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Abstract
Abstract Environmental education (EE) has recently been included in school curricula in India to improve understanding of ecosystems, their functions, and the effect of human actions on them. The need for EE is more pronounced in Ladakh, in the Indian Trans-Himalaya, where recent development activities pose challenges for the fragile mountain ecosystem and for traditional livelihoods. Inclusion of EE in school curricula by the Jammu & Kashmir State Education Board and a conservation education program organized jointly by various government and nongovernmental agencies across Ladakh are some of the significant steps taken. As part of the Wildlife Institute of India's collaborative conservation education program, a questionnaire survey was conducted to explore Ladakh school teachers' knowledge of and attitude toward wildlife and conservation. In all, 277 government school teachers took part in the study. Results of the study highlight that teachers in Ladakh are aware of local biodiversity and have favorabl...
Highlights
Environmental education (EE) is an important tool for improving people’s understanding and for motivating local communities to cooperate and take initiatives for conservation and sustainable resource use (Pritchard 1968; Cerovsky 1969)
This study suggests that teachers in Ladakh are knowledgeable about the basics of local wildlife and have favorable attitudes toward wildlife, except when it threatens their economy, in this case, the snow leopard, which causes significant economic losses at the local level (Bhatnagar et al 1999)
Teachers working in Ladakh are well informed and show favorable attitudes toward conservation, except for snow leopards
Summary
Environmental education (EE) is an important tool for improving people’s understanding and for motivating local communities to cooperate and take initiatives for conservation and sustainable resource use (Pritchard 1968; Cerovsky 1969). The basic aim of an EE program is to assist people in developing awareness, knowledge, and appreciation of natural resources so they can make informed decisions, driving responsible behavior and constructive action (Leopold 1949; UNESCO 1980; Roth 1992). In recognizing the importance of and need for EE, India’s National Policy on Education (1986), supported in 1991 by the Supreme Court of India’s direction, made EE compulsory at all levels of education. In 2005, the National Council for Teacher Education made EE a compulsory course in teachers’ training (NCTE 2005)
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