Environmental degradation, biodiversity loss, and the increasing disconnection between urban populations and natural ecosystems present urgent challenges for science education in the 21st-century. This study describes the design, implementation, and outcomes of an innovative educational intervention conducted with 8th-grade students (n=32) from a Portuguese public school. The primary objective was to foster scientific literacy and environmental awareness by integrating Nature-Based Solutions (NBS) into the formal science curriculum.

Grounded in the national science education framework and aligned with key United Nations Sustainable Development Goals – specifically SDG 4, SDG 11, and SDG 15 – the intervention adopted a Problem-Based Learning (PBL) approach. This student-centred methodology aimed to engage learners actively in identifying real-world environmental issues and collaboratively designing and implementing solutions rooted in ecological principles.

Two core NBS projects were developed throughout the intervention:
(1) the ecological restoration of a neglected schoolyard pond, aimed at enhancing local biodiversity and promoting understanding of the water cycle and habitat functions;
(2) the creation of a vertical garden inside the classroom, designed to encourage sustainable practices, increase awareness of food systems, and stimulate food literacy.

Students were encouraged to investigate their local environment, identify problems, formulate evidence-based proposals, and take direct action within their school community. A mixed-methods research design was employed to evaluate the impact of the intervention. Quantitative data were collected through tests measuring conceptual understanding in topics such as ecosystem dynamics, biodiversity, and sustainability. Qualitative data were collected through systematic classroom observations and student reflection reports, utilising the snapshot instrument. The findings revealed significant improvements in students’ scientific understanding, particularly in areas related to ecological interactions and sustainability concepts. Qualitative analysis revealed enhanced motivation, critical thinking, and problem-solving abilities, along with a notable increase in students’ sense of environmental and civic responsibility. Students demonstrated the ability to apply scientific knowledge to real-life contexts, proposing feasible and contextually relevant NBS initiatives for their communities. By integrating ecological restoration and green infrastructure into classroom practice, educators can foster deeper student engagement, promote the development of transversal competences, environmental awareness and scientific literacy. These results advocate for the broader adoption of NBS-based pedagogies in science education, particularly in urban settings where access to nature is limited, yet urgently needed.

Keywords: Environmental Education, Nature-Based Solutions, Problem-Based Learning, Scientific Literacy.