The Effectiveness of Developing a Geography Study Unit in Light of Nanotechnology in Improving Systemic Thinking and Environmental Intelligence Skills among Students in Jordan

The Effectiveness of Developing a Geography Study Unit in Light of Nanotechnology in Improving Systemic Thinking and Environmental Intelligence Skills among Students in Jordan

Article Number: e2025600 | Available Online: December 2025 | DOI: 10.22521/edupij.2025.19.600

Dalal S. Alkaldi , Hani H. Obeidat

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Abstract

Background/purpose. This study aimed to examine the effectiveness of developing a geography unit on nanotechnology in enhancing students' skills, systemic thinking, and environmental intelligence in Jordan.

Materials/methods. A quasi-experimental approach was followed to achieve the study's objectives. To collect data, the systemic thinking test and the environmental intelligence test were developed. The tools were applied to a group of 60 ninth-grade female students from Al-Karama Secondary Mixed School, affiliated with the Northern Badia Directorate. The participants were divided into two groups: 30 students in the experimental group, who studied according to the developed unit, and 30 students in the control group, who studied according to the usual (non-developed) unit.

Results. Results of the study indicated statistically significant differences between the experimental and control groups in the systemic thinking and environmental intelligence tests, favoring the experimental group. The effect size for the developed unit was 55.6% for systemic thinking and 49% for the environmental intelligence test.

Conclusion. The study recommended introducing nanotechnology concepts into the development processes of social studies curricula.

Keywords: Nanotechnology, geography, systemic thinking, environmental intelligence

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