Promoting Sustainable Education Through the Educational Software Scratch: Enhancing Attention Span Among Primary School Students in the Context of Sustainable Development Goal (SDG) 4

Nemanja Tasić (), Dragana Glušac, Vesna Makitan, Snežana Jokić, Nadežda Ljubojev and Katarina Vignjević
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Nemanja Tasić: Department of Information Technology, Technical Faculty Mihajlo Pupin Zrenjanin, University of Novi Sad, 23000 Zrenjanin, Serbia
Dragana Glušac: Department of Information Technology, Technical Faculty Mihajlo Pupin Zrenjanin, University of Novi Sad, 23000 Zrenjanin, Serbia
Vesna Makitan: Department of Information Technology, Technical Faculty Mihajlo Pupin Zrenjanin, University of Novi Sad, 23000 Zrenjanin, Serbia
Snežana Jokić: Department of Information Technology, Technical Faculty Mihajlo Pupin Zrenjanin, University of Novi Sad, 23000 Zrenjanin, Serbia
Nadežda Ljubojev: Department of Information Technology, Technical Faculty Mihajlo Pupin Zrenjanin, University of Novi Sad, 23000 Zrenjanin, Serbia
Katarina Vignjević: Department of Information Technology, Technical Faculty Mihajlo Pupin Zrenjanin, University of Novi Sad, 23000 Zrenjanin, Serbia

Sustainability, 2025, vol. 17, issue 20, 1-14

Abstract: Achieving Sustainable Development Goal 4 (Quality Education) requires innovative and inclusive approaches that sustain attention, foster engagement, and build digital literacy in primary education. This study examined the impact of Scratch on sustaining attention among third- and fourth-grade students (ages 9–11). A total of 89 students participated, divided into control and experimental groups, to evaluate the effects of integrating Scratch into classroom activities. Data were collected through anonymous surveys with parental consent and analyzed using nonparametric statistical tests. The results showed that Scratch-based instruction enhanced sustained attention, particularly in interactive and digital activities such as active participation, video, and web-based tasks. In contrast, traditional textbook and workbook tasks showed weaker effects. Scratch also reduced common reasons for attention loss, with significant decreases in perceptions of excessive lesson length and loss of interest. Gender differences were minimal, confirming Scratch’s inclusivity, and strong correlations between problem-solving activities indicated that engagement, collaboration, and multimedia tasks mutually reinforce attention. These findings provide empirical support for Scratch as a tool that sustains attention, reduces disengagement, and promotes equity in learning. Although limited by reliance on self-reported data and a single educational context, the study offers evidence that Scratch advances innovative pedagogy aligned with SDG 4.

Keywords: SDG 4; attention span; Scratch; digital learning; cognitive engagement; digital literacy (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
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