Environmental education in Latin American and the Caribbean: the challenges and limitations of conducting a systematic review of evaluation and research

Briggs, Lilly; Trautmann, Nancy M.; Fournier, Christine

doi:10.1080/13504622.2018.1499015

Cited by 31 publications

(24 citation statements)

References 76 publications

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“…However, in the literature, there is a whole debate about what distinguishes ESD from EE, as Briggs, Trautmann, and Fournier [55] (p. 14) highlighted in a large study on EE publications focused on Latin America and the Caribbean countries, between 2000 and 2018: "EE and ESD are characterized either as overlapping concepts or as two distinct philosophies". Nomura expressed concern that "ESD can only take an anthropocentric approach unlike EE" [56] (p. 621), while Maurer and Bogner [57], who carried out an analysis of sustainability concepts on 464 university freshmen, showed a large discrepancy between EE and ESD.…”

Section: Literature Review Of Bibliometric Studies On Esdmentioning

confidence: 99%

Education for Sustainable Development: Evolution and Perspectives: A Bibliometric Review of Research, 1992–2018

2019

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In recent years, the interest in research concerning Education for Sustainable Development (ESD) has grown considerably. Therefore, a thorough (re)evaluation of this field and its challenges is highly necessary and can help us better understand the diversity of ESD approaches and the ways in which various scholars, countries, institutions, or universities reacted through research and scientific publications to the study of ESD. Using a bibliometric approach, we analyzed 1813 papers on the subject, indexed by the Web of Science, between 1992 and 2018. The main findings increased our understanding of the ESD domain: we identified vital research, landmark studies in the development of the field, critical past contributions, emerging trends, and potentially transformative ideas. The number of publications, authors, and journals has increased, proving that ESD has gained momentum over the period examined in the study. Similarly, there are more and more works written in collaboration by people (scholars, researchers, etc.) from different parts and cultures of the world, indicating that publishing on ESD is like a legacy to international efforts to bring this area of inquiry into the mainstream. Finally, the study illustrates two main research directions for the entire timespan: integration of education into sustainable development and of sustainable development into education.

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Section: Literature Review Of Bibliometric Studies On Esdmentioning

confidence: 99%

Education for Sustainable Development: Evolution and Perspectives: A Bibliometric Review of Research, 1992–2018

2019

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“…An environmentally based learning model design should seek to bring curriculum theory and policies to make it easier for elementary school/madrasah ibtidaiyah teachers to execute them in the field. This is because teachers have difficulty changing the position of the idea to an actual implementation form in the classroom [58]- [61]. For this reason, the design of this IRA learning model is intended to integrate local environmental situations into the school curriculum.…”

Section: Discussionmentioning

confidence: 99%

The Quality of Integrating, Rationale & Approach Participation (IRA) Teaching Model Based on Environmental Education: A Research & Development

Abdullah¹,

Thalib²,

Dirawan³

2021

ujer

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Learning products that have been designed and developed by the teacher/researcher must be tested first to determine their quality level before being disseminated to the broader community. This research is a development product testing phase by going through the validity, practicality and effectiveness test phase, which is the final part of a research and development (R&D) design. There are three groups of participants involved in this study: two validators, five elementary school teachers, and 25 students from Madrasah Ibtidaiyah Negeri 1 Majene, West Sulawesi, Indonesia. Several instruments were used in collecting data in this study, namely: (a) validation sheets, (b) teacher response questionnaires, (c) student response questionnaires, (d) learning implementation observation sheets, and (e) learning outcomes tests. The data that have been collected are then analyzed using a quantitative approach with the help of the SPSS version 20.00 application. The results showed that the Integrating, Rationale and Approach Participation (IRA) learning model was proven to be valid, practical, and effective through a series of tests carried out. Thus, this environment-based IRA learning model can be used by a broader range of users.

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“…Nonetheless, some authors affirm that among the problems to include and to gather ecosystem field in the Latin American countries are the institutional weakness (absent or precarious human, technical, and financial resources), resulting in absent or discontinuous ecosystem monitoring programs, with low quality of available data (29). Briggs et al (51), also provided evidence of the limited documentation, coverage, and accessibility of information about environmental initiatives in Latin America. More recently, Vizeu-Pinheiro et al (52), unveil that most countries in Latin America have environmental laws but there are gaps between the laws and implementation in practice, also they revealed a great variation across countries and dimensions of environmental governance.…”

Section: Limitations Of This Studymentioning

confidence: 99%

A Survey on One Health Approach in Colombia and Some Latin American Countries: From a Fragmented Health Organization to an Integrated Health Response to Global Challenges

Becerra

Medellin

Tomassone

et al. 2021

Front. Public Health

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The “One Health” (OH) approach has been recognized by world health authorities such as FAO/OIE/WHO, advocating for effective, multi-sectoral, and transdisciplinary collaboration. However, there is a lack of published evidence of the awareness of the OH concept in Colombia and other countries in the Latin American Region. In order to explore existing collaboration amongst the animal health, human-public health, environmental health sectors, and to describe the perception, knowledge, and barriers on OH in Colombia and other countries of Latin America, an online questionnaire-based survey was distributed among key professionals representing the three OH pillars (August 2018–August 2020). Overall, 76 key respondents from 13 countries (Colombia, México, Chile, Brazil, Argentina, Bolivia, Costa Rica, Ecuador, Perú, Guatemala, Nicaragua Uruguay, and Venezuela) completed the questionnaire. Respondents worked in institutions of animal (59%), public (20%), human (7%), and environmental health (7%); they mainly belonged to higher academic institutions (59%), followed by ministries (11%), and research organizations (9%). Most participants (92%) were familiar with the OH term and 68% were aware of the formal cooperation among sectors in their countries, mostly on zoonoses; in 46% of the cases, such connections were established in the last 5 years. The main reported limiting factors to intersectorality were the lack of commitment of policy-makers, resources, and budget for OH (38%) and the “siloed approach” of sectors and disciplines (34%). Respondents ranked a median score of 3.0 (1–5 scoring) in how good OH activities are implemented in their countries, and a median score of 2.0 in the citizen awareness on OH as regards their countries. The most important OH issues were identified in vector-borne diseases, rabies, wrong and/or improper use of antimicrobials, emerging viral diseases, food-borne diseases, neglected parasitic diseases, deforestation, and ecosystem fragmentation. Although there is a high-perceived importance on conjoint cooperation, OH implementation, and operationalization remain weak, and the environmental component is not well-integrated. We consider that integration and implementation of the OH Approach can support countries to improve their health policies and health governance as well as to advocate the social, economic, and environmental sustainability of the Region.

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Environmental education in Latin American and the Caribbean: the challenges and limitations of conducting a systematic review of evaluation and research

Cited by 31 publications

References 76 publications

Education for Sustainable Development: Evolution and Perspectives: A Bibliometric Review of Research, 1992–2018

Education for Sustainable Development: Evolution and Perspectives: A Bibliometric Review of Research, 1992–2018

The Quality of Integrating, Rationale & Approach Participation (IRA) Teaching Model Based on Environmental Education: A Research & Development

A Survey on One Health Approach in Colombia and Some Latin American Countries: From a Fragmented Health Organization to an Integrated Health Response to Global Challenges

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