In recent years, due to the climate crisis and the environmental problems it has caused, which have been observed both in our country and worldwide, raising individuals who are highly aware, sensitive, and conscious of their responsibilities regarding the environment has become one of the focal points of our education system. However, while it is known that there is a separate course on the environment in middle school, there is no independent course on this subject in primary school; instead, environmental issues are addressed within the scope of other courses. Considering the lifelong effects of early education on individuals, the primary school period, as one of the most effective stages in instilling responsibility toward nature and the environment, carries special importance. The aim of this study is to determine whether experiencing a forest fire has any impact on students’ awareness of nature and, based on this, to develop suggestions to support the development of their sense of responsibility. The study employed a survey model, and 574 4th-grade students from Antalya, Kastamonu, and Şanlıurfa participated. Data were analyzed using the SPSS 25.0 program. The findings revealed that students generally have a very high level of environmental awareness; that their awareness levels significantly differ depending on the city of residence; and that parents’ educational levels stand out as a determining factor in environmental awareness. Based on the findings, it has been suggested that environmental issues should be addressed more frequently in the Life Studies course and other subjects, that parents should act as role models in raising their children’s environmental awareness, and that curricula on environmental education should place greater emphasis on the effects of forest fires on nature and life.

Environmental education, Life Studies, Environmental awareness, Forest fire