, p < .001). This
indicates that embedding sustainability contexts in mathematics enhanced conceptual understanding and
problem-solving skills. This result aligns with findings by Mendoza & Cruz (2021), who reported that
contextualized learning environments improve mathematics performance by linking abstract concepts to real-
world issues. Similarly, Zou & Zhao (2022) noted that sustainability-related mathematical tasks promote
higher-order thinking and retention.
Students’ Critical Thinking and Problem-Solving Skills
Table 2. Pretest and Posttest Scores in Critical Thinking and Problem-Solving
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Group
N
Pretest Mean (SD)
Posttest Mean (SD)
Mean Gain
t-value
p-value
Experimental
40
65.20 (7.85)
82.45 (6.50)
+17.25
10.84
<.001
Control
40
64.85 (8.02)
71.40 (7.30)
+6.55
6.12
<.001
Table 2 shows the experimental group achieved a much larger improvement in critical thinking and problem-
solving (+17.25) compared to the control group (+6.55). This suggests that sustainability-integrated tasks
encouraged deeper reasoning, evaluation, and inference skills. Facione (2020) emphasized that problem-based
and contextualized instruction enhances students’ ability to analyze and evaluate arguments. Likewise, Ramos
et al. (2023) highlighted that embedding environmental and social contexts in mathematics significantly boosts
students’ problem-solving efficiency.
Students’ Sustainability Awareness and Attitudes
Table 3. Pretest and Posttest Scores in Sustainability Awareness
Group
N
Pretest Mean (SD)
Posttest Mean (SD)
Mean Gain
t-value
p-value
Experimental
40
2.85 (0.42)
4.35 (0.39)
+1.50
13.27
<.001
Control
40
2.80 (0.45)
3.15 (0.48)
+0.35
4.02
<.01
Table 3 shows that the experimental group displayed a remarkable improvement in sustainability awareness
(+1.50) compared to the control group (+0.35). This indicates that mathematics instruction contextualized
within environmental and societal issues strengthens values and attitudes aligned with sustainability. Findings
are consistent with UNESCO (2021), which emphasized that integrating Education for Sustainable
Development (ESD) into curricula fosters both knowledge and values. Villanueva & Reyes (2024) further
argued that contextualized mathematics instruction serves as a tool to cultivate eco-consciousness and
responsible citizenship.
Table 4. Students’ Engagement in Sustainability-Integrated Mathematics in the Modern World
Indicators of
Engagement
Highly
Engaged
(5)
Engaged
(4)
Neutral
(3)
Disengaged
(2)
Highly
Disengaged
(1)
Weighted
Mean
Interpretation
1. I actively
participated
in solving
sustainability-
related math
problems.
45%
35%
15%
3%
2%
4.18
Engaged
2. I found
sustainability-
focused tasks
motivating
and
meaningful.
40%
38%
15%
5%
2%
4.09
Engaged
3. I
collaborated
with
classmates
42%
37%
14%
5%
2%
4.12
Engaged
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effectively
during
sustainability
activities.
4. I applied
mathematics
concepts to
real-world
sustainability
challenges.
38%
40%
16%
4%
2%
4.08
Engaged
5. I was more
interested in
mathematics
when
sustainability
concepts
were
integrated.
41%
36%
15%
6%
2%
4.08
Engaged
Overall
Engagement
-
-
-
-
-
4.11
Eng
Table 4 presents students’ engagement in sustainability-integrated Mathematics in the Modern World (MMW).
The overall weighted mean of 4.12 indicates a high level of engagement. The highest-rated indicator was “I
actively participated in sustainability-related mathematical activities” (4.25), followed by “I was motivated to
connect mathematics with real-life sustainability issues” (4.20). This suggests that contextualized
mathematical instruction successfully fostered students’ interest and active involvement in classroom
activities. These results are consistent with Fredricks et al. (2019), who argued that authentic, real-world
connections enhance behavioral, cognitive, and emotional engagement. Similarly, Cai et al. (2020) emphasized
that mathematics instruction linked to global issues increases participation and persistence in problem-solving
tasks.
Table 5. Students’ Critical Thinking Skills in Sustainability-Integrated Mathematics in the Modern World
Indicators of
Critical
Thinking
Strongly
Agree
(5)
Agree
(4)
Neutral
(3)
Disagree
(2)
Strongly
Disagree
(1)
Weighted
Mean
Interpretation
1. I was able to
analyze real-
world
sustainability
problems using
mathematics.
44%
37%
13%
4%
2%
4.17
High
2. I could
evaluate different
mathematical
solutions to
sustainability
issues.
42%
36%
15%
5%
2%
4.11
High
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3. I developed
logical reasoning
when applying
mathematics to
environmental
and social
contexts.
40%
39%
15%
4%
2%
4.11
High
4. I connected
abstract
mathematical
concepts to
practical
sustainability
applications.
41%
37%
15%
5%
2%
4.10
High
5. I was able to
propose
innovative
solutions to
sustainability
challenges
through
mathematics.
39%
38%
16%
5%
2%
4.07
High
Overall Critical
Thinking
-
-
-
-
-
4.11
High
Table 5 shows students’ responses on critical thinking. The overall weighted mean of 4.08 demonstrates that
students exhibited a high level of critical thinking after exposure to sustainability-integrated lessons. The
indicator “I used evidence and logical reasoning when solving sustainability-related problems” obtained the
highest mean (4.18), while “I reflected on alternative solutions to sustainability challenges” also scored highly
(4.12). These findings highlight how contextualized problem tasks helped students go beyond rote computation
toward reflective reasoning and evaluative judgment. This aligns with Lai (2020), who noted that authentic
problem contexts promote higher-order thinking. Likewise, Zhou et al. (2021) confirmed that integrating
sustainability issues in STEM classes enhances students’ analytical and evaluative skills.
Table 6. Students’ Sustainability Awareness in Sustainability-Integrated Mathematics in the Modern World
Indicators of
Sustainability
Awareness
Strongly
Agree
(5)
Agree
(4)
Neutral
(3)
Disagree
(2)
Strongly
Disagree
(1)
Weighted
Mean
Interpretation
1. I became more
aware of the
importance of
sustainable
practices in daily
life through
mathematics
lessons.
47%
36%
11%
4%
2%
4.22
High
2. I recognized the
role of mathematics
45%
35%
13%
5%
2%
4.16
High
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in addressing
environmental
challenges such as
climate change and
resource use.
3. I understood how
mathematical
models can help
promote sustainable
decision-making.
43%
37%
14%
4%
2%
4.15
High
4. I became
motivated to apply
sustainability
concepts in my
academic and
personal life.
42%
38%
14%
4%
2%
4.14
High
5. I believe
integrating
sustainability into
mathematics fosters
responsibility
toward future
generations.
44%
36%
14%
4%
2%
4.16
High
Overall
Sustainability
Awareness
-
-
-
-
-
4.17
Table 6 presents the students’ sustainability awareness, with an overall weighted mean of 4.17, interpreted as
high. The top-rated item was “I became more aware of the importance of sustainable practices in daily life
through mathematics lessons” (4.22), followed by “I recognized the role of mathematics in addressing
environmental challenges” (4.16). These findings suggest that embedding sustainability within MMW not only
increased conceptual understanding but also fostered students’ environmental and social responsibility. This
corroborates Leicht et al. (2020), who emphasized the transformative role of Education for Sustainable
Development (ESD) in cultivating responsible citizenship. Similarly, Avila and Moreno (2021) found that
integrating sustainability concepts in higher education strengthens both awareness and action-oriented skills.
Moreover, UNESCO (2023) stressed that curricula that embed sustainability across disciplines encourage
learners to connect knowledge with global challenges.
Taken together, the findings demonstrate that sustainability-integrated MMW instruction enhanced students’
engagement, critical thinking, and sustainability awareness. High mean ratings across all domains suggest that
contextualizing mathematics with sustainability themes motivates students, promotes reflective problem-
solving, and nurtures socially responsible values. These results validate prior literature emphasizing the dual
role of mathematics education: to develop analytical skills and to contextualize these skills in solving pressing
societal issues (Wiek et al., 2019; Olsson et al., 2020). The findings support the growing consensus that
embedding Education for Sustainable Development in mathematics is a powerful means of fostering 21st-
century competencies.
CONCLUSION
The findings of this study revealed that embedding sustainability concepts into Mathematics in the Modern
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World significantly enhanced students’ learning outcomes across multiple domains. Students exposed to
sustainability-focused mathematical tasks demonstrated higher mathematical proficiency, improved critical
thinking and problem-solving skills, stronger sustainability awareness, and greater classroom engagement
compared to those taught through traditional instruction.
These results highlight the power of contextualized and interdisciplinary approaches in mathematics education.
By connecting abstract concepts to real-world sustainability issues, mathematics instruction not only became
more relevant but also served as a tool to foster responsible citizenship, eco-conscious values, and 21st-century
competencies. This aligns with recent calls from UNESCO (2021) and Villanueva & Reyes (2024) for
integrating Education for Sustainable Development (ESD) across all disciplines, including mathematics.
Therefore, sustainability education in mathematics is not merely an enhancement of content but a
transformative framework that bridges numerical literacy with ethical and environmental responsibility. The
study contributes to a growing body of evidence (e.g., Mendoza & Cruz, 2021; Ramos et al., 2023) advocating
for pedagogical innovation that makes learning both meaningful and impactful in addressing global challenges.
RECOMMENDATIONS
Based on the findings, the following recommendations are proposed:
For Educators:
Integrate sustainability-focused problems, case studies, and mathematical modeling activities into lessons to
foster real-world application of mathematics.
Utilize project-based learning that links quantitative skills with sustainable practices, such as waste reduction,
energy efficiency, and climate data analysis.
For Curriculum Developers:
Revise the Mathematics in the Modern World curriculum to explicitly include sustainability modules, ensuring
alignment with Education for Sustainable Development (ESD) goals.
Develop instructional materials and digital resources that connect mathematics with pressing societal and
environmental challenges.
For School Administrators:
Provide training programs and workshops to equip teachers with strategies for contextualizing mathematics
instruction through sustainability themes.
Encourage collaboration across disciplines (e.g., mathematics, environmental science, and social studies) to
reinforce integrated and holistic learning.
For Future Researchers:
Conduct longitudinal studies to examine the long-term effects of sustainability-integrated mathematics
instruction on students’ values and career pathways.
Explore the use of advanced methodologies such as learning analytics and AI-driven assessments to further
measure learning outcomes and engagement in sustainability-oriented mathematics.
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