Environmental Education In Schools Research Articles

Analysis of the Use of Differentiated Instruction Learning Strategies in Answering Diverse Learning Needs in the Classroom of MAS Darul Hadist Hutabaringin Kec. Siabu Kab. Mandailing Natal

This study aims to analyze the effectiveness of the use of Differentiated Instruction (DI) strategies in responding to diverse learning needs in the classroom of students at MAS Darul Hadist Hutabaringin Kec. Siabu Kab. Mandailing Natal. The research method used is a qualitative approach with data collection techniques through observation, interviews, and document analysis. The results of the study indicate that the implementation of DI can increase students' motivation, involvement, and understanding of the subject matter. Teachers apply grouping based on interests and abilities and vary learning methods to adjust to student characteristics, which contribute positively to their learning outcomes. The implementation of DI faces challenges in the form of limited time, resources, and learning facilities. Teachers need additional preparation to adapt materials and methods, and institutional support is needed so that the implementation of DI runs optimally. This study concludes that DI is an effective learning strategy in improving the quality of education in school environments with diverse learning needs, and recommends that schools support the implementation of DI through ongoing training and improving learning facilities.

Bullying Prevention at Schools in Ukraine

The purpose of the article is to inform high school students and teachers about the problem of preventing bullying and implementing anti-bullying measures at schools in Ukraine. Methodology. Theoretical research methods were used in the article: systematization; comparison of issues related to bullying prevention; comparison of different author’ views regarding the implementation of anti-bullying measures; and analysis and generalization of scientific, educational, methodological, psychological, and pedagogical resources with the aim of systematizing approaches to bullying prevention. Results. In order to deepen high school students’ knowledge of anti-bullying skills, we developed and offered two lessons for students. They are “Normative and legal documents on the prevention of bullying and responsibility for it”, “Foreign experience in preventing bullying”, as well as two workshops for teachers, they are “Guidance to teachers on the implementation of anti-bullying measures in Ukraine”, “Tips for teachers on bullying prevention according to the national programs”‎. We believe they will contribute to bullying prevention in Ukraine. Conclusions. Conclusions regarding the effective bullying prevention in Ukrainian schools indicate the need for comprehensive, systematic work. The most effective are programs that cover all aspects of school life from creating a friendly and supportive environment to raising awareness among students, teachers, and parents about the bullying problem. It is important to involve students in the process of bullying prevention through their participation, communication, and creation of student councils that help in conflict resolution. Building interaction and empathy skills among students helps to reduce the level of aggression and bullying. Systematic training for teachers about bullying prevention, as well as the inclusion of bullying topics in school programs, contribute to the development of a safe educational environment in schools. In order to prevent bullying effectively, it is important that students collaborate actively with teachers, parents, and local communities, ensuring that bullying is prevented and countered both inside and outside schools.

Investigating the Impact of Environmental Education on Improving the Environmental Awareness of Elementary School Students

Environmental education programs not only broaden children’s knowledge but also enhance their environmental awareness. This research aims to determine the extent to which environmental education improves the environmental awareness of elementary school students. In addition to reviewing existing studies, this research employs a questionnaire method to gather data. It also examines the effectiveness of using questionnaires to evaluate children’s environmental awareness. The findings indicate that the efforts of environmentalists and school environmental education instructors positively influence children. Students demonstrate a strong connection to nature, their local geography, and the environment. They also gain substantial, accurate information about the environment and its unique characteristics. However, assessing the level of environmental awareness among children solely based on school education programs is challenging. Comparing schools with and without environmental education programs could provide more meaningful insights. This study investigates the impact of environmental education on enhancing primary school students’ environmental awareness through the use of questionnaires. The results reveal that regular exposure to nature, combined with educational programs, positively affects children’s understanding of and commitment to nature conservation. DOI: https://doi.org/10.52783/pst.929

Sustainable environmental education using virtual reality: A module for improving environmental citizenship competences in secondary schools

Sustainable environmental education (SEE) can develop global citizens. However, environmental education in schools does not develop environmental citizenship (EC). Virtual reality (VR) could provide authentic immersive experiences to evoke emotions for positive action for EC. A SEE module, designed to include VR experiences, was evaluated at a secondary school to determine if it could improve students’ EC. A quasi-experimental single-group pre-test post-test design was conducted with 30 students, followed by focus group interviews with the students. The findings indicated the module was effective in improving EC scores. Analysis of interview transcripts indicated students were engaged and motivated to learn with VR and improved in EC competences. However, the future actions for EC were limited to individual actions and not community-based actions. Although there was some potential in the SEE module, some improvements are needed. Future studies could investigate strategies for making students agents of change in the community.

ENHANCING SCHOOL-AGE CARE ENVIRONMENTS THROUGH POSITIVE INTERACTIONS

This research is devoted to the implementation of the School Educational Environment Rating Scale (SACERS) in Almaty schools, a project approved as a state initiative of the Republic of Kazakhstan for 2023-2025. The research aims to describe the SACERS scale, which includes 48 indicators assessed on a 7-point scale and allows for evaluation of the educational environment that promotes the development of students. Research method: In this research work, a mixed method. The quantitative component included bibliometric analysis data operations using R Studio software (version 2023.3.1.446) and a Google Forms survey administered to 99 students aged 10-13. The qualitative component involved semi-structured interviews with staff, parents, and teachers, in observations, focused on the “Interactions” subscales (27-34) of the SACERS scale. Integrating the findings with broader educational research, this analysis allowed for a detailed assessment of Almaty’s school environment. A comparison of Schools A and B revealed strong disciplinary norms, positive peer interactions, and effective communication between teachers and students. These results emphasize the importance of such elements in creating a positive school environment that promotes learners’s holistic development and global achievement.

КОНЦЕПТУАЛЬНІ ЗАСАДИ ЦИФРОВІЗАЦІЇ ОСВІТНЬОГО СЕРЕДОВИЩА ЗАКЛАДУ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ

The article presents the results of the research conducted by the working group of the Institute for Digitalisation of Education of the National Academy of Educational Sciences of Ukraine on the conceptual statements of the digitalisation of the educational environment of the general secondary education institution, which can be used as a basis for the development of the corresponding Concept. The key principles of digitalisation of the school educational environment are highlighted (access to the Internet for all, personalised learning, use of innovative technologies, development of 21st-century skills, digital safety and ethics, continuous professional development of teaching staff, cooperation with stakeholders, systemic scientific and innovative support, adaptability and flexibility, shared management and participation). The strategic priorities of the conceptual foundations of the digitalisation of the school educational environment are outlined (digital educational infrastructure, digital competencies of pedagogical workers, new digital and educational technologies, cooperation and digital communication with parents and the community, cybersecurity of the educational institution). The conceptual and terminological apparatus has been clarified. The study analyses and describes the risks associated with the digitalisation of the school educational environment. Given the lengthy process involved in reviewing, discussing, and subsequently approving the project for the Concept of Digitalisation of the Educational Environment of the general secondary education institution as a regulatory document, the results of this study are now presented for the consideration of the educational and scientific community. These results can be used as scientifically based recommendations to guide the creation of other legislative acts related to the digitalisation of education. Additionally, the results can be considered during the development of the digitalisation policy of the Ministry of Education and Science. Studying international best practices for digitalising general secondary education can enhance the proposed conceptual framework. The findings can then be implemented to update professional development programs for educators.

Assessment of physical factors of the educational environment in schools of the Chelyabinsk region and their influence on students’ adaptation

Introduction. The health of children and adolescents is a criterion of their body’s relationship with the environment and is formed under the influence of a complex set of social, biological and environmental factors. Educational organizations are the only system of public education that covers the entire child and adolescent population of the country for a long period of time. Physical factors of the intra-school environment affect the physiological processes of the body of schoolchildren and ensure adaptation to physical exertion. The purpose of the study: to study and evaluate the physical factors of the educational environment in schools of the Chelyabinsk region in the dynamics of five years and the adaptive potential of students. Materials and methods. Statistical, mathematical and instrumental research methods are used in the work. The conditions of physical education classes in 10 schools in the cities of the Chelyabinsk region from 2018–2022 were studied and an assessment of physical performance was carried out in 102 students of grades 8–9. It was found that the largest share was accounted for by objects classified as medium risk and moderate risk in 2020–82.8 %. Results. The proportion of educational institutions that do not meet sanitary and hygienic standards in terms of artificial illumination and electromagnetic studies remained high and amounted to 14.2 % and 8.9%, respectively, excess air temperature was detected in 20 % of the studied schools. In 60 % of the schools studied, outdoor sports grounds have not been repaired since they were put into operation. Conclusion. 26.7 % of respondents showed satisfactory adaptation to physical exertion, 73.3 % (2.8 times more) of respondents noted the strain of adaptation mechanisms. The number of students with overweight and revealed stress of adaptation mechanisms was 66.7 %, and with a lack of body weight, this figure was 2.1 times less and amounted to 28.5 %. A third (33.3 %) of overweight respondents showed satisfactory adaptation, while underweight students showed 2.2 times higher (71.5 %).

The Influence of Conservation Education on Pro-wildlife Sustainability Behaviour at the Eco-centric Zone of Budongo Central Forest Reserve in Buliisa District, Uganda

Human-wildlife coexistence has become increasingly pressing in sub-Saharan Africa, especially Uganda, highlighting the need for an effective conservation education programme. The relationship between Conservation education and Human-wildlife coexistence in Uganda remains an open question. Therefore, this study aimed to assess the influence of conservation education on pro-wildlife sustainability behaviour at the eco-centric zone of Budongo Central Forest Reserve (CFR) in Uganda. Two specific objectives guided the research which include to: document the existing conservation education programs involved in enhancing human-wildlife coexistence around Budongo CFR; and to determine the influence of conservation education programs towards enhancing human-wildlife coexistence around Budongo CFR. The study employed a descriptive survey design where mixed-methods approach, including quantitative and qualitative surveys were carried out. Key informant interviews were carried out to elicit information from some community leaders and teachers. In addition, field observations were done to gauge the success of these programs towards fostering human-wildlife co-existence. The study revealed various conservation education programs in place, including environmental education in schools, community outreach programs, ecotourism, sustainable agriculture, and forest restoration. Notably, conservation education in schools played a significant role, contributing 59.1% to the variance in human-wildlife co-existence. A Pearson Correlation Coefficient analysis indicated a strong positive significant relationship between conservation education programs and improvements in human-wildlife co-existence (r=0.973, Sig=0.000). The findings showed that well-designed conservation education programs have the potential to enhance community awareness, reduce conflict incidents, and encourage sustainable co-habitation practices. However, challenges such as cultural nuances and resource limitations pose significant hurdles to program effectiveness. In conclusion, this research demonstrates the effectiveness of conservation education programs in enhancing human-wildlife coexistence around Budongo CFR. These programs have not only increased knowledge and positive attitudes but also fostered local capacity to conservation. There should be a continued investment in these programs by the government, NGOs, CBOs, and industry experts aimed at promoting sustainable coexistence and conservation in the Budongo CFR and similar areas in the country.

Discussion on the Causes and Solutions of Juvenile Bullying Behavior in Rural Schools

As a serious social problem, campus bullying has brought far-reaching negative impact on the victims. Victims not only suffer from impaired physical and mental health, but are more likely to face social difficulties and psychological distress. This study deeply discusses the specific causes and intervention strategies of school bullying behavior. The reasons for the frequent occurrence of school bullying involve many aspects such as family, school, peer relationship and social culture. In response to this problem, this study proposes to construct the "trinity" education model of family, school and community to deal with the school bullying phenomenon of rural teenagers. Through strengthening family education guidance, optimizing school education environment, and strengthening community construction, we can jointly promote the effective solution of school bullying. This study provides a useful reference for building a more perfect school bullying prevention and control system, which is helpful to reduce the occurrence of school bullying and protect the healthy growth of teenagers.

Arabic Language Learning in the Context of Non-Religious Schools: Analysis of Learning Urgency and Student Learning Interest

The purpose of this study was to explore the urgency of learning Arabic, identify factors influencing students' learning interest in non-religious schools, and analyze the relationship between learning urgency and student learning interest. Arabic has particular urgency in the context of Islam, but in this era of globalization, understanding Arabic provides a significant advantage in understanding the rich history, literature, and culture of Arabia. The research method used is a qualitative research method with a descriptive-analysis approach. The results showed that factors such as motivation, learning environment, and effective teaching influenced students' interest in Arabic. In addition, the urgency of learning Arabic is also positively related to students' interest in learning. Therefore, The urgency of learning Arabic is also positively related to students' interest in learning. Therefore, educators need to design more effective learning strategies to achieve the goals of religious education and Arabic language competence in non-religious school environments

Conflicted epistemologies in secondary school environmental education: implications for sustainable climate action in Uganda

ABSTRACT Transformative secondary school environmental education is likely to impact climate action by producing environmentally responsive citizens. We present a case study of environmental education in northern Uganda, and how learners’ intended actions are moderated by their exposure to both formal and non-formal indigenous environmental knowledges. Guided by the Critical Place Inquiry theory, we undertook a pragmatism paradigm where a mixed methods approach was used to collect quantitative and qualitative data from 1,282 secondary school learners and 12 teachers in 30 rural and urban schools. Individual interviews, focus group discussions, document reviews, questionnaires, and arts-based scenarios were used to collect data. Findings revealed that learners’ school-acquired environmental knowledge is not transforming them into environmentally responsive citizens because formal and non-formal knowledges are conflicted across pedagogy, curricular, and textbooks. We propose a harmonisation of the two epistemologies so that learners can relate school knowledge with their every-day environmental realities for climate-smart citizenry.

Sosialisasi Pentingnya Peduli Lingkungan dengan Program 3R di SMK Negeri 1 Cilegon

The problem of waste management is an urgent environmental issue and is often discussed in various forums. In Cilegon City, even though the government has implemented various waste management policies, such as Law Number 18 of 2008 and PP Number 81 of 2013, there are still obstacles in their implementation. The high habit of littering among Indonesian people worsens this situation. The socialization program for waste management based on the 3R principle (Reduce, Reuse, Recycle) at SMK Negeri 1 Cilegon aims to increase students' awareness and involvement in waste management. Implementation of this program involves stages of socialization, technical training, program implementation, as well as monitoring and evaluation. The results of this activity show an increase in students' understanding of the 3R principles, with 80% of students actively implementing waste sorting at school. These activities also include environmental training and campaigns, which contribute to the reduction of unsorted waste. The evaluation results show that the educational and participatory approach is effective in increasing students' awareness of waste management. This program has not only succeeded in achieving the goals of environmental education in schools, but can also be used as a model for other educational institutions in their efforts to better waste management. Thus, it is hoped that the application of the 3R principles in the school environment can influence positive behavioral changes and support environmental sustainability efforts in the community.

The Relevance Between Pesantren's Character Education and Ismail Raji Faruqi's Thought

This article reviews the relevance of Ismail Raji al-Faruqi's views on monotheism education and character education, focusing primarily on moral and religious education in Islamic boarding school environments in Indonesia. Monotheism education, a central concept in Ismail Raji al-Faruqi's thinking, is considered a crucial foundation in the development of science. The method used is library research, which collects and analyzes data from various sources such as books, journals, and related research. This research produces findings that al-Faruqi's concept of monotheism education is substantively relevant to character education, especially in the context of developing moral and religious character in Islamic boarding school environments. Al-Faruqi's contribution to enriching character education in Pesantren through a monotheistic approach helps ensure that Islamic values ​​and holistic personal development become the main focus, producing individuals with good morals committed to developing knowledge.

Tools for developing the life building competence of high students in the educational environment of school

Tools for developing the life building competence of high students in the educational environment of school

Middle School Teacher Self-Efficacy in the Implementation of the Learning Process in Indonesia

In the school environment, all teachers have a good level of teacher efficacy. However, in reality, many teachers still find low levels of efficacy. This has an impact on students' knowledge, understanding, and achievement in the school environment. This is urgent to be researched because there are similarities between theory, hope, and reality. So the research aims to analyze the factors that influence teachers' self-effectiveness in implementing Environmental Education in schools. The method in this research is quantitative research with regression. The subjects consisted of 300 teachers from private secondary schools and state secondary schools spread across Indonesia. Data collection techniques using instruments. Instruments developed from indicators and measured based on a Likert scale. Data analysis techniques using Statistics version 25.0 with descriptive (mean, standard deviation, frequency, and percentage) and inferential statistics using the Multiple Linear Regression method. The results and research findings show that the level of teacher self-efficacy in implementing Environmental Education in schools is moderate. It was found that the factors that influence teacher self-efficacy in the implementation of education are teacher awareness of the environment and teacher perceptions of the principal's learning leadership.

Agroecological School Garden, project work and Environmental Education: a study with Elementary School II teachers

Agroecological School Garden, project work and Environmental Education: a study with Elementary School II teachers

Growing through understanding and support: special boarding school teachers’ perspectives and experiences on sexual education for children with autism

This study aims to thoroughly analyze the perspectives of teachers in special boarding schools in Harbin, China, regarding sexual education for children with autism, with the goal of better understanding and improving practices in this crucial educational area. Using a semi-structured interview approach, the study conducted detailed interviews with 20 teachers from special boarding schools across urban and suburban areas, representing a diverse range of socio-economic backgrounds, to gather their direct insights and experiences regarding sexual education for children with autism. Employing a reflective thematic analysis, the study systematically coded and analyzed the interview content to delve into teachers’ viewpoints and strategies. The research revealed four core themes: trust building, addressing diversity, expanding interactions, and promoting sustained development. These findings not only provide profound insights into the practical aspects of sexual education in special school environments but also offer valuable guidance for future educational practices and policy formulation.

Examining the School Context Predictors of Self-Determination: The Influence of Teachers’ Beliefs and the Perceived Opportunities

Background: In the literature, ecological factors of the school context and educational environment are considered opportunities for triggering self-determining behaviors. In the causal relationship between opportunities and the initiating of self-determining actions and attitudes, a key role is played by teachers' beliefs about their role in teaching self-determining behaviors and skills and how they perceive the learning and expression of students with disabilities' self-determination. Methods: The purpose of the present study is to investigate the patterns of the relationships, in terms of direct, indirect effects, and total effects, among teachers' beliefs about their role in teaching self-determination to students with disabilities, teachers’ perceived opportunities in the school context and the family environment, and students' capacity for self-determination perceived by teachers. A preliminary adapted AIR Self-Determination Scale, educator form, and teachers' beliefs survey were administered to a number of 157 Romanian teachers qualified to work in the special education system, and who provide specialized educational support and therapeutic services to students with disabilities. Results: The two factors of teachers' beliefs showed direct effects on the opportunities and capacity for self-determination perceived by teachers. The opportunities for self-determination at school and home mediated the relationship between teachers' beliefs and the student’s capacity for self-determination perceived by teachers. Conclusion: The study findings contribute to current Romanian research in this field, and practical educational implications were discussed.

Профессиональная позиция педагога-психолога в проектировании инклюзивной образовательной среды

<p style="text-align: justify;"><span lang="EN-US">The article discusses the problem of professional involvement of a teacher-psychologist in the inclusive educational process of a school and his role in creating an inclusive educational environment (IEE). The results of federal monitoring of the state of the inclusive educational environment in schools of the Russian Federation and indicators related to psychological and pedagogical support for students with special educational needs in educational organizations (EO) are considered, namely: 85% of OOs provide socio-psychological support to children who find themselves in difficult life situations situations, consultations with a teacher-psychologist account for 84%, and 78% of educational institutions conduct individual correctional classes, which indicates a high level of support. 76% of public organizations have Regulations on psychological services, 85.2% of public organizations have Regulations on psychological and pedagogical council; Offices of educational psychologists are provided in 71% of schools. Based on a discussion of the data, conclusions are drawn about the need for professional development of educational psychologists and the formation of their inclusive competencies and role in building an inclusive educational environment.</span></p>

PECULIARITIES OF DEVELOPMENT OF SOCIAL COMPETENCE OF STUDENTS IN THE CZECH SCHOOL EDUCATION

The article substantiates the peculiarities of the development of social competence of students in school education in the Czech Republic. Different methods of scientific research were used: the study of scientific research on the development of social competence of students in school education - to identify the factors of the development of social competence; analysis, generalization, systematization of psychological and pedagogical literature - to determine the theoretical and methodological principles and main approaches to solving the specified problem, definitional analysis of the concept of «social competence»; inductive-deductive methods and the method of generalization - to determine the features of the development of social competence of students in school education; systematization - to identify areas of educational activity in schools that contribute to the development of social competences of schoolchildren. It was determined that in the school education system in the Czech Republic, it is special to take into account the opportunities for the development of social skills and competencies of a social nature, which are key competencies that determine specific educational goals and tasks in the context of educational programs. School, education, upbringing, education, and socialization are interrelated concepts. Levels and general prerequisites for the development of social skills are proposed: personality development in the conditions of the natural and educational environment of the school, communication, and interaction with the environment based on interpersonal relations and relationships. It is emphasized that an important aspect of understanding social competence is its relationship with a person's moral development. Adaptation to a specific social environment cannot be a criterion of personal effectiveness. It was concluded that the development of social competence of students in the school educational environment involves the design of the content and deployment in the educational process of socially significant situations that set the social context of the future life and activities of students and that have educational potential.