International Journal of Scientific Research and Engineering Development

Environmental education at the primary level plays an important role in developing responsible, sensitive, and scientifically minded citizens. Children naturally possess curiosity about their surroundings, but this curiosity needs to be nurtured through meaningful experiences, appropriate teaching methods, and child-centred approaches. The teaching of Environmental Science (EVS) provides opportunities for children to understand nature, living organisms, natural resources, environmental problems, and their responsibilities towards the environment. The present action research study examines the effectiveness of Artificial Intelligence (AI)-supported, child-centred strategies in inculcating environmental values and scientific attitude among primary students. The study was conducted with primary students through a structured intervention involving AI-assisted storytelling, interactivequestioning, visual learning resources, environmental problem-solving tasks, digital observation activities, projectbased learning, and reflective discussions. The intervention connected EVS content with students’ everyday experiences, including water conservation, waste segregation, biodiversity, cleanliness, energy use, and protection of local surroundings. A mixed-method action research design was used. Data were collected through pre- and postintervention environmental value scales, scientific attitude checklists, classroom observations, student worksheets, project records, interviews, and reflective journals. The findings indicated improvement in students’ environmental awareness, participation, questioning skills, observation, cooperation, problem-solving, and willingness to adopt environmentally responsible practices. The study also revealed that AI tools were most effective when used as supportive resources under teacher guidance rather than as substitutes for direct experience, discussion, experimentation, and outdoor learning. The study emphasizes that Environmental Science should not be treated merely as a textbook subject. It should become an experiential, ethical, and meaningful learning process connected with children’s everyday lives. AI-supported pedagogy can enrich this process by providing differentiated explanations, visualisation, immediate feedback, language support, and opportunities for creative expression. However, responsible use requires attention to digital access, age-appropriate content, privacy, accuracy, teacher supervision, and the balance between technology-based learning and real-world environmental experiences.

Shivaji Babanrao Gawade, "Inculcating Environmental Science Values in Primary Students Using Artificial Intelligence Methods: Integrating Subject Content with Modern Educational Needs" International Journal of Scientific Research and Engineering Development, V9(5): Page(186-191) September - October 2026. ISSN: 2581-7175. www.ijsred.com. Published by Scientific and Academic Research Publishing.