Environmental Education Experiences Research Articles

Longitudinal influence of environmental interpretation of eco-tourism sites in national parks on tourists’ environmental responsibility behavior

Ecotourism can provide tourists with good environmental education experience and improve environmental responsibility behavior.Environmental responsibility behavior includes specific environmental responsibility behavior and general environmental responsibility behavior. Taking the environmental interpretation of eco-tourism sites in national parks as an important pre-variable of environmental education function, this paper examines the relationship between environmental interpretation and specific and general environmental responsibility behaviors. The paired sample T-test of SPSS data analysis software found that: (1) Environmental interpretation of eco-tourism destinations in national parks has a positive impact on specific environmental responsibility behaviors, and has a significant positive impact on financial actions. (2) Environmental interpretation of eco-tourism sites in national parks has a positive impact on general environmental responsibility behavior.(3) The study also found that the environmental interpretation function of the national park publicity and education center was significant. This paper deeply explains the influence mechanism of environmental interpretation on specific environmental responsibility behaviors and general environmental responsibility behaviors. At the same time, it provides certain practical guidance for ecotourism destinations to further improve the function of environmental interpretation from the perspectives of knowledge and diversity of information content, means and media, and setting methods of environmental interpretation.

Philosophical Aspects of Developing Environmental Education in the Continuing Education System

Objectives: The primary objective of this article is to explore the social significance of environmental education and the priority tasks associated with cultivating ecologically conscious behavior. The focus is on understanding the role of ethnogeographical factors and socio-economic influences in contributing to environmental challenges on a global scale. The article aims to highlight the importance of social aspects in shaping the ecological culture of ethnos, shaped by their living conditions in the natural environment.
 
 Methods: The research methodology involves an analysis of the development of environmental education, particularly in the context of improving ecological education. The study examines priority tasks related to the formation of ecologically conscious activities. Ethnogeographical factors and socio-economic reasons are scrutinized as crucial elements contributing to environmental issues during the process of global development. Additionally, the article delves into an analysis of foreign countries' experiences in environmental education, exploring the efficacy of studying and incorporating the practices of developed nations into the national education system.
 
 Results: The article presents findings related to the social aspects of the ecological culture of ethnos, emphasizing the impact of living conditions on its formation. The exploration of foreign countries' experiences provides insights into effective strategies for studying, researching, and implementing environmental education practices. The results underscore the relevance of incorporating successful approaches from developed nations into the national education system to enhance environmental awareness and consciousness.
 
 Conclusion: In conclusion, the article emphasizes the need for prioritizing the social aspects of ecological culture in the context of environmental education. It advocates for leveraging the experiences of developed countries as a valuable resource for enhancing the effectiveness of national education systems. The conclusion may further highlight the potential impact of improved environmental education on addressing global environmental challenges and fostering a more ecologically conscious society.

What are the drivers of eco-innovation? Empirical evidence from French start-ups

The purpose of this paper is to identify the drivers of eco-innovation in start-ups. Firstly, a discriminant analysis (DA) is applied to study what is distinctive about eco-innovative start-ups as compared to non-eco-innovative start-ups. Secondly, a typology of eco-innovative start-ups is developed using a hierarchical ascendant clustering (HAC). Analyses are carried out using original data from a survey of 120 eco-innovative and non-eco-innovative French start-ups.Discriminant analyses reveal that the founders of eco-innovative start-ups are differentiated by characteristics related to their environmental education and professional experience. Furthermore, eco-innovative start-ups are distinguished from the non-eco-innovative start-ups by voluntary environmental practices, such as the adoption of corporate social responsibility policies. Finally, we show that there is a diversity of profiles of eco-innovators. In fact, firms cluster into five main profiles and exhibit different eco-innovation drivers. We highlight that the different types of eco-innovators do not face the same difficulties in accessing funds. These findings have important implications for the implementation of public policy designed to promote eco-innovative activity, and they highlight the need to design policies that take into account the distinctive character of each profile.

TRAINING OF FUTURE TEACHERS IN ENVIRONMENTAL EDUCATION IN THE USA

Resolving the problem of the global environmental crisis determines not only the modification of production technologies, but also changes in people's lives, their consciousness and attitude towards nature. Compliance of the values of a new culture, a person of a post-industrial society with global environmental laws requires targeted environmental preparation. Consequently, the leading role in this process belongs to the educational system. Valuable experience in environmental education has been accumulated in the USA. Its study and implementation of best practices in the Ukrainian educational sphere makes it possible to increase the level of environmental culture of future teachers. The purpose of the article is to study the experience of training of future teachers in environmental education in higher education institutions in the USA. Research methods: analysis of scientific literature, systematization (to clarify the key concepts of the study), study of educational programs (to determine their environmental content), comparison, generalization (to form the author's conclusions). The features of environmental training of future teachers in some US universities have been studied. Using the example of teacher training at the University of Portland, it was established that environmental education is implemented through the study of various disciplines («Introduction to environmental education», «Factors of environmental education», «Methods of studying ecology»), as well as extracurricular work (participation in the environmental movement, work of the student ecological association). The activities of the Center for Natural Education and the interfaculty association «Environmental Science and Natural Resources Management», which operate at the university and provide environmental training to students, have been studied. The areas of environmentalization of the training of future teachers, which can be implemented in Ukrainian higher education institutions, have been identified: the formation of a system of continuous ecological training of teachers in higher education; creation of special structures (centres, associations) of environmental orientation in universities, the functions of which are the development of interdisciplinary educational programs of environmental content for future teachers of various specialties, preparation of educational and methodological materials for environmental courses, conducting environmental events.

Environmental education in international cooperation between Russian and Kazakh universities: case study

Introduction. Environmental problems and climate change are global challenges to mankind, requiring joint efforts for a joint solution. Predictions of climate scientists determine the need for radical changes in the way of life of modern civilization and the search for new approaches to environmental education of the younger generation. The aim of the article is to describe the joint experience of Russian and Kazakh universities in environmental education to form the foundations of environmental competence in an international project and analyze the results obtained. Materials and methods. An interdisciplinary project in English "Environmental Education: an international project on climate problems in the Russian Federation and Kazakhstan" involved 114 students of Petrozavodsk State University and Eurasian National University. The research methodology was based on a comparative analysis of the data obtained through formalized questionnaire surveys of open and closed types, as well as self-assessment and statistical methods. Research results. The experiment revealed positive dynamics in the environmental competence development of students of both universities, similarities and differences in their awareness of the vital importance of environmental issues for the world and their regions of residence. The target values of the experimental groups proved to be statistically significantly higher than those of the control group in their understanding of the seriousness of global warming problems (temp_PetrSU = 5,86, р<0,001; temp_ENU = 2,83, р<0,001), plastic waste recycling (temp_PetrSU = 5,12, р<0,001; temp_ENU = 4,27, р<0,001), forest fires (temp_PETRU = 5,25, р<0,001; temp_ENU = 5,80, р<0,001), droughts and food crisis (temp_PETRU = 5,31, р<0,001; temp_ENU = 5,27, р<0,001). The participants in the international project perceived the dangers of loss of a breathable atmosphere, ozone depletion (temp_PetrSU = 5,47, р<0,001; temp_ENU = 4,57, р<0,001) and starvation, connected with the Earth overpopulation (temp_PetrSU = 5,30, р<0,001; temp_ENU = 5,29, р<0,001) more deeply and seriously. The significant result of the project was the creation of an ecological YouTube channel and the development of a joint solution to overcome the identified environmental problems of the regions. Conclusion. The conducted study confirmed the effectiveness of integrating an environmental project into the content of foreign language teaching to develop students' environmental competence. It contributed to the complex ecological education and formation of ecological culture of young people capable of solving global problems of our time. Recommendations on the dissemination of this experience in environmental education of students of technical and natural-science training areas are offered.

TERRITÓRIOS DA EDUCAÇÃO AMBIENTAL: RESUMO DE ESTRATÉGIAS E EXPERIÊNCIAS EDUCATIVAS DE CENTROS DE RECONDICIONAMENTO DE COMPUTADORES

This article presents the main results of a study on the strategies and experiences of environmental education carried out by the network of Computer Reconditioning Centers (CRC) of the Computers for Inclusion Program, focusing on their relationship with space. The study, with a qualitative approach and exploratory-descriptive design, used documentary research as its main methodological procedure research. The analysis was carried out in two stages. The first, to get closer to the research object, was carried out by adapting the cartography of environmental education currents proposed by Lucie Sauvé. The second took as its categories of analysis references from Miltonian geography and the bibliography on Educating Cities, in which we sought to compose a theoretical-methodological framework to understand the relationship that this CRC network establishes with the different territories where it operates. From the systematization exercises carried out, it was possible to identify and describe the different approaches to environmental education carried out in this network. The intentions and actions expressed articulate two major challenges: the CRCs' action on socio-spatial inequalities and their confrontation with the logic of socio-digital exclusion. Environmental education, as a field of knowledge and a field of educational action in contemporary Brazil, needs to deal with processes of exclusion engendered in the technical-scientific-informational environment by a logic of production that is not at the service of life. Through different strategies, environmental education actions in CRCs invite young people and adults to take ownership of learning, knowledge and spaces, giving new meanings to their territories.

Effectiveness of Teacher Training on Environmental Education: Challenges and Strategy for Future Training Program

A professional teacher is a teacher who masters professional knowledge and skills. Increasing their professionalism is needed to achieve Sustainable Development Goals (SDGs). This research attempts to analyze the effectiveness of teacher training programs in environmental education that focus on identifying the challenges and strategy for the future training program. The research method was triangulation, combining quantitative and qualitative data analysis, including document analysis, questionnaire, and interview results. Sixty-five teachers with experience in environmental education were surveyed, and seven were interviewed. The results show that the sustainability context (environmental, economic, and sociocultural dimensions) needs to be embedded into environmental education teacher training. All training materials are currently oriented toward the environmental context. The provided training focuses on imparting knowledge on environmental education and has not yet expanded to include raising awareness or fostering sustainable action. As a result, future teacher programs must emphasize not only knowledge, but also awareness and action to attain sustainability. Schools and other relevant parties must fully support the rollout of the teacher-training initiative.

Promoting the Sustainability of Artisanal Fishing through Environmental Education with Game-Based Learning

Oceans provide a wide range of ecosystem services, including food and cultural ecosystem services derived from fisheries. The sustainability of fisheries is addressed by United Nations Sustainable Development Goal 14 on ocean conservation, and education strategies should include ways to achieve it. In this paper, we describe a game-based learning environmental education experience for the promotion of artisanal fishing developed in northwest Spain, in which more than a thousand primary education students (aged 6–12) participated. Following a qualitative methodology, we analyze our own generated games, their formative assessment, and the results of their implementation in schools and informal education events. Moreover, we compare the educational games generated with other game-based learning experiences on ocean literacy and the sustainability of fisheries. These educational experiences provide play-based learning opportunities in which students show great motivation and increase their knowledge about marine biodiversity, the socio-environmental effects of fisheries, and ocean conservation. Some differences were identifiable in the choice and design of the games, including their type and duration, the dimensions of sustainability analyzed, the specific learning objectives sought, the historical and cultural references used, cooperative peer learning, and the generation of shared knowledge. In this experience, the inclusion of education for responsible consumption (SDG 12) within the sustainability of fisheries represents a remarkable innovation, empowering students in their role as fish consumers.

Modern Technologies as Important Tools for Environmental Education During the Environmental Crisis

This article discusses the experience and problems of environmental education, education and upbringing. The author emphasizes that environmental education, education and upbringing play an important role in preserving the environment and creating a sustainable future for our planet. The article presents an overview of the experience of environmental education, education and upbringing in various countries, as well as an analysis of the main problems associated with these processes. The author discusses the shortcomings in the existing environmental education programs and suggests ways to eliminate them.

Experience and Problems of Environmental Education, Education and Upbringing. Ecological Culture

The article talks about the relationship of the Chechen people with nature, which from time immemorial were built on the fundamental principles of human community, and the worldview proceeded from the integrity of living and inanimate nature, as they are interconnected and mutually conditioned, therefore have an equal degree of importance for the harmonious functioning of the universe. Flora and fauna, micro- and macrocosm, living and inanimate, rational and irrational are part of a single system of the universe. In the natural environment, as well as in society, there is and cannot be anything that could be ignored. The problem of ecology in its relevance and significance has come to the fore, because today there is an unprecedented ecological crisis in the entire history of mankind. But despite this, people continue to blindly exploit natural resources, pollute the environment and the entire atmosphere. In these conditions, it is important to show that a distinctive feature of Chechen culture is a careful attitude to nature.

Environmental Education Practices in Russia: Experience in the Context of History

The article presents a retrospective analysis aimed at identifying historical traditions, within which the methodology of domestic environmental education was formed. The relevance of the problem raised is connected with the need to study the historical experience of previous generations, the established traditions of nature conservation and protection, which made it possible to form the basic principles and activity practices of ecological culture and its basic component - ecological education. The presented analysis made it possible to identify the main lines of development of environmental education, which are directly related to key practices in the field of state regulation of environmental activities, ethical and environmental scientific thought and social environmental movements in their unity. At present, the experience and traditions of environmental education are becoming in demand, as they provide a real opportunity to solve modern environmental problems. Using the example of studying the processes of institutionalization of environmental education, the authors substantiate the thesis that a systematic approach in the unity of the triad “law-science-society” is the center of crystallization of a new image of environmental culture in the context of environmental education, aimed at the formation of public practices of respect for the environment.

Experience and Problems of Environmental Education, Education and Upbringing

The relevance of the formation of environmental literacy and environmentally responsible behavior is due, on the one hand, to the growing environmental problems under the influence of various factors caused, including by human activities (extinction of animal species, climate change, lack of natural resources, air and water pollution, etc.) . On the other hand, a positive agenda for socio-economic changes in society based on the ideas of “sustainable development”. The inclusion of issues of environmental literacy and environmentally responsible behavior in the content of general and additional education is a global trend, determined by the growing role of education for sustainable development. Environmental literacy is a logical component of education for sustainable development, the associated attention to the various interactions of various elements of the environment, includes human activities that are essential to achieve a self-sustaining community that preserves resources for future generations. The proposed recommendations use the following concept of “environmental literacy”: the ability to understand the systems and processes of nature and the environment that allow the creation and functioning of sustainable communities.

Going to Zion! Experiencing Environmental Sociology in an Iconic National Park

In this article, I examine the effects of an environmental sociology travel study program in Zion National Park (United States) on 11 students during the summers of 2018 and 2019. I outline the program, and then I use students’ reflections in their posttrip final papers to illustrate the effects of the program on their sense of environmental identity. While there was some variance in the growth of environmental identity, all students reported that they were profoundly affected by the program. For many, their environmental identity became salient. I also argue that we, as sociologists, need to grow our experiential environmental education so that many will become advocates for environmental change but also so that some will become the leaders we need to address the climate crisis and the environmental, social, and economic injustices that are deepening because of it.

Tbilisi’s “Sounds Of Silence”—(In)action in the policy ≠ embodiments of environmental education

Based in the 1977 Tbilisi formalization of Environmental Education (EE), this memory-work study of contemporary silences in Environmental Education Research (EER) emphasizes an embodied∼materialist theorization and activist conception of ecological experience in EE (eco)pedagogy. Relevant empirical-conceptual research drawn from EER Special Issues (SI) provides an evidence-base for re-storying numerous post-Tbilisi silences. Of central importance in critiquing various policy transitions in EE and frequent theory turns in EER are the enigmatically ‘lived’ practices of educative experience (human-culture actions and felt other-than-human-Nature interactions). Ecological experiences within experiential and interdisciplinary EE curriculum are inadequately researched in relation to action. Forty-five years after Tbilisi, the power and promise of its “Recommendations” are re-sounded. Tbilisi’s potentials to reconstruct mainstream education policy have been muted for the past two decades of EER. Evidence-driven critical histories of the praxis of key Tbilisi principles are needed if the narrative continuity of the field is to be radically reclaimed.

Listening for futures along Birrarung Marr: speculative immersive experience in environmental education

AbstractThis paper considers experiences of speculative immersion as artists and children map the multilayered sonic ecology of Birrarung Marr, a traditional meeting place for Aboriginal language groups of the Eastern Kulin Nation. We explore how speculative practices of immersion shaped the mapping of precolonial, contemporary, and future soundscapes of Birrarung Marr, and the ceremonial burial of these sonic cartographies for future listeners. Bringing together Indigenous and non-Indigenous concepts of immersion in mutually respectful and purposeful conversation, we work to re-theorise immersive experience as a process of ecological multiplicity and affective resonance, rather than one of phenomenological containment. By approaching immersion as both a concept and a sensation that ruptures the boundary between body and environment, we follow how immersion ‘drifts’ across porous thresholds of sensing, thinking, dreaming, making, and knowing in situated environmental education contexts. In doing so, the paper stresses the importance of speculative immersive experience in cultivating liveable urban futures under conditions of climate change, and responds to the need for new understandings of immersion that take more-than-human ecologies of experience into account.

Wild birds in YouTube videos: Presence of specific species contributes to increased views

Recent advances in understanding cultural ecosystem services (CES) using big data such as social media and other web archives have been primarily made to identify the relationships between the specific indicators for CES and large-scale features of ecosystems, such as vegetation covers and types, ecosystem types, naturalness, and the proportion of areas designated as protected areas. Yet, we know little about how biodiversity and specific species contribute to the enhancement of CES. Here, we examined the factors influencing the number of views in YouTube videos displaying wild birds in nature as a direct indicator of CES related to aesthetic enjoyment, environmental education, and nature experience. We found that the presence of specific wild bird species (i.e., Streptopelia orientalis and Larvivora cyane) increased the number of views while controlling for confounding factors such as the length of the video and the number of days since uploading. We suggest that these species are widely recognized, positively perceived presumably owing to their cultural significance, and preferred among viewers watching videos of wild birds, resulting in more views for videos including these species. Finally, we depicted the geographic distribution (on a national scale) of YouTube videos displaying wild birds in nature. Urban and agricultural land cover around the geotagged location of each video negatively affected the number of views, suggesting that over-exploitation of ecosystems may lead to the loss of important CES. Our study thus demonstrates the contributions of specific wild bird species to enhancing the CES related to aesthetic enjoyment, environmental education, and nature experience, provided through online shared videos.

Assessing the Influence of Policy and Institutional Frameworks on the Effectiveness of Environmental Programmes in Selected Secondary Schools in Murang’a County, Kenya

Environmental degradation is a major challenge which requires appropriate strategies to reverse the situation. One of such strategies is experiential environmental education in high schools which give students an opportunity to participate in various environmental activities which in turn changes their change of attitudes and conservation behaviour. In this study, the influence of such experiential programmes was assessed with regards to their influence on pro-environmental attitudes and behaviour of high school students in Murang’a County, Kenya. The study also assessed the institutional and policy frameworks on which the programmes are anchored using secondary data mainly through literature review of policy documents. For the effectiveness of environmental programmes in school, nine hundred and sixty-one (961) students from nineteen (19) high schools from two sub-counties in the County were sampled in the study. The Likert type questionnaire and the 2-MEV Scale were used to collect the required data. The t-test statistic was applied to determine any differences between the variables. Results showed significant differences in pro-environmental attitudes and behaviour with regard to solid waste management, water resources management, natural resources management between members of Environmental Clubs and non-members. It is concluded that the experiential environmental programmes improve the student’s pro-environmental attitudes and behaviour and hence environmental management within the schools, they lack the requisite institutional and policy framework to support it enhanced environmental literacy. It is recommended that appropriate policies to enhance the implementation of school experiential environmental programmes be formulated to ensure capacity building of the learners to effectively manage environmental issues in the schools and their community.

Microplastics in personal care products: Exploring public intention of usage by extending the theory of planned behaviour

Microplastics, artificial plastic particles with a particle size of <5 mm, have attracted considerable attention due to their potential negative impacts on the social economy, ecological environment, and human health. An important direct source of microplastics (i.e., microbeads in cosmetics) is scrub particles from personal care products, such as cosmetics and toothpaste. Therefore, it is necessary to understand consumers' perceptions and behaviours regarding these products, which can help reduce the emission of microplastics at the source. The purpose of this study is to quantitatively analyse the impact factors and interaction mechanisms of the public behavioural intention of reducing the use of personal care and cosmetic products containing microplastics through the expanded theory of planned behaviour (TPB) model. We conducted random face-to-face interviews with 496 respondents in Shanghai, China. The results show that (1) attitude has the most powerful positive influence on behavioural intention, followed by perceived behavioural control and environmental concern, whereas there is no significant direct influence of subjective norms, environmental education, and behavioural experience; (2) subjective norms have an indirect influence on behavioural intention through attitude and perceived behavioural control; and (3) environmental education and behavioural experience both have an indirect impact on behavioural intention through attitude. Practical and effective policy implications are proposed for the government to reduce microplastic pollution based on the results of this article.

Effects of a Two-Tier Test Strategy on Students’ Digital Game-Based Learning Performances and Flow Experience in Environmental Education

At present, environmental issues are of concern to all countries, especially for developing countries, and education on waste sorting is urgent. However, it remains a challenge to improve students’ learning achievement and engagement in environmental education. Researchers have pointed out the potential of digital games for promoting students’ learning motivation. In addition, the two-tier testing mechanism has been recognized as an effective tool for correcting students’ misconceptions and promoting their in-depth thinking. Therefore, this study proposed a two-tier testing-based digital gaming approach. To verify the effectiveness of the approach, a digital game was developed and a quasi-experiment was conducted. The participants were two classes of fifth graders, with one class as the experimental group using the two-tier test-based digital game and the other class as the control group learning with the conventional digital game. The results showed that the digital game-based learning with two-tier testing model was conducive to students' improved academic performance compared with the conventional digital game-based learning model, especially for students in the low-level group, who were able to make greater progress. In addition, the approach was effective in terms of reducing students’ cognitive load and improving their flow experience.

Urban ecojustice education: Transformative learning outcomes with high school service learners

This case study investigated the outcomes of an environmental service learning program that incorporated pedagogical components taught within the transformative learning and environmental justice frameworks at an urban ecoliteracy and environmental justice center in Albany, New York. Authors conducted participant observation and gathered data from surveys, semi-structured interviews, focus groups, and journaling with high school, college student, and community stakeholders in an Ecojustice Summer Youth Employment Program. In the short-term, service learners adopted enhanced pro-environmental behaviors, an heightened awareness of community environmental issues, and an increased interest in civic engagement, with multiple participants returning for consecutive service periods. Transformative learning outcomes were documented in relation to affirming/changes in longer-term academic, life, and career paths. This research contributes to the field of experiential environmental education that advocates for a better understanding of the outcomes of pedagogies that emphasize social justice youth development, issues of power and justice, and the enhancement of social action and critical consciousness.