Evaluating Sustainable Education Using Eco-Literacy

Abstract

Environmental issues are important to be solved because it would threaten both of the current and future life. It can be done through implementing sustainable education as a process of humanization that produced changes in knowledge-understanding, awareness, and sustainable practices. This study aims to evaluate the implementation of sustainable education by examining the differences in ecological literacy among students of the Faculty of Agriculture, the University of Brawijaya based on their year of submission, study program, place of origin, and sex. Several 419 students participated in this online survey. Ecological literacy was measured using an instrument developed by McGin (2014). Chi-square and t-test were applied to test the differences. Results show that the majority of students are classified to have basic ecological literacy. There is no statistical difference in student's ecological literacy based on their year of enrollment, study program, and place of origin. Only based on sex, the difference exists, where female students have a higher level. Although there are no differences in the implementation of sustainable education on the two study programs, the improvement is still needed to raise the level of students' ecological literacy.

Analisis Kemampuan Ekoliterasi dan Karakter Peduli Lingkungan Siswa SD Selama Pembelajaran Daring di Masa Pandemi Covid-19

“…Hal ini menunjukkan bahwa sikap seseorang tidak serta merta muncul tanpa adanya stimulus pengetahun terlebih dahulu. Seperti yang disampaikan Nugraha (2016) dan Hartono (2020) bahwa tujuan pokok pendidikan adalah agar siswa dapat menjadi pribadi yang pandai dan baik sikap maupun perilakunya. Sehingga pengetahuan penting untuk disampaikan agar siswa mampu menentukan sikap dan tindakan yang akan dilakukan…”

Improving Student’s Eco-Literacy Skills Through the Use of The Eco-Literacy Module

“…Current development progress is dangerous if it is not accompanied by environmental awareness. Humans tend to use natural resources indiscriminately without regard to the impact they cause (Dewberry, 2016;Ds, 2020;Fadjarajani & As'ari, 2021;Hartono, 2020;Lees, 2017;Lopez-Leon & Encino-Muñoz, 2020;McBride et al ., 2013;Muliana et al, 2018;Noviana et al, 2019;Nurlaili et al, 2020;Seidl, 2021Seidl, , 2021Snow, 2020). To create an environmentally friendly society, it is necessary to instill environmental awareness in the younger generation from an early age.…”

“…To create an environmentally friendly society, it is necessary to instill environmental awareness in the younger generation from an early age. The changes that have occurred due to the advancement of the times have given rise to many problems, one of which is environmental problems (Arga & Rahayu, 2019;Ds, 2020;Hartono, 2020;Lees, 2017;Litz, 2010;McBride et al, 2013;Nurbaeti et al ., 2020;Rosyid et al, 2019;Sullivan, 2018;Tiwari, 2022). Firdausi & Wulandari (2021) explained that based on research by the IPCC (Intergovernmental on Climate Change) and the G-8 Group (developed countries) with 20 major economic countries, environmental damage, global temperature increases, and the depletion of natural resources occur due to human activities.…”

Managing ICT for Sustainable Education: Research Analysis in the Context of Higher Education

“…In this context, the learning content brings together issues related to climate change, disaster risk reduction, and sustainable consumption and production in the curricula [6]. Furthermore, both pedagogy and learning environments understand teaching and learning in an interactive, learner-centered way that enables exploratory and action-oriented learning [7,8]. In other words, it is about rethinking learning environments to infuse in students the desire to act in favor of sustainability.…”

“…Technological innovation plays a key role in improving economic development, facilitating social inclusion, and allowing better protection of the environment. ICTs are specifically considered as a means of implementing the Sustainable Development Goals (SDGs), highlighting their transversal transformative potential [3,7]. The expansion of information and communication technologies and global interconnection have great potential to accelerate human progress, overcome the digital divide, and develop knowledge societies.…”