This qualitative study explores how middle school students with visual impairments perceive and conceptualize environmental issues. Drawing on data from semi-structured interviews with 13 students across different grade levels, the research examines participants’ understanding, emotional responses, and proposed solutions to a range of environmental problems. Findings reveal that students demonstrate high sensitivity and moral awareness toward environmental degradation, particularly regarding observable and experientially grounded issues such as air, water, and soil pollution. Interestingly, some students appeared to have knowledge about abstract or large-scale phenomena such as global warming, ozone layer depletion, and acid rain, even though they had not yet received formal instruction on these topics; however, significant conceptual misunderstandings were observed in their understanding. The study emphasizes the need to address and correct some of the preconceptions that students with visual impairment hold about environmental concepts.
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