Effective Environmental Education Research Articles

Global Inquiry Reveals PBL's Impact on Junior High Ecoliteracy

This study investigates the impact of Problem-Based Learning (PBL) on the ecoliteracy abilities of grade VII junior high school students compared to conventional lecture-based instruction. Conducted at SMP Muhammadiyah 6 Krian, the quasi-experimental research involved 40 students divided into experimental and control groups. Pre-test and post-test assessments using ecoliteracy indicators were conducted. Results from T-tests showed no significant difference in ecoliteracy abilities between the two groups (experimental group: p = 0.090, control group: p = 0.270), suggesting that PBL did not significantly improve ecoliteracy skills among grade VII students. These findings underscore the need for further exploration of instructional methods to enhance ecoliteracy in junior high school settings. Highlight: PBL's Effect on Ecoliteracy: Assessing PBL's impact on junior high ecoliteracy. Quasi-Experimental Design: Non-equivalent control group method in research design. Call for Further Research: Identifying effective environmental education strategies. Keyword: Problem-Based Learning, Ecoliteracy, Junior High School, Quasi-Experimental Research, Environmental Education

Generating Mobile Virtual Tour Using UAV and 360 Degree Panorama for Geography-Environmental Learning in Higher Educationw

Nowadays, the limitations of media in geo-environmental learning present a significant challenge, as media plays an indispensable role in fostering students’ comprehensive understanding. Employing technology capable of delivering comprehensive landscape information is crucial for effective environmental education. Utilizing Unmanned Aerial Vehicles (UAVs) and 360-degree panoramic cameras represents a judicious technological choice, which can be seamlessly integrated into virtual tours. This research aims to develop a Mobile Virtual Tour (Movie-Tour) as a medium to support learning, especially for materials regarding environmental geography. The research and development (RnD) method is used in research with the ADDIE model (Analysis, Design, Development, Implementation and Evaluation). Data collection for the development of the product involved conducting a need assessment, performing validation tests and conducting trials with students. To gather field data for creating environmental geography materials for the Movie-Tour product, we utilized an Unmanned Aerial Vehicle (UAV) and a 360-degree stereoscopic camera. The results demonstrate that Movie- Tour is an educational medium capable of delivering an immersive learning experience and comprehensive materials, allowing for the virtual visualization of real-world conditions in the field. This capability enhances students’ engagement in exploring physical geography conditions, fosters independent knowledge acquisition, and nurtures their innate curiosity. Movie-Tour stands as a potent and practical educational tool, offering an effective and secure learning experience for students, eliminating the need for direct field visits.

Bridging the Knowledge Gap: Enhancing Kogi Secondary School Students' Understanding of Climate Change through Effective Environmental Education

This study investigates the current understanding of climate change among secondary school students in Kogi State, Nigeria. Climate change poses a significant threat, and equipping future generations with the knowledge to address it is crucial. However, a knowledge gap exists regarding student understanding. This study aims to bridge this gap by employing a quantitative research design targeting a sample population of 100 (20 teachers, 80 students) from Kogi State's 280 secondary schools with an estimated 3,000 teachers and 20,000 students. Surveys designed for teachers and students will assess their current understanding of climate change concepts, causes, impacts, and potential solutions. The study anticipates revealing existing knowledge gaps and areas requiring improvement in environmental education curriculum and pedagogy. The findings will inform the development of targeted and effective environmental education programs, fostering a generation of informed and empowered Kogi State secondary school students who can contribute to climate action. Keywords: Climate Change Education, Secondary Education, Knowledge Gap, Environmental Education, Climate Change Understanding, Climate Action Journal Reference Format: Musa, A.A., Ogbaini, C.A., Enefu, S.M. & Omoyeni, O.E. (2024): Bridging the Knowledge Gap: Enhancing Kogi Secondary School Students' Understanding of Climate Change through Effective Environmental Education. Humanities, Management, Arts, Education & the Social Sciences Journal. Vol. 12. No. 2, Pp 45-56. www.isteams.net/humanitiesjournal. dx.doi.org/10.22624/AIMS/HUMANITIES/V12N2P6

Exploring the Impact of Virtual Reality and Augmented Reality Technologies in Sustainability Education on Green Energy and Sustainability Behavioral Change: A Qualitative Analysis

Climate change and environmental sustainability require effective environmental education and sustainable behaviour promotion. It studies how VR and AR may teach sustainability, focusing on green energy and sustainable practices. This qualitative study analyses how VR and AR alter behaviour and environmental awareness. This comprehensive study examines how VR and AR technology affects sustainability education from the perspectives of students, professors, and professionals from many fields. VR and AR's revolutionary potential in environmental education is examined by 30 handpicked participants. The study found that these tools provide immersive learning that combines theory and practice. Their ability to educate, empower, and raise environmental consciousness is valued by students, professors, and staff. VR and AR promote sustainable living and environmental causes.Participants are hopeful about their future roles, demonstrating VR/AR's growing importance in education and sustainability. Teamwork, quality material, and ongoing learning are needed to address affordability, accessibility, and inclusion. In this study, educators, policymakers, and scholars learn how immersive technology might make society more sustainable and eco-friendlier. It stresses the power of VR and AR in sustainability education to empower individuals and benefit the environment.

Challenges and Opportunities in the Practice of Environmental Education in the Amazon Context: a Legal-Constitutional Approach

This work aims to analyze the challenges and opportunities encountered in the practice of environmental education in the Amazonian context, adopting a legal-constitutional approach. The methodology used consists of a literature review and critical analysis of studies, laws, and legal documents related to environmental education and environmental protection in the Amazon region. The originality and relevance of this study lie in filling a theoretical gap by investigating how the legal-constitutional approach can contribute to the effectiveness of environmental education in the Amazon. Furthermore, the addressed theme holds great academic and social significance, considering the importance of the Amazon region for global biodiversity and the fundamental role of environmental education in awareness and environmental preservation. The main results indicate the need for greater integration between legal-constitutional aspects and the practice of environmental education in the Amazon region. The legal approach contributes to strengthening legal instruments for environmental protection and promoting greater awareness and engagement of society in preserving the Amazon. The theoretical and methodological contributions of this study are related to understanding the importance of the legal-constitutional framework as a fundamental support for the effectiveness of environmental education. Additionally, the social and environmental implications are significant, as effective environmental education can promote public awareness and encourage sustainable practices, thereby contributing to the preservation of the environment and sustainable development of the Amazon region.

Analisis Willingness To Pay (WTP) Pengunjung Wisata Hutan Mangrove Kuala Langsa

This study analyzes the factors that influence visitors' willingness to pay for efforts to preserve the Kuala Langsa Mangrove Forest and analyze the magnitude of the value of visitors' willingness to pay for efforts to preserve Kuala Langsa Mangrove Forest tourism. This research is quantitative research. The type of data used in this research is primary data. There is a relationship between the independent variable and the dependent variable in multiple regression so that a formula is obtained Y = -1.238 + 0,330X1 + 0,219X2 + 0,073X3+ 0.214X4+ e then it is known that the determination value is R2 = 0.900. This means that 90% of willingness to pay can be explained by the independent variables, namely education level, income, frequency of visits and environmental knowledge simultaneously. The findings of this research can support the development of more effective environmental education programs to increase public awareness. In an economic context, this information can be the basis for optimizing income from Mangrove Forest tourism by adjusting facilities and activities to the preferences and financial capabilities of visitors who have a high Willingness to Pay Analysis.

Role of environmental education in water pollution prevention and conservation in Nigeria

Abstract Water-related issues such as scarcity and pollution have become increasingly pressing in sub-Saharan Africa, especially Nigeria, highlighting the need for an effective environmental education (EE) programme. The relationship between EE and water pollution prevention and conservation in Nigeria remains an open question. Therefore, this study aimed to assess the role of EE in water pollution prevention and conservation in Nigeria. A simple random sampling was used to select 766 respondents from the southwest geo-political zone of Nigeria. Data were analyzed using simple descriptive statistics and analysis of variance. Results show a high level of awareness of water pollution and conservation strategies. However, people's attitude towards preventing water pollution and conservation was poor. Age does not significantly (at p < 0.05) affect awareness and attitude towards water pollution prevention and conservation. However, the level of education significantly (at p < 0.05) influences the level of awareness and attitude of people towards water pollution prevention and conservation. EE increases awareness and attitude towards water pollution prevention and conservation. Therefore, the Federal Ministries of Water Resources and Education should endeavour to make EE a compulsory programme in the school curriculum across all levels of education.

Investigating the Relationship between Plant Species Composition and Topography in the Tomeyama Landslide: Implications for Environmental Education and Sustainable Management in the Happo-Shirakami Geopark, Japan

The Tomeyama landslide in the Happo-Shirakami Geopark, Japan, has interesting and important geomorphological and geoecological characteristics. Understanding these characteristics is crucial for environmental education and sustainable management in the geopark. In this study, we quantified the characteristics of the landslide, including its precise topography and vegetation. We used high-resolution 2.5 m-mesh ALOS World 3D topographic data to define the topography of the landslide. We also surveyed plant species composition and cover in four plots (three on the upper slope and one on the convex lower foot slope), each measuring 20 m × 20 m. Our findings reveal that the landslide is sited on a northwest-facing slope, 250 m below the ridge top, and has a horseshoe-shaped main scarp with a height of 40 m. Two smaller secondary scarps and their corresponding displaced landslide blocks suggest reactivation since the main landslide event. In the upper slope plots, 40–55 plant species were identified, including 14–16 species associated with the Japanese beech forest and 2–5 species related to the Pterocarya rhoifolia forest. In the lower slope plot, 70 plant species were identified, including 14 species from the Japanese beech forest and 11 from the Pterocarya rhoifolia forest. The upper slope plant community belongs to the Japanese beech forest; however, categorizing the lower slope community is challenging, although more Pterocarya rhoifolia forest species are present compared with the upper slope. These results suggest that certain plant species have adapted to the diverse topography created by the landslide. These findings improve the understanding of landslide topography and plant community composition with respect to environmental factors and thereby support effective environmental education and sustainable management in the Happo-Shirakami Geopark.

Developing an Interdisciplinary Environmental Educational Program on Insect Conservation for Primary School Children

Environmental education plays a critical role in shaping sustainable behaviours and cultivating a deeper understanding of ecological systems. This paper presents a theoretical framework supporting the interdisciplinary design of an environmental educational program in primary schools, with a specific focus on insect conservation. Insects, as vital contributors to ecosystem functioning, require dedicated attention and conservation efforts, making them an ideal focal point for engaging young learners. The proposed framework integrates essential components necessary for the elaboration of activities and learning objectives of the program, such as: effective environmental education, encompassing knowledge acquisition, attitude formation, and behavioural change. It emphasizes the provision of comprehensive and accurate information about insects, including their ecological roles and the challenges they face. To encourage behavioural change and a sense of responsibility, the framework underscores the need for hands-on experiences and direct interaction with insects. Practical activities, such as observing living insects can enable primary school students to develop a personal connection with insects and foster a sense of responsibility for their conservation. Furthermore, the framework underscores the importance of fostering positive attitudes towards insects, challenging any pre-existing negative perceptions, and nurturing empathy towards these invaluable species.

Environmental Literacy Levels and Environmental Pollution among Senior High School Students

Environmental literacy plays a crucial role in shaping the attitudes, knowledge, and behaviors of individuals towards environmental issues, including pollution. This study aims to assess the environmental literacy levels among students of UMPC Senior High School (SHS) and examine its relationship with their awareness and understanding of environmental pollution. The research employs a quantitative approach, utilizing a survey questionnaire administered to a representative sample of UMPC SHS students. The questionnaire assesses various dimensions of environmental literacy, including knowledge of ecological concepts, understanding of environmental challenges, and the willingness to take environmentally responsible actions. Additionally, it explores students' perception of environmental pollution, its causes, and potential mitigation strategies. This study highlights the importance of enhancing environmental literacy levels among UMPC SHS students to promote sustainable practices and address environmental challenges, particularly pollution. The findings can guide educational institutions in designing effective environmental education programs that foster knowledge, attitudes, and behaviors conducive to environmental stewardship. Additionally, the results can inform policymakers and curriculum developers in integrating comprehensive environmental education into the formal education system to empower the youth in tackling environmental issues

Can Environmental Education Supported by Augmented Reality (AR) Applications Improve the Environmental Awareness of Primary School Students?

It is thought that it would be appropriate to use augmented reality technology, which provides many educational advantages for effective environmental education. This research aims to examine the effect of environmental education using augmented reality (AR) applications on the knowledge, attitudes, and behaviors of primary school third-grade students towards the environment and to find out the children's views on AR. The case study design, one of the qualitative research methods, was used in the research. The research was carried out with seventeen primary school third-grade students from a public school in the 2021-2022 academic year. Environmental education was given to the selected class with augmented reality applications for six weeks. The data were collected with the ‘Semi-Structured Interview Form’ prepared by the researcher. Content analysis technique was used in the analysis of the data. According to the findings obtained from the interviews; it has been concluded that environmental education using AR applications is effective in the knowledge, attitude, behavior, and environmental awareness of third-grade students towards the environment. In addition to these, in the interviews; it has been determined that students have positive emotions towards AR reality applications; they want to use the applications in other lessons; AR applications facilitate their learning and positively affect their approaches towards living / non-living beings, the environment and environmental problems.

FORMATION OF STUDENTS' ENVIRONMENTAL AWARENESS THROUGH SOCIAL MEDIA

Implementation of students' environmental education in the context of rapid economic and social development is one of the priority tasks of forming a society, which is impossible without the active participation of higher education institutions, as well as awareness of the need for environmentally friendly use of natural resources and a frugal attitude towards nature. Furthermore, students are the driving force that can influence the state of the environment in the future, so it is extremely important today to organize the educational process to familiarize children and youth with environmental issues. The basis for the implementation of an effective environmental education strategy is the maximum unification of efforts for an effective result based on the definition of reference positions in formal and non-formal environmental education, the formation of the child's ability to purposefully observe, study and correctly evaluate objects and phenomena in the process of observation from the point of view of environmental thinking. This article aims to identify the key features of forming environmental awareness in students through social media. Methodology. During this study, analytical and bibliographic methods were used to study the scientific literature on the development of environmental awareness, as well as synthesis, analysis of information, system-structural, comparative, logical, and linguistic methods, abstraction, idealization, induction, a deduction for studying and processing data, and a questionnaire survey conducted by the authors of the study online to practically clarify the most critical issues related to the formation of environmental awareness in students using social media. Results. The study identified the leading, most important theoretical aspects of the issue of environmental awareness, as well as the point of view of scientists and university professors on the critical aspects of this issue.

Reducing SDG complexity and informing environmental management education via an empirical six-dimensional model of sustainable development

Effective environmental management higher education programs are essential for achieving the Sustainable Development Goals (SDGs). Yet SDG complexity means many educators focus on environment and avoid critical but challenging social, economic and governance aspects. This undermines the calls for comprehensive environmental management education that effectively integrates all key sustainability dimensions. Various sustainability models, mostly founded on the pillars of sustainability, have consequently evolved. They are generally conceptual and/or involve subjective categorization of the SDGs, which has led to demands for more empirically based models. This study has consequently used a mixed-method approach to model Australian university students’ SDG perceptions. The qualitative research identified three items (on average) for each SDG, and a quantitative survey then measured their perceived importance. Factor analysis generated a robust six-dimensional sustainable development model comprised of 37 SDG items, which validates environment and governance aspects of some traditional pillar-based sustainability models. It has also uncovered new social and economic dimensions: social harmony and equality; sustainable consumption and socioeconomic behaviors; sustainable production, industry and infrastructure; and acute poverty reduction. These findings can help educators, organizations and citizens to categorize and integrate SDGs via better understanding of their key dimensions and impacts.

The effectiveness of socio-economic mechanisms in environmental education of young people in Kazakhstan

The contemporary ecological crises demand innovative approaches to environmental education, particularly among young people, who are pivotal in shaping future ecological perspectives. Kazakhstan, with its unique socio-economic and environmental landscape, provides an intriguing context for examining the effectiveness of socio-economic mechanisms in environmental education. This study aims to assess the impact of these mechanisms on the environmental awareness and behavior of the youth in Kazakhstan. By integrating quantitative and qualitative methodologies, this research offers a comprehensive analysis of the current state of environmental education in Kazakhstan and its socio-economic underpinnings. The study employs a mixed-methods approach, combining statistical analysis of survey data with in-depth interviews and case studies. It critically evaluates the existing socio-economic mechanisms, such as government policies, educational programs, community initiatives, and media campaigns, in fostering environmental consciousness among the youth. The quantitative analysis hinges on a structured survey administered to a diverse group of young individuals across various regions of Kazakhstan. This survey assesses their environmental knowledge, attitudes, and practices, thereby quantifying the effectiveness of the existing educational frameworks. The qualitative aspect involves a series of interviews with educators, policymakers, and young environmental activists. Additionally, case studies of successful environmental projects and initiatives provide a nuanced understanding of the practical implications of socio-economic mechanisms in environmental education. These methodologies synergize to unveil the multifaceted dynamics of environmental education in the context of Kazakhstan’s socio-economic environment. Results reveal a complex interplay between socio-economic factors and environmental education efficacy. The findings underscore the significance of culturally and contextually relevant educational materials, the role of socio-economic incentives, and the impact of participatory and community-based approaches in enhancing environmental awareness among the youth. This study also identifies gaps in the current system and proposes strategic improvements. In terms of scientific novelty, this research contributes to the growing body of literature on environmental education by providing empirical evidence from a Kazakhstani perspective. It bridges the gap between socio-economic studies and environmental education, offering insights into how economic and social policies can be leveraged to strengthen environmental education. The practical significance of this study lies in its potential to guide policymakers, educators, and environmental organizations in designing and implementing more effective environmental education programs. By highlighting the socio-economic determinants of successful environmental education, this research paves the way for more targeted and impactful educational strategies in Kazakhstan and similar contexts globally.

Using project-based learning in an environmental education course and revealing students’ experiences: A case study

Effective environmental education can contribute to the preservation of the natural world. It is difficult to give effective environmental education to students who are passive in the lessons. The traditional method of teaching boring too many students, which results in passive learning. Project-Based Learning (PjBL) presents students with a more pertinent and efficient learning environment that provides hands-on, practical, and interesting possibilities. This study is aimed to understand the student experiences in the course of environmental education using PjBL. Data about students’ PjBL experiences were collected from undergraduate prospective elementary education students through an end-of-semester survey consisting of open-ended questions. Students’ responses were examined using qualitative content analysis. Student responses revealed that PjBL creates an active learning environment and fosters students’ cognitive outcomes (knowledge) and behavioral outcomes (awareness). The findings offer insights into the course of environmental education which is using PjBL.

Problem and Project-based Learning as an Effective Environmental Education (EE) Methods: A Case of Textbook Development in Medan City Schools

Environmental education (EE) is a tool for educating people about the environment, and EE textbooks are an essential resource for this purpose. This book was created by a group of elementary, middle, and high school teachers in the Medan City area who had yet to gain experience in textbook writing. A combination of problem and project-based learning (PBL and PjBL) by triggering teachers to develop a textbook for EE was carefully conducted. The project took three years, during which the teachers worked on conceptualizing and setting goals, selecting themes, creating the content, and designing teaching materials. Initially, the teachers conducted a poll which acted as a PBL approach to identify the most pressing environmental issues faced by the people of Medan City. This poll showed that waste management was the most crucial issue, followed by problems related to rivers, wastewater, waste disposal, and floods. The teachers then wrote chapters as a part of the PjBL approach for the EE book based on the identified issues and aligned with the EE curriculum. Over three years, the teachers tested the book with their students, evaluated the results, and revised it accordingly. The final questionnaire results showed that the experience of creating an EE book was valuable to the teachers and inspired them to consider making more EE resources in the future.

Effective environmental education for sustainable development beyond the Plastic Age in South Korea

The skyrocketing single-plastic demand during the coronavirus disease 2019 (COVID-19) pandemic proved the limitation of top-down environmental policies in accomplishing sustainable consumption and waste management. Nevertheless, ‘smart consumers’ can make smart choices for sustainable development. However, a review of the South Korean environmental education curriculum reveals that the current structure heavily leans towards the elementary level and does not enlighten the public on ‘what’ and ‘how’ to live sustainably. This study uses a quick survey to suggest that the effectiveness of environmental education may be enhanced if: (1) guidance on how to live with the natural environment in harmony for collective cooperation towards resilient and sustainable community building is incorporated with a clear purpose, (2) environment-friendly culture-building activities are enforced to institutionalise a new paradigm of sustainability to replace today’s consumerism, and (3) contents are updated regularly to include Earth and environmental science knowledge in the state of art.

Environmental education in public libraries

PurposeThis research aims to investigate effective public library environmental education interventions in order to inform the development of a framework for public libraries.Design/methodology/approachA qualitative research method was developed incorporating surveys and follow-up interviews with librarians working in USA public libraries, who were known to have been involved in environmental education initiatives.FindingsThe research determined which environmental education interventions were most likely to lead to action and behaviour change in public library users. The resulting discussion has allowed for the creation of a framework which establishes factors useful for successful implementation of environmental education programmes and activities. These elements include partnership, institutional commitment, inclusion and outreach and practical activities linked to a larger vision.Research limitations/implicationsThe research participants were limited to those libraries in the USA which were all affiliated with the American Library Association (ALA) Resilient Communities programmes and had received grants.Practical implicationsThe paper concludes with a framework for implementing environmental education programmes in public libraries. Effective interventions are also shared which provide practical ideas and strategies.Social implicationsProviding structure and considerations for establishing an environmental programme enables libraries to build on experiences of other libraries. As climate change action becomes a more pressing issue, providing these interventions supports action.Originality/valueThe paper discusses the concepts of environmental education and the role which public libraries can play in this arena, concluding that sustainable development should be treated as a new tenet of librarianship and environmental education as a new research field of library and information science.

Development and Application of an Environmental Education Tool (Board Game) for Teaching Integrated Resource Management of the Water Cycle on Coral Reef Islands

To solve resource issues on coral reef islands, an understanding of the water cycle is essential. Water resource management is intricately linked to diverse occupational industries and coral reef ecosystems on these islands. To effectively promote sustainable natural resource management, we developed a board game as an environmental education and communication tool for school students and people of all ages. The concept of the game is that “clean water will always be available if it is used properly”. The board game was designed based on an island with an underground freshwater lens as its main water resource. Role-playing was used to enhance islander livelihoods such as with vegetable and livestock farming, fishing, and tourism. Players, while working collaboratively, have to use the island’s groundwater adequately and conserve it for future generations. The game was developed through a transdisciplinary process in collaboration with scientists, administrative officers, civic groups, and students. Additionally, the board game was tested in diverse communities. In this study, we elaborated on the board game after it was played by students at an elementary school on Tarama Island. We observed that participants learned that cooperation is important for the sustainable use of water resources. Moreover, the participants proposed two methods for cooperation: joint discussion and ‘assembly decisions’. The board game has the potential to be used as an effective environmental education tool to promote sustainable water resource management on coral reef islands.

Carving out a Niche in the Sustainability Confluence for Environmental Education Centers in Cyprus and Greece

Given the environmental issues that today’s societies confront, such as climate change, waste management, ecosystem deterioration, etc., environmental education is becoming increasingly important. Adoption of environmental education as an integral part of the educational system is required for the Environmental Education Center (EEC) to be able to provide knowledge, skills, and values so that society can become active and environmentally responsible through awareness-raising. According to the scholarly published research, EECs can positively affect local communities and create an environmentally friendly culture. In addition, given that EECs can even play a significant part in the development of lifelong learning activities at the education and sustainable development nexus, it is considered critical to establishing future potentials and dynamics. Thus, aiming to analyze EECs’ strengths, weaknesses, opportunities, and threats (SWOT analysis) within our complex and ever-evolving world, educators, students, and other fellow citizens in Cyprus and Greece participated in a survey in which they were asked to fill in a questionnaire, specifically developed for each group category. The findings of this study provide a deeper understanding of the implications arising as a result of effective environmental education absence, as well as the importance of a holistic approach through EECs. Moreover, it offers the research community a solid framework for future innovation in citizen engagement and training.