<![CDATA[This study investigated how aviation-based Case-Based Learning (CBL) relates to different dimensions associated with energy literacy development, including conceptual understanding, sustainability awareness, and evidence-based decision-making. Energy literacy is viewed as a multidimensional construct that integrates understanding of energy concepts, awareness of sustainability consequences, and the capacity to utilize evidence when making decisions. However, applying scientific knowledge to complex and authentic situations remains challenging for many students. An embedded mixed-methods design was conducted with 45 Grade VII and VIII students from an international school in Surabaya, Indonesia. The 180-minute intervention utilized an aviation fuel-efficiency scenario to explore students’ conceptual understanding, sustainability awareness, and decision-making processes. Quantitative results showed a statistically significant improvement in the conceptual dimension of energy literacy from pre-intervention to post-intervention assessment scores (Wilcoxon W = 105, p = .022); however, this result should be interpreted cautiously due to the substantial ceiling effect observed. Qualitative findings indicated that students used quantitative evidence to revise their initial interpretations and relate aviation energy decisions to the Sustainable Development Goals (SDGs). Nevertheless, students experienced difficulties in balancing efficiency, safety, and reserve-fuel considerations. Integrated findings revealed a knowledge–awareness–application mismatch, suggesting that strong conceptual understanding and sustainability awareness do not always translate into effective evidence-based decision-making. These findings suggest that aviation-based CBL may serve as a pilot-scale instructional approach for bridging conceptual knowledge and evidence-informed application.]]>
