The Formation of Environmental Culture through Carbon Footprint Calculation in Geography Lessons

Abstract

The aim of this article is to develop and justify a scientific-methodological model for forming students' environmental culture in geography lessons through carbon footprint calculation. The study is situated at the intersection of geography education, climate change education, education for sustainable development, and digital inquiry-based learning. Carbon footprint is treated not only as a numerical indicator of greenhouse gas emissions, but also as a pedagogical tool that transforms everyday actions - transport, electricity use, water consumption, waste generation, food choices and household habits - into visible, measurable and discussable geographical data. The article combines a PRISMA-informed literature search logic, a design-based mixed-method research framework, and a practical digital learning environment named Carbon Footprint GeoLab. The platform includes conceptual learning blocks, a geography integration model, a learning trajectory, ten interactive simulations, five research tasks, a results dashboard and a certificate module. Practical classroom photographs and platform screenshots document how the model can be presented, tested and discussed with learners.
The theoretical foundation is based on UNESCO Education for Sustainable Development, IPCC climate mitigation literature, the Greenhouse Gas Protocol, carbon footprint calculator methodology, scientific literacy frameworks and inquiry-based geography learning. The proposed assessment system evaluates ecological knowledge, data interpretation, causal reasoning, geographic contextualization, reflective decision-making and the ability to propose low-carbon actions. The article argues that carbon footprint calculation can strengthen environmental culture when it is embedded in a structured learning cycle: conceptual understanding, data input, simulation-based exploration, interpretation of results, geographic comparison, reflection and action planning. The proposed model is intended for school geography lessons, methodological research, teacher innovation projects and further empirical validation.