The effect of biomimicry applications on student's science, engineering and entrepreneurship skills and attitudes towards sustainable environment

In today's world, it is essential to equip students with 21st-century skills such as interdisciplinary thinking, creative problem-solving, and environmental sensitivity through education. Biomimicry, as a nature-based and innovative approach that supports these skills, is increasingly being integrated into educational systems.The aim of this study is to investigate the effects of biomimicry-based instructional practices on 8th-grade middle school students' science, engineering, and entrepreneurship skills, as well as their attitudes toward a sustainable environment. The study was conducted with 26 students at a public school in the province of Bitlis during the 2024–2025 academic year.An explanatory sequential mixed-methods design was employed. In the quantitative phase, a single-group pretest-posttest quasi-experimental model was used, while the qualitative phase adopted a phenomenological design. Data collection tools included the "Science, Engineering, and Entrepreneurship Skills Assessment Scale," the "Sustainable Environment Attitude Scale," and structured student interview forms.During the eight-week (32 class hours) implementation period, biomimicry-based activities were integrated into the science curriculum. According to the research findings, biomimicry practices led to significant improvements in students' science, engineering, and entrepreneurship skills and positively influenced their attitudes toward a sustainable environment. Students showed progress in observing nature to develop innovative ideas, producing creative solutions to everyday problems, and becoming environmentally responsible individuals.The biomimicry-based instructional process enhanced students' academic achievement and environmental awareness, increasing their level of scientific literacy. Additionally, their ability to design creative products in engineering and entrepreneurship improved, and their nature-based thinking and environmental sensitivity developed positively. It was observed that students showed a high level of interest in biomimicry and that these practices supported their scientific thinking skills.Qualitative data also revealed improvements in students' thinking, observation, imagination, and collaboration skills. In this context, it is recommended that biomimicry education be integrated into instructional programs.