Abstract
Environmental education is shaped in response to societal and environmental realities and it reflects new interests and demands that enable sustainable transformations. In recent years, the concept of resilience has taken an increasingly significant role among practitioners, researchers, policymakers, and especially within the Sustainable Development Goals (SDGs). Despite its growing importance, the literature surrounding the concept of resilience has struggled to find a consensus on definitions and measurements and therefore may be easily misconceived. In this avenue, a consensus among varying perspectives of resilience may be better achieved by understanding the interaction between students’ prior knowledge (pre-conception) of resilience and the knowledge provided by educators. Based on the case study of five courses that teach the concept of this paper firstly identifies and discusses three common misconceptions among students, focusing on the concept of socio-ecological resilience. These include misconceptions to the value judgment, adaptability, and the costs that are relevant to the concept of resilience. Secondly, this paper discusses educational tools derived from scenario planning and theoretical foundations underlying empirical approaches to the concept of resilience, which may benefit educators in enabling critical thinking to address such common misconceptions. This paper may contribute to ongoing discussions in the environmental education literature, specifically to both pedagogy and curriculum focusing on the concept of resilience.
Highlights
Environmental education continues to be shaped in response to societal and environmental disturbances and it reflects new interests and demands that enable sustainable transformations
Even before students learn about scientific knowledge on resilience, they already possess an innate understanding of the concept that is based on their personal experiences and ideas
It is essential that misconceptions to the concept of resilience for students are identified and reflected in the environmental education pedagogy
Summary
Environmental education continues to be shaped in response to societal and environmental disturbances and it reflects new interests and demands that enable sustainable transformations. Environmental education rests on the tenant that every global citizen should be able to acquire relevant knowledge, skills, and values to advance humanity’s collective progress towards sustainable futures. Towards this end, it is critical to include key sustainable development concepts such as resilience into the pedagogical curriculum at various learning stages [6]. It is critical to include key sustainable development concepts such as resilience into the pedagogical curriculum at various learning stages [6] It requires participatory, interdisciplinary, and holistically oriented teaching methods to inspire and empower people to apply their learning in the real world and be agents of meaningful and transformations towards sustainability
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
