Environmental problems have always been a serious issue. The high increase of population is causing many resources needed to accommodate people’s lives and consumption. According to Raven (2005) the amount the world population will grow by 50 per cent by 2050 and ahead. The 21st century has reached 10 billion people. With this increase, the use of natural resources will increase and the rate of waste is expected over 40 percent of the total existing natural resources (Baniah Mustam, 2015). Industrial development and the process of urbanization also lead to uneven distribution of development thus creating environmental problems. Use of natural resources, logging trees, residential buildings, planting of plants for the necessities of life has slightly changed the environment. The welfare of human life requires good economic growth. Production activities and economic growth are the cause the occurrence of environmental degradation. The deterioration of environmental quality stems from human desire to fulfill the cause development agenda disruption to the environment (Jamaluddin Md. Jahi, 2001). Malaysia, as a wealthy developing country, the Malaysian economy is growing rapidly with the manufacturing industry, especially electronics, chemicals and rubber. But rising production rates causing an increase in the release of organic gas pollution, chemicals and dust instead (Department of Environment, 2015). Therefore, it is inevitable that Malaysia shall face environmental issues and extinction of resources. As a developing country, land development activities and projects involving the opening of new settlements and farms, logging, construction of physical infrastructure such as roads, urban development and construction of physical projects such as housing and industrial are not something unusual (Baniah Mustam, 2015). All these activities creates a problem of soil erosion that pollutes the river water from terms of suspended matter, color, turbidity, organic matter and problems river sedimentation (Ling et al., 2017). A large amount of wastes produced by human, including the domestic and industrial wastes, commercial wastes and transportation wastes which consequently end up in the water. A great number of rivers are actually much polluted to the extent that it cannot be recovered. (Yuk Feng Huang, Shin Ying Ang, 2015). Besides that, air pollution of this country can be considered as dangerous. This applies largely due to human activity. Environmental Department (2013) reported 4,611 open burning cases detected in 2013 where 858 cases involving agricultural areas, 739 forest burning cases and 640 cases involving bush burning. Other open burning involves burning rubbish in housing and burning areas for activities religious or worship. In addition, air pollution is also a result of smoke emissions and pollutant gases such as carbon monoxide (CO), hydrocarbons (HC), nitrogen oxides (NOx) and particulate released through the exhaust of motor vehicles where at the end of 2013 only a total of 23,705,794 motor vehicles have been registered in Malaysia. Researchers are of the view that many of the events that occurred were from uncontrolled activity, negligence, greed, lack of self-awareness and selfish. In addition, it is also caused by non-conceptualized development in sustainable development, lack of laws involving consumer protection as well as weak enforcement cause no guarantee for the environment always beautiful and comfortable. One of the most significant current discussions in moral philosophy is that the quality of human life is determined by attitude and personality traits embedded in the individual. Education is an alternative to instilling awareness of the environment (Zanaton Iksan, 2015). This is because the formation and active involvement of each community member towards the environmental issues are clear from education. Environmental education is said to be important in increasing awareness of environmental quality (Monroe et al., 2016). Future generations are able to control and prosper their lives and future through environmental education (Baniah Mustam, 2015). 1.2 Problem StatementNatural resources are becoming scarce and very limited. Therefore, sustainability becomes a very crucial concept to be explored in order to maintain and preserve the harmony of the human population, the environment of the planet and the health of every individual. The young generation are a crucial stakeholder because they represent an influential engine for behaviour change (de Leeuw, Valois, Ajzen, & Schmidt, 2015). However, research suggests that although some young people respond to environmental threats with enhanced civic engagement, personal responsibility, and a sense of collective efficacy, others respond negatively with disinterest or denial (Doherty & Clayton, 2011; Reser & Swim, 2011). Moreover, young people are more reluctant to commit to pro-environmental behavior (PEB) than older people, despite often holding more favourable environmental attitudes (Grønhøj & Thøgersen, 2012). Thus, developing a more thorough understanding of what motivates pro-environmental behaviour (PEB) among young people is an important area of concern that has practical applications for creating a sustainable future (Fielding (2012), Gifford& Nilsson (2014).Education for Sustainable Consumption (ESC) aims at providing invaluable knowledge, values and skills to assist individuals and social groups and organisations to become catalyst of change towards more sustainable consumption behaviors.(Adomßent et al., 2014) The basic goal is to ensure that the basic needs of the global community are met, improving the quality of life of the people, avoid inefficient use of resources as well as avoiding environmental degradation. ESC is about giving the citizens the appropriate information and knowledge on the environmental and social impacts of their daily choices, as well as practiceable nd alternative solutions. ESC integrates fundamental rights and freedoms including consumers’ rights. According to the 11th Malaysia Plan (2016), Malaysia intent to alter the way Malaysians behave from the conventional “grow-first, clean-up later” approach to a more greener path which is Green Growth. It is anticipated that the Green Growth approach will ensure sosioeconomic development is persevered more sustainably. The lives of the Malaysians rely on the resources but if not used efficiently, it will inevitably damage and could put Malaysia’s development in danger. In 2011, a study on the preparedness of pre-school teachers by Aini concluded that although various environmental acts, regulations and policies have been enacted by the government, the data showed that there was a low trend of the environmental quality in the country. Another study conducted by Birdsall (2013) suggests that there is a need for the development of teachers’ understandings of sustainability so that teachers can plan and teach sustainability education programmes effectively to the future generations. According to a research conducted by Saravanan, Rosta Harun, Ahmad Makmom (2013) on 354 form four students in Kluang district, Johor to identify sustainable consumption practices found that the level of sustainable consumption practices was moderate. Their study also found that there was no significant difference among students in rural and urban areas in terms of the level of sustainable consumption practices. Later in 2016, Mahat and Idrus discovered that among 1524 form four students throughout Malaysia, a large number of the respondents did not have knowledge about sustainable consumption. Respondents’ awareness related to sustainable use was at a medium level. Respondents only practiced electric and water saving and occasionally segregated boxes or tin after use. Respondents also seldom collected and recycled leftovers. Another study which was conducted to find out teacher’s efficacy on sustainable competencies was done by Saribas, Teksoz, & Ertepinar, 2014, which reported that the participating preservice elementary teachers do not have strong environmental knowledge and self-efficacy beliefs related to environmental education. It was discovered that their knowledge on issues like nuclear waste and air pollution is especially weak. Programs that provide information about technology, energy resources, the use of resources, the effects of industrialization, and the causes and proposed solutions of major environmental problems should be implemented. However, findings also show, that the participants’ environmental attitudes, perception of behavior, and concern for the environment seem to be better than their knowledge and self-efficacy beliefs. Liu, Yeh, Fang and Tsai (2015) reported that there are still quite a number of teachers who never participated on any professional development on Environment Education. Later, Ho (2015) also discovered that majority of teachers say that they do not know how to conduct and carry out SCP activities during a lesson. Most of the findings of the studies indicated that teachers needed more help in assissting them teach this particular element. Although sustainability does not appear as a subject in the Malaysian education system, not teaching sustainability and instilling environmental awareness would not be right. Thererefore, there is an urgent need to provide more sustainability education programs especially for children, promoting the adoption of sustainable lifestyle and values, and active participation in decision-making relating to sustainable development (Khelghat-Doost, Sanusi, & Jegatesen, 2011). This process will gradually take place when the agenda becomes mainstream discussion. Thus, it should be stressed that Malaysia needs to make SCP a national priority. Hence, it is obligatory to ensure that Malaysia’s education is harmonized with environmental sustainability as Malaysia’s social well-being and economy depends on the sustainability of its behavior of the people living in it, thus the need to build and develop an interactive Go Green Moduleto suit the needs of today’s generation learning style. Therefore, there is a need of an intervention at the school level to create awareness on SCP. This research aims to see how an Go Green Module, integrated with technology will assist students in understanding SCP and increase their awareness along the way.1.3 Purpose of studyThis research aims to develop an Go Green Module to assist teachers and students understand the importance of SCP. The developed module covers the features of the 21st Century Curriculum themes which includes global awareness, sustainable competencies, health literacy, financial literacy and civic literacy. Thus the construction of this module is focused on the characteristics of the 21st century learning that will attract students to SCP learning to turn SCP into an important element in daily decision making. This Go Green Module is expected to be a guide to teachers to train and apply SCP elements to students as well as to complement the lack of generic skills elements related to sustainability and keeping the environment healthy.1.4 Objective of StudyThe research will be carried out using Design and Developmental Research (DDR) approach (Ritchey & Klein, 2007). It is a form of research that is based on the design of the requirements needed in the process of developing a product, in this case, the Go Green Module. Therefore, the objectives of this study are as follows:1. To identify the need of developing the Go Green Module in secondary schools in Johor.2. To develop a Module for Sustainability, Consumption and Production (SCP) for secondary school students in the form of an interactive Go Green Module.3. To determine the reliability and validity of the Go Green Module.4. To determine the effects of Go Green Module on the knowledge schools students.5. To determine the relationship between cognitive, affective and behavior components of the secondary school students.6. To determine the effects of Go Green Module on the retention on the cognitive, affective and behavior component of SCP of secondary schools students.1.5 Research questionTo answer and fulfill the objectives of the study carried out in this development study, these research questions are set out below:1. Is there a need to develop an Go Green Module for secondary school?2. What is the validity of the Go Green Module?3. What is the reliability of the Go Green Module?4. Do students with the Go Green Module demonstrate higher Sustainable competencies compared the students without the Go Green Module?5. Do students with the Go Green Module managed to sustain their Sustainable competencies after a certain period of time?1.6 Research Hypotheses• H1: There is significance difference between the post test and the pretest on the Sustainable competencies of respondents in the experimental group. H0: There is no significance difference between the post test and the pretest on the Sustainable competencies of respondents in the experimental group.• H2: There is significance difference in the Sustainable competencies between posttest experimental group and control group.H0: There is no significance difference in the Sustainable competencies between posttest experimental group and control group.• H3: There is no significance difference in the Sustainable competencies in the pretest between experimental group and control group.• H4:There is no significance difference between the post test and the post delayed test of the experimental group.• H5: There is no significance difference in the Sustainable competencies between pretest and posttest of the control group.?1.7 Significance of Research Theoretically, This research tests the fitness of the Multimedia Learning Model by Mayer (2005) that supports the relationship between all the variables that it can further enhance the theory of Social Development by Vygotsky where the Zone of Proximal Development can be scaffolded by tools such as this Go Green Module.In the practical perspectives, the findings of this research will contribute some empirical overview for further investigation regarding the sustainable competencies of the young generation. This study will also provide proof and evidence on how technology based learning can help produce positive impacts on education for sustainable consumption and production (SCP). The Go Green Module can also be an extra tool that is available online and accessible to the teachers who wish to explore Sustainable Consumption and Production (SCP) with their students to further enhance their understanding. Furthermore, this study can also contribute to the policy makers in the Malaysian Education Ministry as to formulate policies and make interventions with a common set of terms and definitions to guide the on-going development of technology integration to be implemented in the Malaysian environment. Furthermore, this study is also beneficial to education departments or school managements to plan for teacher trainings to help them to implement technology tools in introducing SCP. This study will also help novice teachers or even pre-service teachers to have guidelines on the integration on SCP in teaching or hosting environment programs. This would give a great impact in the teaching and learning of SCP in Malaysia as well as secure good returns on investments for the Ministry of Education in general and the student population in particular.1.8 Assumptions of the studyIn carrying out this study, several assumptions were made to comply with the research design which are:1. Sustainable competencies are attributes that can be measured using established instrument.2. The respondents of this study will respond to the surveys with utter honesty.3. All the selected secondary school students chosen to be in the treatment group in this study would participate in the treatment and use the Go Green Module.4. Instruments are adapted from an established instrument and a pilot study must be done to confirm the appropriateness of the instrument.1.9 Delimitation of studyThis study aims to develop and evaluate Go Green Module for secondary school students. Therefore, the study has been conducted in the form of development research that allows researchers to look at the process of the development at the same time. This study also relies on the collaboration provided by the respondents. The validity of the findings depends on the collaboration given during the data collecting technique, experts’ interviews and Fuzzy Delphi techniques. This study will be conducted in secondary schools in the state of Johor that represent the southern zone of Peninsular Malaysia. The developing of the Go Green Module includes the technological aspects and learning models. Therefore, information obtained through this study can only be generalized to those who are exposed to the Go Green Module. 1.10 Definition of terms1. Sustainable, consumption and production (SCP) – the use of services and related products which respond to basic needs and bring a better quality of life while minimising the use of natural resources and toxic materials as well as the emission of waste and pollutants over the life cycle of the service or product so as not to jeopardise the needs of future generations” (ISSD 1994).2. Go Green Module – an internet based learning module which will be developed by researcher that will include SCP elements to be introduced to the secondary school students with the ultimate goal of improving students’ sustainable competencies.