University as Change Manager of Attitudes towards Environment (The Importance of Environmental Education)

Ibáñez, Macarena Esteban; Ferrer, Daniel Musitu; Muñoz, Luis Vicente Amador; Claros, Francisco Mateos; Ruiz, Francisco J.

doi:10.3390/su12114568

Cited by 30 publications

(13 citation statements)

References 42 publications

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“…In the context of development of teaching strategies, it should be pointed out that the occurrence of an environmental component in terms of the job positions performed by students during their work placement (n = 3680) is not influenced by gender or the form of study (full-time and combined). The impact of gender contradicts the studies of Ibáñez et al and Schönfelder et al [18,19] that highlight the importance of gender differences in environmental education. This result may be due to the uneven representation of women and men in our sample, as well as cultural differences.…”

Section: Discussionmentioning

confidence: 79%

“…Gender differences were also addressed by Ibáñez et al [18] in a study which aimed to analyse and evaluate the attitudes, knowledge and environmental behaviour of university students of various faculties, study programmes and higher education levels. The results have shown that most of the students believe that a quality environmental education is necessary for solving the environmental problems that affect them.…”

Section: Ethical Commitmentmentioning

confidence: 99%

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Environmental Education in the Preparation of Students of Tourism and Finance and Management in the Czech Republic

et al. 2020

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Higher education includes space for creating cross-cutting competence profiles of future professionals aimed at addressing key sustainability challenges in increasingly complex and global contexts. The research seeks to identify and evaluate the level of engagement in environmental education in study programmes at a career-oriented higher education institution in the Czech Republic. The research sample consisted of 3680 students of the Tourism and Finance and Management study programmes of the College of Polytechnics Jihlava, who participated in work placements in the course of their studies. An educational analysis was applied for qualitative research and evaluation of the level of implementation of the environmental educational component. Quantitative research was based on a questionnaire method, with tests to verify hypotheses being performed at a significance level of 5%. It was proven that the inclusion of an environmental component was influenced by the study programme. This influence was confirmed for the Tourism study programme, while for Finance and Management it was not verified. The environmental component in the Tourism study programme is developed through work placements; however, with regards to major study subjects taught, qualitative research analysing the inclusion of environmental aspects in these subjects proved the opposite. The Finance and Management study programme does not currently use the potential for environmental education development. The research revealed certain drawbacks and uncovered the potential to streamline environmental education at the career-oriented higher education institution.

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Section: Discussionmentioning

confidence: 79%

Section: Ethical Commitmentmentioning

confidence: 99%

Environmental Education in the Preparation of Students of Tourism and Finance and Management in the Czech Republic

et al. 2020

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“…Both EE and ESD are forms of education that are openly committed to a cause and to transformative action [6,7,17,23]. For this, they have been criticized by some.…”

Section: Esd and The Danger Of Indoctrinationmentioning

confidence: 99%

Sustainability Education for the Future? Challenges and Implications for Education and Pedagogy in the 21st Century

Marouli

2021

Sustainability

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The crises societies face today contribute to a rather challenging life setting that demands in-depth reflection, daring new thinking, and change urgently. Transformative education for a sustainable future is needed today more than ever before; the aim of this paper is an exploration of its goal and pedagogy. By drawing on diverse bodies of knowledge, including the structure-agency debate and the theory of critical pedagogy, this paper critically discusses Education for Sustainable Development (ESD) and its goal of sustainable development. It identifies areas where ESD needs enhancement given the present socio-economic and cultural context and ultimately proposes the transformation of ESD to Education for Eco-communities—which highlights the need for community-centered approaches, knowledge, and observation of natural laws, sociological imagination, and political acumen—to render it better suited for the challenges of the 21st century.

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“…Therefore, environmental education should be a lifelong endeavor for individuals who wish to make positive contributions to the present and future of the environment. When we talk about environmental education, we are referring to the process of providing students with knowledge, skills, attitudes, and values about the environment and the problems that it faces (Pandey & Wright, 2006;Esteban -Ibanez et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Der Platz der Bäume im Konzept der Umweltbildung und Biodiversität im Biologielehrplan der Sekundarstufe

Mercan

Köseoğlu

2023

Trakya Eğitim Dergisi

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Within seconds of writing this sentence, the human population continues to grow, and hundreds of species worldwide face extinction due to human actions towards the environment. Individuals must change their behavior toward the environment to solve environmental issues. Successful educational programs achieve desired thoughts, behaviors, value judgments, knowledge, and skills in people. Biology education is becoming increasingly important as it affects human life, nature, the environment, and sustainable resources. This study's goal is to examine trees' place in the MNE's secondary school biology curriculum, which includes environmental education and biodiversity. This study used document analysis as a qualitative research method. The research uses the MEB Secondary Education Biology Course (9th,10th,11th, and 12th Grades) curriculum. The data were analyzed descriptively. According to the research, there are 3 acquisitions in 9th grade, 5 in 10th grade, and 4 in 11th grade regarding trees in Secondary Education Biology Curriculum. Thus, trees are included in the Secondary Education Biology Curriculum up to the 10th grade.

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University as Change Manager of Attitudes towards Environment (The Importance of Environmental Education)

Cited by 30 publications

References 42 publications

Environmental Education in the Preparation of Students of Tourism and Finance and Management in the Czech Republic

Environmental Education in the Preparation of Students of Tourism and Finance and Management in the Czech Republic

Sustainability Education for the Future? Challenges and Implications for Education and Pedagogy in the 21st Century

Der Platz der Bäume im Konzept der Umweltbildung und Biodiversität im Biologielehrplan der Sekundarstufe

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