Relationality and resilience: Environmental education in a time of pandemic and climate crisis

Casas, Eulito V.; Pormon, Miah Maye M.; Manus, J. J.; Lejano, Raul P.

doi:10.1080/00958964.2021.1981205

Cited by 22 publications

(13 citation statements)

References 42 publications

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“…With regard to possible challenges of the future, policymakers emphasised environmental challenges, such as climate change, while fewer participants referred to future viruses or pandemics. This finding illustrates that despite the overwhelming attention that COVID has received in the past years, policymakers agree that pressing global issues, such as climate change, should be a lasting priority for school curricula (Casas et al, 2021). With regard to the conceptualisation of future-oriented skills, among other skills, policymakers stressed the need for introducing problem-solving and critical thinking in science classroom, as they believed that these skills would equip students to better address the uncertainty of future challenges (e.g., environmental issues).…”

Section: Discussionmentioning

confidence: 87%

Policymakers’ Views of Future-Oriented Skills in Science Education

Ioannidou

Erduran

2022

Front. Educ.

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The rapid changes in science and society during the last decade have demonstrated the need for readiness to address the uncertain future through the development of future-oriented skills. Despite previous attempts, there is still no consensus regarding what is meant by “future-oriented skills” and how these could be integrated into science curricula. Stakeholders’ views about what future-oriented skills are and how they should be taught would provide a clearer understanding of their needs and their perceived characteristics of effective new teaching approaches. Thus, given the pivotal role that policymakers play in education policies, this study investigated the views of 35 policymakers based in the United Kingdom, Italy, Finland, and Lithuania. Participants completed an online survey that elicited their views on future-oriented skills, as well as ways of integrating them into national science curricula. The data analysis included descriptive statistics and qualitative analysis based on the principles of thematic analysis. The qualitative analysis followed a combination of inductive and deductive coding approaches. The findings of this study highlight that among other skills, participants stressed the need for introducing problem-solving and critical thinking in science classrooms in order to better address the uncertainty of future challenges, such as environmental issues. Therefore, policymakers seem to agree that there is a need for moving away from traditional teacher-centred approaches when teaching future-oriented skills. These results provide valuable insights into policymakers’ needs and expectations. In doing so, this study can serve as a starting point for a systematic approach toward integrating future-oriented skills into science curricula.

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Section: Discussionmentioning

confidence: 87%

Policymakers’ Views of Future-Oriented Skills in Science Education

Ioannidou

Erduran

2022

Front. Educ.

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“…The maintenance of natural resources such as energy and clean water has become common sense to save the earth; however, the real action for the ESD for 2030 is still an educational problem. Therefore, we denoted that environmental education [ 52 ] should not lack practical experience within social-cultural contexts, and that it is crucial to address the gap in educators’ practical experience and knowledge. When a combined crisis occurs, everything happens at a hastened speed; we should thus learn from real world experiences, and not only from textbooks.…”

Section: Discussionmentioning

confidence: 99%

“…The study was conducted on three cases in the USA, and revealed three important directions, which were: stopping the spread of scientific knowledge changes, a science-based issue in distributing the pandemic vaccine, and addressing waste, such as disposable masks. Casas et al [ 52 ] proposed the second study. Their study was conducted with 35 students, who were 5th graders in elementary school in the Philippines.…”

Section: Methodsmentioning

confidence: 99%

“…This reason supports a global problem [ 23 ] with two crises of concern. Therefore, the case study methodology is applicable for education on sustainability and the COVID-19 pandemic [ 47 , 48 , 49 , 51 , 52 ].…”

Section: Methodsmentioning

confidence: 99%

“…Furthermore, transforming society requires an integrated educational approach, such as a justice-centered approach, as highlighted by Forsythe and Chan [ 51 ]. At this point in time, both the pandemic and climate crisis [ 52 ] are prominent within society. The crisis of transboundary challenges within multidisciplinary and interdisciplinary [ 51 ] knowledge have become socio-scientific issues.…”

Section: Introductionmentioning

confidence: 99%

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Photographic Evidence from Psychology for Responsible Behavior for Societal Transformation during the COVID-19 Pandemic: Experiential Learning Applied to the Tourism and Hospitality Industry for Education for Sustainable Development (ESD) for 2030

2022

Behavioral Sciences

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This study explored how an experiential learning approach can be applied in education for sustainable development (ESD) for 2030 within the service industry. The COVID-19 pandemic impacted lives, health, the economy, and service industries, such as tourism and hospitality. ESD for 2030 proposed a framework of 17 sustainable development goals (SDGs) on how to learn from societal transformation. A case study from the Meiho University examined key influencing factors via students’ practices. Photographic evidence showed how internal psychology affects external behavior. Student groups participated in the proposed learning activities. Students from the tourism department imitated tourists to identify aspects pertaining to independent travel. This entailed broadly experienced activities in rural communities to modern cities. Responsible behavior was identified within self-learning topics, such as water problems, activation, low-carbon transportation, and ecological difficulties experienced on a small island. The results indicate that societal transformation involves an intrinsic mechanism from psychology inside to behavior outside. The planning required for independent travel tested students’ management competence of how a practical project can be controlled under limited budgets and COVID-19 risks. The social and cultural contexts become an interaction and exchange platform for authentic experiences, which resulted in personal learning outcomes. This newly developed mode explains why transforming society is necessary for ESD for 2030 to be implemented in higher education. SDGs are achievable in current circumstances, although learning contexts may differ.

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