Effectiveness of Incorporating the Concept of City Sustainability into Sustainability Education Programs

Abstract

This study developed a sustainability education program that incorporated the concept of city sustainability, delivered it to local university students in the Jakarta Metropolitan Area (Jabodetabek), Indonesia, and then evaluated its effectiveness using questionnaire surveys. The educational materials consisted of a case story and scenario analysis report relating to city sustainability. The case story was a fictional narrative describing sustainability issues in Jabodetabek, in which the protagonist is the head of the local urban planning bureau. The scenario analysis provided three hypothetical scenarios regarding land-use patterns with predicted values of sustainability indicators in 2050. In January 2016, 46 students from Bogor Agricultural University participated in three workshops. Participants completed questionnaire surveys before and after the workshops. The results from the ordered probit models that were based on participants' responses to 68 items of sustainability-related attitudes and perspectives showed that their participation in the workshops enhanced participants' environmental concerns and their intention to take pro-sustainability actions. In addition, the participants tended to have a more balanced view on sustainability issues across economic, social, and environmental dimensions. This suggested that the sustainability education program focusing on city sustainability successfully enhanced the motivation of learners to contribute toward a more sustainable future.

Analysis of Sustainability Knowingness, Attitudes and Behavior of a Spanish Pre-Service Primary Teachers Sample

“…Results of the present contribution revealed that the sample of Spanish pre-service primary teachers hold high levels of sustainability attitudes (in the three dimensions of sustainable development, but above all towards social aspects). Determining the sustainability attitude is important since intentionality is considered a determinant which sets in motion real behavior [77]. Our results agree with a previous work in which the SCQ is used, which it was carried out by Olsson et al [78] with elementary and high school students: gender effects are also reported in some sustainability behavior items and students also assigned the highest mean values to sustainability attitude items.…”

“…This gender bias differs from the majority of previous research works about the effect of gender in sustainability consciousness with students of different educational levels, according to which girls hold higher levels of sustainability consciousness [80,84,85]. Nevertheless, some studies also reflected on this unanticipated gender bias, and found that male participants tend to have a more sustainable mindset than female participants [77]. Other studies suggested higher sustainable consciousness among female participants, and this trend has also been observed with samples of pre-service teachers [86,87].…”

“…According to current educational research, behavior regarding sustainable development is difficult to improve, even after specific educational interventions [91]. To modify these behavioral aspects it is first necessary to change beliefs related to sustainability [92], but raising awareness and changing attitudes towards sustainable development is not enough to change behavior [77,93]. Behaviors are too complex and contextual (with a range of variables affecting them) that behavioral change is difficult to materialize [92,93], even when holding higher levels of knowingness and attitudes as occurs with the sample of pre-service teachers of this contribution.…”

A Sustainable, Regional Agricultural Development Measurement System Based on Dissipative Structure Theory and the Entropy Weight Method: A Case Study in Chengdu, China

“…Educational programs have been regarded as essential elements for sustainable development [28]. The educational subsystem is established in this paper as part of the evaluation, as it is believed that sustainable development is a type of education.…”

“…Additionally, there is growing attention toward sustainability education as an important means for addressing environmental issues and accomplishing sustainability. The United Nations Educational, Social, and Cultural Organization (UNESCO) refers to education as a foundation for sustainable development as well as economic growth, peace, and responsible global citizenship [28]. Science and technology are important means to realize sustainable development of agriculture.…”