Sustainability competences in primary school education – a systematic literature review

Vesterinen, Marjo; Ratinen, Ilkka

doi:10.1080/13504622.2023.2170984

Cited by 15 publications

(7 citation statements)

References 34 publications

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“…It was found that in a study that used the expression of environmental cleaning to create positive perceptions, children mostly described a positive atmosphere that may be created for animals in a clean environment. The expression clean environment is also included in studies (Vesterinen & Ratinen, 2023).…”

Section: Resultsmentioning

confidence: 99%

The Effects of Environmental Education Given by Creative Drama Method on Environmental Awareness of Preschool Children

Tümer,

Kaya

2023

EJES

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The aim of this study is to examine the effects of environmental education given by creative drama method on 5-6 year old children on environmental awareness of children. The study, which has a mixed model in which qualitative and quantitative methods are used, has a quasi-experimental design with a pre-test and post-test control group. The study was carried out with a total of 26 children. The data were collected by using “Environmental Scale for Children” and by drawing pictures. As a result of the analyses of t-test, a significant difference in favour of the experimental group was found between the two groups (t= -7,676, p<.05). It has been determined that environmental education given by drama method has a positive effect on children's environmental awareness. The content analysis method was used for the analysis of pictures drawn by children at the end of the sessions. It was found that children reflected the importance of trees/forests, living things relation, importance of air and water in their pictures. Article visualizations:<img src="/-counters-/soc/0056/a.php" alt="Hit counter" />

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Section: Resultsmentioning

confidence: 99%

The Effects of Environmental Education Given by Creative Drama Method on Environmental Awareness of Preschool Children

Tümer,

Kaya

2023

EJES

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“…It encompasses knowledge, willingness, capacity expectations, and outcome expectations related to actions supporting sustainability (Husamah et al, 2022a;D. S. Olsson et al, 2022;Sass et al, 2023;Schröder et al, 2022;Vesterinen & Ratinen, 2023). Encouraging the adoption of ACS is critical to reducing environmental impacts and moving towards a more sustainable future (Silveira & Munford, 2020;Wardani et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Spirituality-based action competence for sustainability among prospective biology teacher in Indonesia

Rahardjanto,

Husamah,

Hadi

et al. 2024

JPBI

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As a form of implementing Education for Sustainable Development (ESD) in educational institutions, an appropriate learning model is needed, which also accommodates aspects of spirituality. Before developing a model, baseline data is needed, so a broad-scale or national needs analysis is needed. This research aims to determine the profile of spirituality-based action competence for sustainability (ACS) among prospective biology teacher students throughout Indonesia. This research is a cross-sectional survey. The target respondents are students of LPTK biology education study programs in Indonesia. The target population size is 650 people, so based on the Krejcie and Morgan table, the minimum sample size with a confidence level of 95% and a margin of error of 5% is 620 students. The data collection instrument used in this research is the action competence for sustainability instrument based on spirituality (ACSIS). Data on respondent characteristics were analyzed using frequencies and percentages. The mean and standard deviation of scores were calculated for each item. Comparisons of two groups of students were analyzed using the Mann-Whitney U Test, while comparisons of more than two groups used the Kruskal-Wallis H Test. We discuss interesting findings in this research, including the aspects of spirituality in ACS among prospective biology teacher in Indonesia.

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“…The optimum position is that no one area should be singled out, as sustainable development encompasses all three areas: social, economic and ecological/environmental protection. Therefore, it is obvious that ESD should start from an early age as this will also give children and youth more hope for the future (Vesterinen & Ratinen, 2024). Also, at this stage, the child begins to distinguish himself from the environment, and an emotional and value attitude towards the environment, nature, himself, other people, etc., is formed (Lamanauskas, 2023).…”

Section: Introductionmentioning

confidence: 99%

Education for sustainable development in primary school: Understanding, importance, and implementation

Lamanauskas,

Malinauskienė

2024

EUR J SCI MATH ED

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There is no doubt that education for sustainable development (ESD) is important because it covers all areas: social, emotional, intellectual, physical, moral, etc. ESD helps people acquire the skills, knowledge, and values necessary for a successful life and a constructive contribution to society. If earlier early ESD was not at the centre of attention, recently it has become increasingly clear that early education has great potential for fostering values, behaviours, and skills that contribute to sustainable development. Despite this, ESD remains problematic due to the inadequate preparation of pre-service primary teachers in this area. It is obvious that ESD implementation in primary education is still poorly integrated. Empirical qualitative research aimed to reveal how pre-service primary school teachers understand ESD in primary school. Generally, 86 students from two Lithuanian universities, pre-service teachers of preschool and primary education, took part in the research. Verbal research data were analysed using the quantitative content analysis method. The results suggest that although ESD in early childhood is understood as significant and reasonable, however, the understanding of pre-service teachers is rather one-sided. ESD is understood as social welfare, while the natural and physical environment is the least expressed in their understanding structure. Meanwhile, the implementation of ESD is understood as a normal educational process, applying known techniques and methods. It is necessary to strive for the young generation to be characterised by responsibility, a sense of community, conservation, and citizenship, to understand the harmony of the surrounding world and their activities. For that purpose, changes in the education are needed to integrate the necessary ESD elements, including both managerial and educational processes.

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Sustainability competences in primary school education – a systematic literature review

Cited by 15 publications

References 34 publications

The Effects of Environmental Education Given by Creative Drama Method on Environmental Awareness of Preschool Children

The Effects of Environmental Education Given by Creative Drama Method on Environmental Awareness of Preschool Children

Spirituality-based action competence for sustainability among prospective biology teacher in Indonesia

Education for sustainable development in primary school: Understanding, importance, and implementation

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