We developed this innovation to address two common gaps in environmental education: students often find it difficult to connect distant ecosystems with their own lives, and teachers frequently approach environmental topics through short-term presentations, posters or knowledge transfer. Krill provided a strong starting point in this respect. Although it is a small and often invisible creature, it is at the centre of major global issues such as the food chain, the carbon cycle, climate change, ocean acidification and biodiversity loss. Therefore, our aim was to break the student’s perception that “Antarctica is far away from me” and to help them experience the question: “How do my decisions affect a distant ecosystem?”
Secondly, we wanted to support the transition from awareness to action. This activity was developed to transform students from passive listeners into active participants who make decisions, see the consequences, reflect on them and question their own behaviour. For this reason, gamification, scenario-based learning, visual experience, problem solving and ecological empathy were strengthened. Through correct choices, students saw outcomes that protected the ecosystem; through incorrect choices, they saw effects that threatened the life of krill.
The main rationale of the innovation is to move environmental education from the level of knowing to the level of feeling, deciding and transforming
In practice, the innovation works as a three-stage learning cycle. In the first stage, students’ prior knowledge about krill, the Antarctic ecosystem, food chains, the carbon cycle, climate change, plastic pollution and ocean acidification is assessed through a short 25-question test. Then the teacher explains why krill is a small but critical species for the ecosystem, using visuals and discussion questions. In the second stage, students play the web-based game developed with HTML, CSS and JavaScript. The first part of the game is an interactive quiz in which students receive instant feedback for correct and incorrect answers. The second part is a scenario-based game called “Krill Quest.” Students face threats in the life of a krill and make decisions such as avoiding plastic waste, moving with the swarm or going to colder waters. Correct choices earn points, while incorrect choices show consequences that threaten the life of krill. In the third stage, students discuss their game experience, interpret how their choices affect the ecosystem and suggest environmentally friendly actions that can be applied in daily life. The process was implemented over 3 weeks, for a total of 9 hours. Pre-test and post-test results showed a significant increase in learning.
The dissemination rate has shown strong quantitative and qualitative progress. In 2025, the implementation reached a total of 574 students in schools across Çorlu district. In 2026, this reach increased to 1,951 students. This represents approximately 3.4 times growth within one year.
The dissemination was not limited to reaching more students; it was also strengthened by the visibility gained by the student project team on different platforms. Throughout the process, students combined environmental awareness, biodiversity, digital game design and scientific research skills. This experience was reflected in both academic and competition-based achievements.
The fact that students in the project team received scholarships from Sabancı University is an important outcome showing the competence development created by the study. In addition, the project achieved second place nationwide in the High School Students “Duyarlıyım” Project Competition and won first place in Türkiye during the TEKNOFEST process. https://corlu.meb.gov.tr/www/vali-soyturk-teknofest-turkiye-birincisi-olan-corlu-bilsem-ogrencilerini-ziyaret-etti/icerik/4926 https://www.instagram.com/p/DSATNPMCpcY/?hl=tr&img_index=1
A teacher who wants to try this activity can first choose an ecosystem or species suitable for the age level of their students. The krill example can be used directly, or the model can be adapted to a local species, a water ecosystem, a forest animal or another endangered species. In the first step, students’ prior knowledge is identified through a short test, discussion questions or a concept map. Then the teacher explains the selected species’ role in the ecosystem, the threats it faces and its connection with human behaviour, using visuals.
In the second step, students design a simple web-based game or use a ready-made template. A two-part structure can be created with HTML, CSS and JavaScript: the first part is a quiz, and the second part is a scenario-based decision game. In each scenario, students choose one of two options. The correct choice shows an environmentally protective outcome, while the incorrect choice shows a harmful consequence for the ecosystem.
In the third step, students play the game, review their scores and discuss the question: “Which real-life behaviour does this decision represent?” In the final stage, the same test is applied again. Learning gains, student reflections and suggested eco-friendly actions are evaluated. The activity can be implemented over 3 weeks, within 6–9 lesson hours. Teachers without HTML or JavaScript experience can apply the same model using Scratch, Genially, Canva, Google Forms or simple slide-based scenario games.
