Environmental education and socio-ecological resilience in the COVID-19 pandemic: lessons from educational action research

Servant-Miklos, Virginie

doi:10.1080/13504622.2021.2022101

Cited by 15 publications

(7 citation statements)

References 59 publications

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“…As mentioned, the affective domain of environmental education and its connections with behavior, in particular of younger generations, has gained particular attention in recent decades in the literature. While some authors are mainly focused on the role of EE to strengthen the capacities of both children and teachers to cope with uncertainty and the magnitude of environmental changes [1,5,6], others are interested in relations between knowledge and emotions in developing a willingness to act, or in the way they motivate and cultivate environmental behavior now and in the future [18]. As noted, EE "can provide key skillsets for adapting to adverse circumstances at the individual and collective levels, and more importantly, the will to change [5] (p. 21).…”

Section: The Affective Domain Of Environmental Education and Literacymentioning

confidence: 99%

“…While some authors are mainly focused on the role of EE to strengthen the capacities of both children and teachers to cope with uncertainty and the magnitude of environmental changes [1,5,6], others are interested in relations between knowledge and emotions in developing a willingness to act, or in the way they motivate and cultivate environmental behavior now and in the future [18]. As noted, EE "can provide key skillsets for adapting to adverse circumstances at the individual and collective levels, and more importantly, the will to change [5] (p. 21). Despite their specific focus on different aspects of those relations, the authors agree on the need to better incorporate these findings and issues into curricula and teaching strategies at various education levels, but also into the theories of EE and the reflection practices of teachers [1].…”

Section: The Affective Domain Of Environmental Education and Literacymentioning

confidence: 99%

“…The term 'environmental anxiety' has been generally used to describe emotional and psychological responses to wider concerns about "environmental degradation and because of a fear that the future of civilizations is threatened" [1] (p. 3). Environmental education (EE) is therefore seen as powerful in strengthening the coping mechanisms of people, under the concepts of individual or collective 'socio ecological', 'emotional' or 'psychological' resilience [5]. Easton-Gomez, Mouritz and Breadsell [6] argue that both governments and researchers need to more carefully prioritize the needs of children and youth as they are still developing and, as is shown by these studies, often suffering from psychological or emotional distress about the environmental crisis.…”

Section: Introductionmentioning

confidence: 99%

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Bridging the Gap: The Affective Dimension of Learning Outcomes in Environmental Primary and Secondary Education

Lovren

Jablanovic

2023

Sustainability

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There is growing evidence of the power of the affective dimensions for pro-environmental behavior, as well as of existing gaps between the dimensions of learning outcomes in recent environmental education literature. Based on the need to address that gap, this article explores the integration of the cognitive (ecological knowledge and cognitive skills), the affective and the behavioral domain in the learning outcomes of subjects related to the environment within Serbian elementary and general secondary education. This analysis was performed on the second cycle of the elementary school curricula and the general secondary education curricula for the following compulsory subjects: biology, chemistry and geography. It uses the holistic framework of EE goals, as defined by the Tbilisi Declaration as well as the concept of environmental literacy, as defined by the authors of the National Environmental Literacy Assessment used in the US, which distinguish four components of environmental literacy: ecological knowledge, cognitive skills, environmental affects and pro-environmental behavior. The results clearly show the dominance of the cognitive when compared with the affective and behavioral dimensions in both primary and secondary education. The focus of education on measurable outcomes offers firm structure for planning and evaluation, but underestimates the importance of preferences, values, enjoyment and does not facilitate rewarding the main source of pro-environmental behavior. Starting from the holistic and whole school approach to environmental education, the authors re-emphasize the need to bridge the existing gap and to provide policy support to teachers in developing their own as well as students’ environmental engagement and resilience.

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Section: The Affective Domain Of Environmental Education and Literacymentioning

confidence: 99%

Section: The Affective Domain Of Environmental Education and Literacymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Bridging the Gap: The Affective Dimension of Learning Outcomes in Environmental Primary and Secondary Education

Lovren

Jablanovic

2023

Sustainability

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“…Secondary education also emphasizes critical thinking and problem-solving skills, allowing students to analyze complex environmental challenges and propose innovative solutions (Moftooh & Foumani, 2021;Sholahuddin & Sadiqin, 2021). By incorporating project-based learning and community engagement, secondary education can empower students to take action and positively impact their local environments (Ballantyne, Fien, & Packer, 2001;Bruyere, 2008;Hsu, 2004;Servant-Miklos, 2022).…”

Section: The Importance Of Green Education Across Education Levelsmentioning

confidence: 99%

The importance of green education in primary, secondary and higher education: A review

Adnyana,

Mahendra,

Raza

2023

joease

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This review aimed to provide an understanding of the importance of implementing green education in primary, secondary, and higher education. Green education is important in primary, secondary, and higher education because it promotes environmental conservation and sustainability. It integrates various disciplines and fosters ecological awareness, responsible citizenship, and sustainable practices. Green education in primary education introduces basic environmental concepts, whereas secondary education delves deeper into environmental issues and emphasizes critical thinking. Higher education provides specialized programs and courses in environmental studies, sustainability science, and green technology, equipping students with the expertise necessary to address global environmental challenges. Green education facilitates evidence-based learning, enabling individuals to make informed decisions and take action toward a more sustainable world.

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“…Researchers, practitioners and actors in the field of environmental education must also be responsive to the challenges of learning during the COVID-19 pandemic. COVID-19 also has a real impact on the implementation of environmental education (Assaf & Gan, 2021;Brandão & de Souza, 2021;Grežo et al, 2021;Guerra et al, 2023;Servant-Miklos, 2022;Torres Parra et al, 2022). A study is needed regarding the implementation of environmental education according to the needs, expectations and demands of the COVID-19 pandemic era.…”

Section: Introductionmentioning

confidence: 99%

The existence of environmental education in the COVID-19 pandemic: A systematic literature review

Husamah,

Suwono,

Nur

et al. 2023

EURASIA J Math Sci Tech Ed

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The implementation of environmental education in the world is affected by the COVID-19 pandemic, so researchers must be responsive, adjust and creative strategies to survive, and think about future anticipations. The focus and concern of researchers towards the theme of environmental education and COVID-19 is highly expected, as evidenced by the research results published in reputable journals. The purpose of this systematic literature review was to review and compare investigations of research on articles published by Scopus indexed journals. We used the phrase “environmental education and COVID-19” in the disbursement menu in Scopus Database and found 1379 articles. Furthermore, only 21 articles met the criteria to be analyzed. The inclusion and exclusion model used is PRISMA. There has been a trend of increasing publications in the last four years. Environmental education issues can be approached through qualitative, quantitative, mix-method, case studies, and R&D. The authors most in the spotlight are Lowan-Trudeau, G. (reference), Aristovnik, A. (bibliographic coupling), and Mehmood, R. (co-citation). The keywords that are mostly used by the author are COVID-19, education, higher education, and sustainable development. This environmental education keyword has branches into climate change, sustainable development, and adaptation. There are 22 countries of origin of authors who published articles, dominantly from the United States and the Republic of Korea. Articles are published equally by authors from Europe, Asia, and America. It was found that there were more articles published in collaboration between universities within one country and between countries. Rarely are articles written by a single author. There are 20 institutions that provide funding for research and publications. Most publications have fulfilled one of the ethics by declaring funding status. We succeeded in formulating and discussing a description of the existence of environmental education during the COVID-19 pandemic. These findings can serve as a consideration or baseline for researchers to study environmental education and COVID-19 themes according to their respective backgrounds and objectives.

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Environmental education and socio-ecological resilience in the COVID-19 pandemic: lessons from educational action research

Cited by 15 publications

References 59 publications

Bridging the Gap: The Affective Dimension of Learning Outcomes in Environmental Primary and Secondary Education

Bridging the Gap: The Affective Dimension of Learning Outcomes in Environmental Primary and Secondary Education

The importance of green education in primary, secondary and higher education: A review

The existence of environmental education in the COVID-19 pandemic: A systematic literature review

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