Examination of the development of water footprint awareness and knowledge levels of secondary school students

The aim of the study was to investigate the effects of water footprint education based on water consumption given to middle school students on the awareness and knowledge levels of the students regarding the concept of water footprint. The combining pattern (diversification/converging parallel pattern) design, which is one of the mixed model methods, was used in the research. In the quantitative dimension of the research, experimental design, one of the quantitative research methods, was used. In the qualitative dimension, interview method was used. The research was conducted with 273 middle school students studying in the 2023-2024 academic year for 12 weeks. During the implementation of the research, water footprint education based on water consumption including student-centered activities was organized for middle school students. "Water Consumption Behaviors Scale", "Water Literacy Scale" were used to obtain quantitative data in the research, and "Semi-Structured Interview Form" was used to obtain qualitative data. AMOS 26 and SPSS software (version 25.0) were used in the analysis of quantitative data in the research. As the statistical methods in the evaluation of the obtained quantitative data; Descriptive statistics (frequency, arithmetic mean, standard deviation), dependent group t test, independent groups t test and One Way ANOVA were preferred. In addition, confirmatory factor analysis was calculated within the scope of validity of measurement tools, and Cronbach Alpha internal consistency coefficient was calculated within the scope of reliability. In the study, qualitative data were subjected to content analysis, students' opinions about water footprint were collected in written form and the data were tabulated with meaningful codes and categories. The findings obtained show that the awareness of the middle school students participating in the study about the concept of water footprint was low before the education and they did not have sufficient knowledge. According to the quantitative findings obtained, significant differences were found between the pre-test and post-test scores of water consumption behaviors and water literacy levels of middle school students who received water footprint education based on water consumption. In addition, qualitative findings showed that the educations developed the awareness of middle school students about the concept of water footprint and increased their knowledge levels. It is recommended to increase and develop awareness of the concept of water footprint through educational practices aimed at water saving in terms of sustainable use of water, and to examine the knowledge levels and opinions of students at different grade levels on the subject of water footprint. Keywords: Water footprint, water literacy, water saving, water consumption behaviors, sustainability development.