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Education for Sustainability (EfS) has been included in preschool teaching in several countries. Yet few studies investigate EfS in practice or the way learning environments affect teaching. This study investigates which learning environments and teaching strategies facilitate or, indeed, hinder EfS. An observational study was conducted at two preschools where the teaching and EfS practices of two teachers were observed both indoors, in the outdoor play area, and in the forest. Observations were analysed using qualitative content analysis and coded based on the teaching strategies and EfS practices in these three learning environments. An inductive analysis was then conducted to identify enablers and barriers for implementing EfS. Results show that planned teaching is the dominant teaching strategy indoors and in the forest but was absent in the outdoor play. Semi-spontaneous teaching was common in those learning environments that had been adapted to stimulate teaching. An enabler in the forest was movement in the place. In the outdoor play area, an adapted learning environment was an enabler just as it was indoors, where available teaching material was also an enabler for EfS. Barriers indoors were low expectations of children and the teacher’s supervisory role in the outdoor play area. In the forest, a strict teaching structure was a barrier for EfS. This study shows that it is useful for a variety of EfS practices to use different learning environments, indoors and outdoors, as well as different teaching strategies and that preschool teachers might need in-service training to overcome the identified barriers.
Education for Sustainability (EfS) has been included in preschool teaching in several countries. Yet few studies investigate EfS in practice or the way learning environments affect teaching. This study investigates which learning environments and teaching strategies facilitate or, indeed, hinder EfS. An observational study was conducted at two preschools where the teaching and EfS practices of two teachers were observed both indoors, in the outdoor play area, and in the forest. Observations were analysed using qualitative content analysis and coded based on the teaching strategies and EfS practices in these three learning environments. An inductive analysis was then conducted to identify enablers and barriers for implementing EfS. Results show that planned teaching is the dominant teaching strategy indoors and in the forest but was absent in the outdoor play. Semi-spontaneous teaching was common in those learning environments that had been adapted to stimulate teaching. An enabler in the forest was movement in the place. In the outdoor play area, an adapted learning environment was an enabler just as it was indoors, where available teaching material was also an enabler for EfS. Barriers indoors were low expectations of children and the teacher’s supervisory role in the outdoor play area. In the forest, a strict teaching structure was a barrier for EfS. This study shows that it is useful for a variety of EfS practices to use different learning environments, indoors and outdoors, as well as different teaching strategies and that preschool teachers might need in-service training to overcome the identified barriers.
The current greenway systems in China are relatively homogenous, whereas recreational groups and their needs are highly diverse. This discrepancy has resulted in increasingly severe behavioral conflicts during greenway recreation. However, scholarly research on behavioral conflicts in greenway recreational activities is lacking. Recreationists’ perceptions of conflict negatively impact their evaluation of the recreational experience, thereby limiting the ecological and recreational benefits of greenways. Therefore, it is crucial to categorize these conflicts, understand their formation mechanisms, and identify influencing factors, so as to put forward targeted management strategies for greenway construction. This study selected urban segments of greenways along the Wei and Feng rivers in Xi’an, Shaanxi Province, China. Field observation, semi-structured interviews, and NVivo 12 three-level coding were used to investigate and analyze the main types of behavioral conflicts perceived by various recreational groups on urban greenways and the factors influencing these perceptions. The results indicate that the primary types of behavioral conflicts are danger perception, space occupancy, environmental damage, and noise disturbance. Younger groups, highly educated individuals, local residents, and those with exercise as their primary recreational purpose are more likely to perceive conflicts. In addition, recreationists also focus on the completeness of greenway infrastructure, the richness of green landscapes, and the adequacy of behavior management. These findings can help greenway managers and planners understand the perception of recreational conflicts, enabling the formulation of targeted design strategies and management measures to mitigate these conflicts in urban greenway recreation.
This study examines the integration of Education for Sustainable Development (ESD) within the Grade 11 Life Sciences curriculum in the Vhembe East District. Despite a growing emphasis on ESD, teachers encounter significant barriers that impede effective implementation. Using a qualitative exploratory case study approach, data were gathered through classroom observations and semi-structured interviews with four purposively selected Grade 11 Life Sciences teachers. Thematic analysis revealed varying degrees of ESD integration, with challenges such as inadequate training, resource limitations, and a lack of diverse instructional materials, restricting teachers’ ability to effectively communicate complex environmental concepts. The study emphasizes the need for stronger curricular alignment of ESD, greater resource accessibility, and focused professional development to support teachers. These findings provide valuable insights into the status of ESD integration, emphasizing the necessity for systemic improvements to cultivate environmental literacy and sustainable behaviors that can benefit both educational communities and broader society.
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