<![CDATA[Air pollution poses serious environmental and health concern, so innovative educational strategies are needed to make students aware and propose active solutions. This study aimed at developing a Teaching-Learning Sequence (TLS) in teaching air pollution for high school students, through the interdisciplinary project-based learning (PjBL). The data for the TLS development were from three key sources: journal articles, proceedings articles, and book chapters collected from Scopus database. Analysis technique was using the Qualitative Content Analysis (QCA) through the processes of identifying meaning units, coding, categorizing, and synthesizing the findings into the TLS framework. The resulting TLS was arranged into four quadrants: (A) causes and impacts of air pollution, (B) pollutants and their measurement technologies, (C) device construction with wireless communication, and (D) connections to Sustainable Development Goals (SDGs). The proposed TLS is intended to nurture the development of 21st-century skills, including problem-solving, critical thinking, creativity, collaboration, and environmental awareness, as well as promoting students’ understanding of SDGs related to health, climate action, and sustainable cities. Three experts have been validated the TLS’s relevance to the high school curriculum, suitability of its learning design, and ease of implementation, while also providing meaningful suggestions for improvement. While further field testing is required to evaluate its effectiveness, the current research contributes to innovative environmental education by actively engaging students in solving real-world problems and fostering skills essential for addressing global environmental challenges.]]>
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