emission are transport and energy sectors (IEA, 2023). However, climate literacy among students remains

insufficient, as learners often struggle to understand technical terminology and its relevance to daily life. DIGI-

FC-CECC (Digital Flashcards for Carbon Emission and Climate Change) has been developed to address this

issue as an interactive educational innovation. DIGI-FC-CECC introduces terms and definition for carbon

emissions and climate change on the Quizlet platform. Students’ are provided with study features (flashcards,

learn, test) and gamified activities (Blast, Match, Blocks, Quizlet Live). Supporting divers learning needs, the

platform equipped with audio function and the material can also be printed. By combining scientific

knowledge with engaging learning strategies, DIGI-FC-CECC aims to improve climate literacy, encourage

sustainable behaviour, and support education for sustainable development.

and engaging teaching methods (Monroe et al., 2019). At the same time, digital learning tools and gamification

have demonstrated significant potential to improve motivation and retention (Deterding et al., 2011).

Addressing this educational challenges, DIGI-FC-CECC was innovated to transforming climate science into an

accessible and enjoyable learning adventure.

Students frequently face barriers in learning about carbon emissions and climate change due to complex

terminology that is difficult to memorize and apply in real contexts. Traditional teaching methods that rely on

textbooks and lectures which limit opportunities to address diverse learning styles and often leads to low

engagement, especially digital natives which inherently an active user of technology and technology-savvy

(Sadiku, 2017). Many existing educational tools remain fragmented educational and lack integration of

2. Integrate gamification elements into learning process and encourage spaced learning technique.

3. Platform that cater diversity in learning styles including with features that support text, visual, auditory.

4. Align with Sustainable Development Goal 13 (Climate Action) by fostering awareness and action-

oriented learning.

5. Provide educators with a ready-to-use, flexible digital resource that complements existing curricula.

The carbon emission and climate change terminologies in DIGI-FC-CECC was developed using the Quizlet

platform. The content was curated from authoritative sources such as the IPCC (2022) and UNFCCC (2021),

ensuring scientific accuracy while simplifying terms for student comprehension. The platform also provides

with study mode and gamification elements. Three main components in DIGI-FC-CECC :

This methodology ensures that students not only memorize terms but also contextualize them within

interactive experiences, reinforcing both cognitive and affective learning dimensions.

DIGI-FC-CECC is expected to enhance student motivation, engagement, and retention of climate-related

The novelty of DIGI-FC-CECC lies in its unique integration of climate-specific content with gamification on a

widely accessible platform. Unlike traditional teaching methods, it transforms static climate concepts into

dynamic, student-driven learning experiences. It is recommended that DIGI-FC-CECC be further expanded

into a stand-alone application, allowing for broader reach and integration into formal curricula. Educators are

also encouraged to adopt DIGI-FC-CECC as a supplementary tool to cultivate climate literacy and encourage

sustainable behaviour.

The development of DIGI-FC-CECC was made possible through the collaborative input of educators and

students, as well as the availability of open-access climate and sustainability resources. Special appreciation is

2. Intergovernmental Panel on Climate Change (IPCC). (2022). Climate Change 2022: Mitigation of Climate

3. International Energy Agency (IEA). (2023). CO₂ emissions from fuel combustion. Paris: IEA.

4. Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A., & Chaves, W. A. (2019). Identifying effective climate