Addressing the attitudinal gap towards improving the environment: a case study from a primary school in Slovenia

Abstract

Abstract It is widely acknowledged that environmental literacy, in the early stages of education, can provide a strong foundation for future environmental behaviours, as well as help in the transition towards more sustainable societies. This paper is based upon an evaluation of the environmental attitudes of students in a primary school in rural Slovenia. The attitudes were assessed according to the students’ behaviours in their family (primary) and school (secondary) and family contexts. The results show that traditional teaching, in this school, accounts for only one-third of the recognised factors that influence the students’ environmental behaviours. The other factors that foster environmental behaviours include the primary and secondary social environments, the structural and infrastructural condition in the school, and gender, where emotional attitudes play a key role. The authors suggest that, in order to more adequately address the gap between learning and acting, school administrators, teachers, parents, and other stakeholders should integrate an array of sustainability issues throughout formal and informal efforts so as to more effectively encourage the development of positive environmental attitudes, and behaviours among their youth and among themselves as role models. Additionally, school principals are urged to improve infrastructural and structural, attitudinal and procedural parameters at the schools, and to change the curricula in order to foster pro-environmental behaviours.