Sustainability Learning in Education for Sustainable Development for 2030: An Observational Study Regarding Environmental Psychology and Responsible Behavior through Rural Community Travel

Chen, Fang-Hua; Tsai, Chang‐Ching; Chung, Pei-Yin; Lo, Wei-Shuo

doi:10.3390/su14052779

Cited by 12 publications

(9 citation statements)

References 60 publications

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“…The notion of sustainable learning [10,11] has been structured around a wide variety of motivations, targets, and goals for finding solutions to the problems faced, based on the challenges presented.…”

Section: Related Workmentioning

confidence: 99%

Grade Prediction Modeling in Hybrid Learning Environments for Sustainable Engineering Education

et al. 2022

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Since mid-March 2020, due to the COVID-19 pandemic, higher education has been facing a very uncertain situation, despite the hasty implementation of information and communication technologies for distance and online learning. Hybrid learning, i.e., the mixing of distance and face-to-face learning, seems to be the rule in most universities today. In order to build a post-COVID-19 university education, i.e., one that is increasingly digital and sustainable, it is essential to learn from these years of health crisis. In this context, this paper aims to identify and quantify the main factors affecting mechanical engineering student performance in order to build a generalized linear autoregressive (GLAR) model. This model, which is distinguished by its simplicity and ease of implementation, is responsible for predicting student grades in online learning situations in hybrid environments. The thirty or so variables identified by a previously tested model in 2020–2021, in which distance learning was the exclusive mode of learning, were evaluated in blended learning spaces. Given the low predictive power of the original model, about ten new factors, specific to blended learning, were then identified and tested. The refined version of the GLAR model predicts student grades to within ±1 with a success rate of 63.70%, making it 28.08% more accurate than the model originally created in 2020–2021. Special attention was also given to students whose grade predictions were underestimated and who failed. The methodology presented is applicable to all aspects of the academic process, including students, instructors, and decisionmakers.

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Section: Related Workmentioning

confidence: 99%

Grade Prediction Modeling in Hybrid Learning Environments for Sustainable Engineering Education

et al. 2022

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“…Various social science and environmental psychology research initiatives and ideas have been established to explain environmental activities [62]. The theory of planned behavior (TPB), developed from the theory of reasoned action [63], explains environmental behavior based on attitudes and subjective standards, mediated by behavioral intentions with apparent behavioral control.…”

Section: Literature Review 21 Supporting Theory (Theory Of Planned Be...mentioning

confidence: 99%

Can Environmental Knowledge and Risk Perception Make a Difference? The Role of Environmental Concern and Pro-Environmental Behavior in Fostering Sustainable Consumption Behavior

2023

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Sustainable consumption is one of the goals of the ‘Sustainable Development Goals 2030′ set by the United Nations. The study is primarily interested in how sustainable consumption behavior can be fostered through environmental knowledge, behaviors, and attitudes. For environmental concern, the role of environmental knowledge is considered significant. Therefore, academia is powered by the desire to impart environmentally friendly attitudes and behaviors to students for sustainable consumption. The main purpose of this study was to measure the influence of environmental knowledge and environmental risk perceptions on the environmental concerns of university students. Likewise, how environmental attitudes act as a moderator in the association between environmental concern and pro-environmental behavior was also taken into account. The unit of analysis was the students enrolled in the universities of China. Following a deductive approach and positivist paradigm, and using SmartPLS, we deployed a structural equation modelling (PLS-SEM) technique to test the relationships. The results exhibited that environmental knowledge and environmental risk perceptions are positively and significantly related with environmental concerns. Similarly, environmental concerns and pro-environmental behavior are positively and significantly related to sustainable consumption behavior. Environmental attitude appeared as a moderator in the relationship between environmental concerns and pro-environmental behavior. The theory of planned behavior was considered as the supporting theory for the investigated model, thereby providing empirical evidence for the theory. The study provided important implications and future directions.

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“…Data were from the post-class stage and were collected based on three sources: learner survey, learner interview, and assignment marks. The survey used a 5-point Likert scale that ranged from 'Strongly Agree' (5) through 'Neutral' (3) to 'Strongly Disagree' (1). The learner survey and interview focused on the learners' perceptions and their suggestions for pedagogical improvement.…”

Section: Data Collectionmentioning

confidence: 99%

“…The onset of the COVID-19 global pandemic has imposed a negative impact on the Sustainable Development Goals (SDGs) of Education 2030 (SDG 4) declared by the United Nations in 2015 [1,2]. The goal of SDG 4 is to equip adult learners with the knowledge and skills necessary for the benefit of global sustainable development by providing flexible education pathways in higher education [3].…”

Section: Introductionmentioning

confidence: 99%

Flipped Classroom and Gamification Approach: Its Impact on Performance and Academic Commitment on Sustainable Learning in Education

2022

Sustainability

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The onset of the COVID-19 global pandemic has negatively impacted sustainable learning in education (SLE). During city lockdowns, higher education institutes (HEIs) have transitioned from adopting solely traditional didactic classroom teaching to including innovative, flexible learning approaches such as flipped classrooms. Gamification is a new techno-pedagogy that has been integrated into flipped classrooms to promote learner achievement and engagement. Grounded in self-determination theory, the objectives of this exploratory study were to analyse the influence of the flipped classroom and gamification on SLE concerning learner achievement and engagement. Participants were recruited from postgraduate business education programmes in China, and three instructional interventions were applied for a semester of 10 weeks. The three instructional interventions applied were: gamified flipped classroom (n = 25), non-gamified flipped classroom (n = 24) and gamified traditional classroom (n = 19). A mixed-methods approach was used, and both quantitative and qualitative data were analysed. The results indicated gamified traditional classrooms promote learner achievement, and the gamified flipped classrooms promote learner engagement. Furthermore, learning culture, such as teacher-dependency, also influence learner achievement and engagement. The class observation reports and learner interviews suggested that both gamified flipped classrooms and gamified traditional classrooms support SLE in the time of academic uncertainty during the COVID-19 pandemic.

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Sustainability Learning in Education for Sustainable Development for 2030: An Observational Study Regarding Environmental Psychology and Responsible Behavior through Rural Community Travel

Cited by 12 publications

References 60 publications

Grade Prediction Modeling in Hybrid Learning Environments for Sustainable Engineering Education

Grade Prediction Modeling in Hybrid Learning Environments for Sustainable Engineering Education

Can Environmental Knowledge and Risk Perception Make a Difference? The Role of Environmental Concern and Pro-Environmental Behavior in Fostering Sustainable Consumption Behavior

Flipped Classroom and Gamification Approach: Its Impact on Performance and Academic Commitment on Sustainable Learning in Education

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