Community-based Environmental Education Research Articles

Building Sustainable Character through Community-Based Environmental Education

This study aimed to investigate the effectiveness of community-based environmental education programs in promoting sustainable character development among participants. The research utilized a mixed-methods approach, consisting of both quantitative and qualitative data collection and analysis. The sample consisted of 50 individuals aged 18-30 who had participated in community-based environmental education programs within the past year. The results showed a significant improvement in participants' attitudes, knowledge, and behaviours related to sustainability after participating in the community-based environmental education programs. Qualitative data from the interviews provided further insights into the specific aspects of the program that were most impactful for participants. The findings support the effectiveness of community-based environmental education programs in promoting sustainable character development among participants and highlight the importance of creating inclusive and diverse learning environments that recognize and value different perspectives and experiences related to sustainability issues. Future research should continue to explore the long-term impacts of community-based environmental education programs on participants' behaviour and attitudes towards sustainability, as well as the broader societal and environmental benefits of these programs

The Coastal Future We Want: Implications of Coastal People’s Perceptions on Satoumi Actions and Sustainable Development in Northeastern Taiwan

Satoumi is advocated for coastal sustainability under the Convention on Biological Diversity (CBD) and the International Partnership for the Satoyama Initiative (IPSI), and has provided a basis for countries around the world to formulate national biodiversity strategies and action plans. Given the significant impact of environmental changes and socio-economic decline, relevant policy directions and practices are urgently required to promote the sustainable development of fishing communities in Taiwan. However, local residents and communities are not sufficiently aware of or involved in this concept to facilitate the development of a holistic Satoumi implementation strategy. Therefore, this study integrates the concepts of Satoumi actions and Sustainable Development Goals (SDGs) and has adopted a questionnaire survey to investigate the perceptions of 202 fishing community residents in the Gongliao District of New Taipei City and Yilan County towards these concepts. The standpoint and perception of the fishing community residents regarding Satoumi actions and SDGs provided a valuable reference. The results of the perception of Satoumi actions revealed that all of the respondents recognized Satoumi actions. However, the ranking demonstrated the urgency for some actions (e.g., clear marine litter), and measures that have been implemented in Taiwan but still need improvement (e.g., fish stocking practices). Satoumi actions were associated with two key factors that affect the perception of residents at Satoumi: “Empowerment through community-based industry and environmental education”, and “Conservation of crucial biological resources and habitats”. For the SDGs perceptions, the two factors were “Marine socio-economic sustainability” and “The sustainable use of marine ecological resources”. This study also adopted cluster analysis and identified three characteristically different groups of residents: The Conservation Priority Group, Industry–Society Priority Group, and Balanced Development Group. According to the major research findings, policies implemented in coastal areas of Taiwan have aligned with global sustainability trends. However, the attitude of the Industry–Society Priority Group, which has the largest sample size, should be changed to that held by the Balanced Development Group, in order to formulate a strategy for a balanced development that secures existing livelihoods and aligns with expectations on environmental sustainability. This study suggests that methodologies that encourage stakeholder interactions, dialogues, and consensus-building should be utilized to develop strategies for future work. Furthermore, policy tools related to coastal management should be analyzed to establish a comprehensive toolkit for coastal governance. Finally, Satoumi requires public–private collaboration to achieve both biodiversity conservation and transformative change towards more sustainably and equitably social, environmental, and economic coastal development.

WOODLAND RESOURCE USE, ATTITUDES AND CONSERVATION PRACTICES: EVIDENCE FROM THREE COMMUNITIES IN BUSHBUCKRIDGE MPUMALANGA PROVINCE, SOUTH AFRICA

This study adopted a mixed-method approach to examine the uses, attitudes, and conservation perceptions of rural people from three communities in Bushbuck ridge, Mpumalanga Province South Africa. The study revealed that rural communities attached a high premium value on the forest as socially, economically, and culturally, both to the country and individuals. It also revealed that people rely heavily on woodland resources for cooking, building materials, food, and medicines. The results indicated that the overwhelming majority of respondents possessed positive attitudes and practices towards forest/woodlands conservation. However, their socio-demographic characteristics except, for the level of education does not influence people's attitudes and practice of forest/woodland conservation. The people are willing to participate in the conservation of forest resources through the adoption of alternative resources and strategies. It is, therefore, recommended that attitude and practice of conservation should be sustained and enhanced through community-based environmental education, which will continue to sensitise as well as encourage them on the importance of conservation.

Teenagers’ Awareness about Local Vertebrates and Their Functions: Strengthening Community Environmental Education in a Mexican Shade-Coffee Region to Foster Animal Conservation

Peoples’ understanding and appreciation of wildlife are crucial for its conservation. Nevertheless, environmental education in many tropical countries is seldom incorporated into public-school curricula and wildlife topics are often underrepresented. In this research we aimed to (1) assess the effects of an environmental education intervention focused on improving students’ awareness about wild vertebrates and their ecological functions and (2) to evaluate whether previous exposure to general environmental education could improve the effects of the intervention. We worked in four schools in a high-biodiversity shade-coffee-producing region in Mexico; two of the schools had received general environmental education as part of a Community Program, while the other two had not. In all schools we conducted a targeted intervention providing information about wild vertebrates and their ecological functions. Through questionnaires, we assessed students’ awareness before and after the intervention. We found that students’ awareness about wildlife was improved by our intervention, and that this effect was stronger in students that had attended the Community Program. Our results contribute to Sustainable Development Goals 11 and 15 by showing that targeted education interventions can help achieve specific conservation goals, and that previous community-based environmental education can condition peoples’ awareness, improving the assimilation and/or understanding of new concepts.

Community-as-pedagogy: environmental leadership for youth in rural Costa Rica

This mixed-methods study examines an informal place- and community-based environmental education program implemented for rural, underserved high school students in Costa Rica’s bio-culturally diverse Osa Peninsula. Using a community-as-pedagogy framework built on Paulo Freire’s concept of a problem-posing education, we investigate how pedagogically-positioned social relationships mediate students’ knowledge, perceptions, and leadership. We find linkages between existing community resources and endogenous environmental leadership, and suggest how making those connections strengthens students’ perceptions of their social relationships and their ability to create meaning and take action. Through the program, students show an increase in knowledge about their local environment. They critically and socially engage with that new information, further developing networking skills in the context of community-informed environmental issues. After participating in the program, the students describe environmental leadership as requiring persistence, forethought, and a willingness to care for both the environment and community.

Social knowledge networks for promoting environmental education in coastal communities from central-southern region of Cuba

Community-based Environmental Education is recognized as a powerful tool for contributing the solution of socio-environmental problems in the coastal zones. Participatory processes in coastal communities such as exchange of knowledge and networks are very relevant to resolve conflicts and harmonize the relationship between society and nature. The purpose of this study was to use the social networks for the development of community-based environmental education processes in a small coastal community from the central-southern region of Cuba. Surveys and interviews techniques, as well as, environmental diagnoses were implemented in the community. In addition, an environmental education program was established with children of the elementary school. UCINET software data analysis revealed the elements (nodes or keystone bridging agents) relationship with the social network of“Castillo de Jagua” community, which showed a picture or map of individuals and institutions/organizations interactions in this community. Educational activities carried out with children of elementary school were effective to promote environmental education and participatory processes in the community.

Les « sociétés d’eau » : l’éducation à l’environnement dans une favela communautaire à Rio de Janeiro

This paper aims to analyze the environmental education that emerges from the community process of gathering and distribution water held in the Formiga Hill, North Zone of Rio de Janeiro, the so-called Water Societies. From residents’ interviews, participant observation and documentary analysis, this article proposes to understand how the residents organize themselves around the water producing community-based environmental education strategies around the management of water resource.

Community-Based Environmental Education Program Using Photovoice for Physically Challenged Individuals

「환경교육법」제정(2008년)과 「평생교육법」개정(2016년) 이후 환경교육과 장애인 교육에 대한 관심은 많아졌지만, 장애인 환경교육에 대한 실천적, 이론적 관심은 매우 부족하다. 연구진은 최근 환경위기가 고조되고 있는 제주 지역에서 지체장애인, 장애인 교육자와 활동가, 교육공학 전문가 등의 검토 과정을 거친 뒤, 제주의 자연환경을 소재로 ‘포토보이스를 활용한 지체장애인 환경교육 프로그램’을 개발했다. 포토보이스는 본래 참여적 실천 연구방법의 하나이나, 사람들은 포토보이스 활동에 참여하며 자신과 세상의 삶을 성찰하고 사회변화를 꾀하는 등 의식화 교육의 성과를 보일 수 있다. 9명의 지체 장애인을 모집하여 ‘지체장애인에게 자연은 00이다.’ ‘지체장애 인이 자연과 함께 살아가는 것을 방해하는 것은 00이다.’ ‘지체장애인이 자연과 함께 살아가는 것을 돕는 것은 00이다.’라는 주제를 가지고 김영갑 갤러리 방문 및 촬영, 텃밭가꾸기 활동 및 촬영, 그리고 상호토론과 전시회 등을 실시했다. 일련의 프로그램을 시범 운영한 결과, 지체 장애인은 자연환경의 가치를 새롭게 인식했고, 자연과의 관계에서 자신의 삶을 성찰했을 뿐 아니라, 장애인과 비장애인 동행의 중요성, 장애인 환경교육의 과제와 대안 등을 탐색했다. 이후 사진 전시 회를 통해 자신의 목소리를 정책 당국에 전달하는 성과를 보였다. 끝으로 연구진은 이 프로그램의 강점과 개선점 분석을 통해 포토보이스 활용 지체장애인 환경교육의 이론적 의의와 실천적 시사점을 도출할 수 있었다.There have been few theoretical and practical interests in environmental education for physically challenged individuals even though the 「Environmental Education Act」 was established in 2008 and the 「Lifelong Education Act」 was revised in 2016. We developed an environmental education program using photovoice for physically challenged individuals based on the natural environment of Jeju Island. Photovoice is an educational method as well as a participatory action research, involving photograph, talking with peers and exhibiting activities. We recruited 9 physically challenged individuals and gave them a workbook with three questions, namely: (1) what nature means to them, (2) what prevents them from living with nature, and (3) what helps them live with nature. We proceeded to bring them to Kim Young-Gap Gallery and a home garden where they planted some vegetables, while letting them take some pictures in both places. We also facilitated to discuss the above three questions using photos taken at the gallery tour and garden activities. An exhibition of the results of their discussion with their photos was displayed. As results of implementing the program, we were able to help them recognize the value of the natural environment, understand the relationship between nature and themselves as well as between them and non-disabled people. They were also able to express their views on environmental education policies. In conclusion, we discussed the theoretical and practical implications of the environmental education program using photovoice for physically challenged individuals.

A qualitative exploration of the barriers and bridges to accessing community-based K-12 outdoor environmental education programming

The purpose of this study was to explore factors impeding or enabling 4th grade access to a community-based outdoor environmental education (OEE) organization located in the pacific northwest United States called the Children’s Forest, an initiative of the United States Forest Service. Qualitative findings indicated that teachers and administrators face significant dilemmas when having to make OEE curricular decisions in the context of broader educational mandates. Key findings suggest that OEE program staff can utilize policy-driven mandates to facilitate OEE participation and that savvy individual teachers can potentially help schools overcome policy-related, institutional, and interpersonal barriers to OEE participation. Further research is needed to corroborate and identify additional bridges and barriers that might impact diverse K-12 educator access to community-based OEE. Nonetheless, key learnings emerged from this study echoing past research and providing additional implications for future OEE practice and research.

The impact of community-based environmental education programs on elementary school students' ecological literacy

연구자는 환경교육의 방법으로서 사회과가 여타 과목들과의 차별성을 가질 수 있는 부분인 ‘환경과 인간의 관계’ 및 ‘지속가능성’에 중점을 두고 바람직한 환경교육 방법을 모색해보고자 하였다. 연구자는 오르, 듀이, 베르크 등의 이론을 근거로 하여 지역사회 연계 환경교육 프로그램을 개발하여 실천하면서 학생들의 생태소양에 미치는 영향을 살펴보았다. 학생들의 생태소양을 검사한 사전, 사후 질문지를 분석해 보고 수업 중학생들의 반응, 사회일기, 소감문 등을 살펴본 결과 지역사회연계 환경교육 프로그램을 통해 학생들의 생태소양이 증가하였다는 사실을 확인할 수 있었다. 아이들이 환경에더 감정이입이 되고, 환경문제를 자신의 상황으로 받아들이는 태도가 증가하였다는 점이다. 그리고 환경에의 감정이입이 된다는 것은 환경과 자신이 연결되어 있음을 느낀다는 것이다. 이는 생태소양의 가장 핵심인 인간과 환경과의 관계에 관한 인식 능력이 증가했다고 볼 수 있다. 그리고 지역사회는 정치, 경제, 문화, 사회, 환경 등 여러 분야가 종합되어 있기 때문에 학생들이 환경문제의 해결책을 제시하거나 의사결정을 할 때, 환경 영역의 지속가능성뿐만 아니라 경제‧사회적 영역의 지속가능성도 고려하는 모습을볼 수 있었다.I sought to find a desirable environment education program by emphasizing ‘environment - human relationship and ’sustainability which is a part of social studies education which can differentiate from other subjects as a method of environmental education. Based on the theories of Orr, Dewey, and Berque, I examined the effects of community-based environmental education programs on students ecological literacy. As a result of analyzing students responses, social studies lesson diary, and testimonies during the class, I could confirm that the students ecological literacy increased through community-based environmental education programs. Children are more emotionally charged in the environment and they feel connected with the environment. This can be attributed to the increased awareness of the relationship between human beings and the environment, which is at the heart of ecological literacy. And because the community is composed of various fields such as politics, economy, culture, society, and environment, when students presented solutions to environmental problems or made decisions, they also considered the sustainability of the economic and social sphere as well as the sustainability of the environmental sphere.

Promoting residential renewable energy via peer-to-peer learning

ABSTRACTPeer-to-peer learning is gaining increasing attention in nonformal community-based environmental education. This article evaluates a novel modification of a concept for peer-to-peer learning about residential energy solutions (Open Homes). We organized collective “Energy Walks” visiting several homes with novel energy solutions and engaging people beyond those with a serious renovation project. We evaluated the intervention in terms of individual, network-centric, and institutional learning outcomes. Learning outcomes were observed on all these levels. We argue that this form of peer-to-peer learning builds capacity for sustainable action in the community by supporting discussion and reflection, rather than merely social learning as modeling.

The Current Status and Improvement Plan of Environmental Education Program in Relation to Climate Change in the Seoul Metropolitan Area

This study was to conduct a literature review and a theoretical study on 95 environmental education programs currently being run in the metropolitan area and obtained Environmental Education Program Certification of Ministry of Environment. First, the suitability of the environmental education programs was analyzed in terms of the following criteria which the Second National Environmental Education Master Plan propose: strengthening environmental education within the curriculum, strengthening preschooler environmental education, diversification of environmental education among targeted groups, and invigoration of community-based environmental education, and evaluated the contents and the proportion relevant to climate change. Based on the result, the measure for the improvement of the environmental education programs was proposed. As a result of the analysis, there were only 15 programs for children, and 20 programs for adults. Also, only 9% of the children and adult education programs were addressing climate change respectively, which was indicating low percentage. 75 programs were directly related to the school curriculum, and 8 programs were not related to subjects in regular curriculum. Also, considering addressing climate change, 7 out of 11 programs were related to the school curriculum. 71 out of 95 programs were located in the facilities of local governments. Programs that were including the contents relate to climate change were only 11 out of 95 programs. It is necessary to operate programs by expanding environmental education programs targeting children and adults, so all people are took into account, and consider the connectivity between curriculum and environmental education program in South Korea to increase the effectiveness of education. Also, it is necessary to educate people sustainably by relating the programs with various resources which can be utilized in the local community, to include climate change related contents with more proportion, and to address various subjects rather than focusing on one part of the subjects.

Developing Tools for Community-Based Environmental Education for Migrant Children and Youth in Ghana

This case study presents a detailed description of how community-based environmental education can be used to increase environment awareness and knowledge among migrant children and youth. Data was collected primarily from interviews and learning activities with 454 participants aged 11 to 19 years. The results show that children and youth are aware of environmental problems in their local communities. Environmental problems identified include open defecation, pollution, poor waste management and the use of unsustainable fishing methods. They are also capable of recommending solutions to some of these problems. Solutions recommended include planting more trees, providing waste bins in schools and public places, arresting and prosecuting people who practise open defecation, and public education on the need to stop practices that degrade the environment. The most popular tools recommended for educating children and youth on proper environmental practices and behaviour were dramas and plays. Children and youth thus prefer methods of teaching and communication that are audio-visual, encourage interaction and that keep participants actively involved in the process.

Development and validation of the Place-Based Learning and Constructivist Environment Survey (PLACES)

Learning environment studies acknowledge that learning takes place within the social realm and that social conditions contribute to the quality of both learning and experience. This can be said to be especially true for environmental learning programs. To access information about students’ perceptions of their learning environment, a robust instrument for describing and measuring student perceptions of environmental education in place-based educational settings was developed and validated. Focus groups with environmental educators were formed to explore (from teachers’ perspective) the factors viewed as most important to environmental learning and as most likely to influence the unique type of learning environments fostered in place-based or community-based environmental education programs. Analysis of qualitative work resulted in the inclusion of eight scales developed/adapted from previous learning environment surveys for use in the new Place-Based Learning and Constructivist Environment Survey for use in secondary settings. In this article, validity and reliability data for this instrument are presented and the implications of these data for future research within environmental education, place-based education and teacher education programs are discussed.

Women and water management in times of climate change: participatory and inclusive processes

This paper focuses on community engagement, and particularly the inclusion of women, in water management as a response to climate change. Addressing water-related problems is central to climate change adaptation, and civil society, marginalized populations and women, in particular, must be involved. This is for both moral and pragmatic reasons: not only are the marginalized the first and worst affected by extreme weather events, but they also possess local ecological, social and political knowledge which can inform and contribute significantly to climate change adaptation strategies. Because of their social roles and position worldwide, women are greatly affected by water scarcity and flooding, and tend to be gravely impacted by poor water management, yet they face great difficulties in participating effectively in governance bodies. Sustainable long-term management of water resources in the face of climate change requires the participation of women, who possess knowledge of effective social technologies for coping with and adapting to climate change. Community-based environmental education is therefore required in order to expand the equitable involvement of women in water-related climate change adaptation activities and policy development. Environmental non-governmental organizations worldwide, working on shoestring budgets at the local level, are developing a range of methods to organize, raise consciousness and confidence, and help local activists create successful climate defense programs. This paper discusses South–North initiatives and models for community-based environmental and climate change education which are using the democratic opening provided by watershed-based governance structures to broaden grassroots participation, especially of women, in political processes. We outline the activities and results of two international projects: the Sister Watersheds project, with Brazilian and Canadian partners (2002–2008); and a Climate Change Adaptation in Africa project with partners in Canada, Kenya, Mozambique, and South Africa (2010–2012).

Service-Learning Integrated with Geographic Inquiry : An Analysis of Implementing Community-based Environmental Education

Service-Learning Integrated with Geographic Inquiry : An Analysis of Implementing Community-based Environmental Education

Conservation science in developing countries: an inside perspective on the struggles in sea turtle research and conservation in Venezuela

Human exploitation of sea turtles in Venezuela dates back at least 800 years and continues to the present day. The first concerns about the status of sea turtle populations arose in the 1970s, and the projects from this early era were a tagging program, beach evaluation and in situ nest protection. Since then, efforts to develop a sea turtle research and conservation sector in Venezuela have resulted in a number of successes and rather more failures. Among the achievements is a course “Sea Turtle Biology and Conservation Techniques”, which has now been run for 15 years and has educated several hundred participants and enabled the establishment of a valuable professional network, and the publication of the Venezuelan “Sea Turtle Recovery Action Plan” in 2000. But Venezuela shares with other developing countries some crucial shortcomings which have restricted the success of conservation and research efforts. Whilst regulations relating to protected areas and natural resource use have proliferated, enforcement is weak. Community-based projects and environmental education programs exist, but levels of participation are low. A large number of conservation approaches have been applied, including head-starting and nest translocation to hatcheries, but their value as conservation tools remains unproven. Research has increased, but its impact on decision-making is not significant. Taking an insider's perspective on the challenges to date in sea turtle research and conservation in Venezuela reveals much about the reality facing conservation scientists in developing countries and the forces that shape and can potentially derail research and conservation efforts.

Targeting Behavior: Participatory Curriculum Development for Community-Based Environmental Education in Vietnam

A participatory curriculum development process was undertaken to design and implement a university-level, community-based environmental education training course to target behaviors and thus increase the effectiveness of conservation programs in central Vietnam. The process included (1) stakeholder analysis, (2) training needs assessment, (3) development of a curriculum framework, (4) training of trainers, (5) curriculum review workshop (6) development of a detailed curriculum, workbook and teacher's notes, (7) testing and verification of the field methodology and development of a field manual, (8) teaching of courses, and (9) development of monitoring and evaluation protocol. Participatory field activities were used to develop specific strategies to understand and alleviate local conservation problems by targeting specific behaviors related to particular conditions of knowledge, skills, attitudes, barriers and/or options.

Tensions, Contradictions and Inconsistencies in Community-Based Environmental Education Programmes: The Role of Defective Educational Theories

This paper is derived from a PhD study conducted in rural Uganda. The study used Participatory Action Research (PAR) methodology to explore how educational methods employed in community-based environmental education programmes were empowering communities to respond appropriately to environmental challenges. A community-based rural development programme by Volunteers Efforts for Development Concerns (VEDCO), a local NGO in central Uganda, was used as a case to critically explore the community-based environmental education processes. The programme aimed to empower smallholder farmers economically and socially through training in sustainable agriculture, land use and management, agric trade and microfinance. Through a critical analysis of the different educational processes this paper exemplifies how contradictions, inconsistencies and tensions in educational theory undermined practice and affected the character of the programme, its implementation and outcomes at community level. It further demonstrates how the conscious shift in thinking and actions towards more transformative educational practice created tangible positive results. The paper also engages some of the key assumptions of critical theory and their application in a community-based context, and raises the need to go beyond the simplistic uncritical adherence to such assumptions as it leads to further ‘instrumentalisation’ of education and the accompanying processes.

Taking Art Education to the Streets: "The Procession of the Species" as Community Arts

The Procession of the Species Celebration in Olympia, Washington draws almost a quarter of Olympia’s population in either participating in creating art, walking in a celebratory parade, or watching on the side. The Procession of the Species is a ritualistic celebration of the natural environment, whiled building solidarity, responsibility, and community. Observations of the event and interviews with the founder and director serve to illustrate the connections of the Procession to the field of art education, with community-based art education and environmental art education as the bridging components of the community arts event.