Environmental Education Policy Research Articles

From Policy to Practice: Unpacking the Politics and Realities of Environmental Education Policy in Chinese Primary Schools

Abstract In recent years, China’s strong commitment to the political agenda of ecological civilisation has increased the presence of environmental education (EE) in the policy arena. Using the waste classification policy as an example, this research explores the implementation of EE policy in two Chinese primary schools. Through the use of a policy enactment framework, the findings reveal that contextual factors such as school enrolment, infrastructure and external influences from the District Bureau greatly influence the schools’ policy capacity. By exploring the internal policy flow and school artefacts, it was found that although the waste classification policy was enacted similarly in the selected primary schools, the outcomes differed significantly. These variations highlight the complexities and challenges of implementing an EE policy under ecological civilisation and contribute to the understanding of the tension between localised adaptations and the nationally politicised EE policy mandates.

25 YEARS OF THE NATIONAL ENVIRONMENTAL EDUCATION POLICY (PNEA): A CASE STUDY ON THE IMPLEMENTATION OF FORMAL ENVIRONMENTAL EDUCATION IN THE DAILY SCHOOL LIFE OF 120 PUBLIC SCHOOL TEACHERS IN THE MUNICIPALITY OF CABO FRIO, RJ

Objective: The objective of this study is to carry out a critical analysis of the National Environmental Education Policy based on a Case Study with 120 Teachers who are in the classroom, in Public Schools of the Education Network in the Municipality of Cabo Frio, RJ, Brazil. Theoretical Reference: There are several theories and authors who research and write about EA. Historically, it can be said that the first person studied to describe and teach about AE was Raquel Carson, in her book “Silecious Spring” where she described the problems caused by pesticides. Subsequently, there were several international meetings that gave rise to treaties and guidelines on the predatory way in which man deals with the environment in his capitalist model of production. Among the multilateral documents signed by Brazil is the EA Treaty. Currently, we have in practice the EAF resulting from philosophical understandings arising from Federal Law No. 9,795/99 “the EA law”. In contrast to the traditional EA model, our main source of analysis is the theories of “Critical EA”, aimed at building knowledge, awareness, critical cognitions and autonomy of people in relation to their interaction with environmental goods in a sustainable and sustainable way. perennial. Method: The methodology adopted for this research comprises exploratory field research. The technique used in the research was the “Case Study”. The quantitative method was used in the analysis of data obtained from the application of the field research instrument, namely: the questionnaire. Being applied to this statistical analysis. Each proposed question generated a table and a graph where the statistical percentages of the responses of the Teachers who answered the questionnaire are presented. A quantitative and qualitative analysis of the results was then carried out. Results and Discussion: The results obtained confirm the hypotheses raised, as they demonstrate a lack in the training of undergraduates in undergraduate courses in relation to the EA theme, as well as an incipient and ineffective practice of formal EA in the daily lives of the Teachers surveyed. Implications of the Research: The practical and theoretical implications of this research are visible given the demonstration of a reality of the researched that is replicated throughout the education network of the researched municipality and possibly of Public School Teachers throughout the State of RJ. Originality/Value: This study significantly contributes to enriching the theory and practice of EAF, as it portrays the current scenario of teaching practice in relation to EAF in municipal schools with actuality and truth, demonstrating the obstacles, flaws and ways to be taken to make a constitutional right effective, namely the right to EA.

Comparação das leis de educação ambiental do Brasil e da Bolívia

The present work shows the main laws of Bolivia and Brazil that include environmental education in their texts and establishes a comparison between them. In the methodology of micro comparison of law, it was sought how to perform the textual classification for the analysis of laws of a specific theme and it was made use of the organization of keywords in word clouds. The results obtained were that the laws of both Brazil and Bolivia have differences in the approach to the theme of environmental education, with the National Policy of Environmental Education of Brazil being the most explanatory and complete text in its guidelines for the theme, while the Bolivian laws value the concept of Living Well in harmony with the different peoples of the country and the law that most fosters the dissemination of environmental education is law 1333 of Environment.

Fauna sinantrópica e silvestre no ciclo da leptospirose e impactos legais e forenses na “Saúde Única”

The term “synanthropic” qualifies animals that have adapted to living alongside humans, often involuntarily. Synanthropy is characterized by the potential transmission of diseases to humans. The One Health approach increasingly emphasizes the importance of veterinary medicine in animal and environmental healthcare, with a focus on human health. This review aims to identify, understand and discuss the impacts of synanthropic and wild fauna on animal, public and environmental health, as well as legal and forensic aspects within the framework of One Health. The challenges encompassing One Health challenge both veterinary medicine and the law. Veterinary expertise is a resource that can assist in legal matters relating to the environmental management of synanthropic and wild fauna. Humans exposed to synanthropic and wild animals are considered a risk factor for disease transmission. The presence of rodents in urban and rural areas generates economic and health problems as they transmit diseases directly or indirectly. The rodents involved in the transmission of leptospirosis are Rattus rattus, Rattus norvergicus and Mus musculus. Leptospirosis is a neglected disease transmitted both by rodents and wild animals. The understanding of this issue must communicate actions to public authorities to develop health and environmental education policies regarding this fauna in order to reduce, control or eliminate the risks of disease transmission. This review bases its information on the Pubmed platform, Google Scholar, articles and textbooks. Despite existing legislation, leptospirosis is still considered a neglected disease, and synanthropic and wild fauna represent a significant challenge to the One Health concept due to the lack of basic sanitation and poor urban infrastructure that facilitates the presence of this fauna, which cause health and economic problems for the population.

Between advances and setbacks: the trajectory of the National Environmental Education Policy

Between advances and setbacks: the trajectory of the National Environmental Education Policy

Cultivating Empathy and Environmental Stewardship: Harnessing the Partnerships of Parents, Teachers and Communities for Sustainable Moral Development and Social Cohesion

Objective: This study aims to delve into how integrating the Islamic principle of Rahmatan Lil Alamin with the concept of empathy development can, through the collective efforts of parents, teachers, and communities, nurture empathy and environmental stewardship. This synergy aims at fostering sustainable moral development and social cohesion. Theoretical framework: Grounded in the Islamic principle of Rahmatan Lil Alamin, which advocates for mercy, love, and benevolence towards all creation, including our planet, this study intertwines this principle with the concept of empathy development. This emphasizes compassion and understanding between people and towards the environment. Drawing on theories of moral development, social cohesion, and environmental education, this framework seeks to explore the interconnectedness of these concepts within the study. Method: Employing a systematic literature review, this paper aims to establish a theoretical base and identify gaps within existing research on this subject. Results and conclusion: Anticipated findings suggest that the integration of Rahmatan Lil Alamin and empathy development into environmental management and education could highlight the crucial role of collaborative partnerships among parents, teachers, and communities. This collaboration is expected to foster a culture of environmental stewardship. The study's conclusion is poised to showcase how such an integrated approach can contribute to nurturing a culture that values stewardship of the environment. Implications of the research: The study has significant implications for environmental management, education, and social policy. Demonstrating the integration of Rahmatan Lil Alamin with empathy development could lead to more inclusive educational approaches to environmental stewardship, benefiting educators and practitioners alike. Originality/value: The distinctiveness of this study lies in its interdisciplinary approach, linking Islamic principles and empathy with environmental education and management. By showcasing how integration can lead to sustainable moral development and meet sustainability goals, the paper offers valuable insights for educational practitioners and policymakers worldwide.

Environmental Education in High Schools: an analysis of pedagogical policy projects of eight public schools in Juazeiro-BA

The research aimed to assess how Environmental Education (EE) has been addressed in Pedagogical Political Projects (PPPs) of 8 state schools in municipality of Juazeiro-BA, in accordance with Bahia State EE Policy (SEEP/BA) and Bahia Referential Curriculum Document (BRCD). The need to include EE in school PPPs is implicit in the BRCD, when it reiterates the need to promote respect for socio-environmental sustainability. CEE Resolution No. 11, of January 17, 2017, which provides for Environmental Education in the State Education System of Bahia, determines that EE must be present in an articulated manner at all levels, stages and modalities of teaching and included in the School Regulations, PPP, Course Plan (CP), Course Pedagogical Project (CPP) and Institutional Development Plan (IDP). PPPs were analyzed using Bardin's theoretical-analytical framework, identifying text parts that dealt with environmental issues and selecting those that were directly or indirectly related to EE. In composing the corpus of analysis in the analyzed PPPs, it was possible to identify essential information for the document, such as the didactic-pedagogical organization, history of the school unit, teaching and administrative staff, infrastructure, among others necessary for its preparation. It was concluded there is little environmental issues internalization at PPPs, showing the superficiality which subject is exposed in documents, as well as the lack of proposals and actions in EE based on current secondary education configuration. About mycology, no references were found at PPPs, demonstrating a gap that does not adequately include this living beings group.

Analysis of educational robotics actions within the scope of environmental education

Environmental Education must be promoted in an interdisciplinary and transversal manner which, when made possible through Information and Communication Technologies (ICT), also provides students with critical thinking and encouragement in the search for solutions to problems in the environment in which they are inserted. In this sense, the present study consists of carrying out a survey and analysis of the actions of educational robotics in promoting environmental education. Based on works published between 2010 and 2020, all actions that in some way collaborated with the promotion of interdisciplinarity and environmental awareness were identified, synthesizing positive actions to disseminate them and proposing possible alternatives to adverse actions. The results demonstrate that the use of educational robotics in promoting environmental education represents the advancement of formal education, in addition to providing students with critical thoughts and behaving consciously about environmental and social issues, among others. Furthermore, it aims to get closer to the transversal and interdisciplinary teaching proposed by the National Environmental Education Policy.

Environmental Education in Vietnam

This article utilizes critical discourse analysis to investigate the environmental education (EE) policy in Vietnam by analyzing seven policy documents. It examines the language used in the policy papers and underlying factors that shape the policy, including power relations, ideologies, and sociopolitical influences. The findings reveal a lack of shared understanding of EE and the neglect of its social aspect, leading to limited integration of EE content in national curricula and the prevalence of performative language within the policy. This undervaluation of EE can be attributed to the influence of Confucianism and the traditional education model inherited from the former Soviet Union. It also suggests that the present policy predominantly reflects the ideologies and priorities of the ruling class, who prioritizes economic growth over sustainability. This study underscores the need for a nuanced approach in policymaking that integrates sociocultural dimensions and addresses the performative gap in environmental education, paving the way for more effective and context-sensitive strategies in Vietnam’s response to educational challenges posed by climate change.

Fostering environmental personal norms: the role of environmental education in Nigerian pre-service teachers’ environmental knowledge, pro-environmental beliefs and behaviours

This research investigated the role of environmental education (EE) in acquiring environmental knowledge, pro-environmental beliefs and pro-environmental behaviours among a sample of pre-service teachers who undertook an EE course (n = 177) and those who did not undertake an EE course (n = 203) in a Nigerian university. Results showed that pre-service teachers who received the EE course had higher environmental knowledge and pro-environmental behaviour than their counterparts who did not take the EE course. Moreover, pre-service teachers who did not take the EE course had higher pro-environmental beliefs than their counterparts who received the EE course. However, the recorded mean differences were minor and not statistically significant. Also, the relationships between environmental knowledge, pro-environmental beliefs and pro-environmental behaviours were not significant. The implications of these findings call for EE policies and practices anchored on promoting personal environmental norms and citizenship and updated capacity building for EE educators.

Management of Electro-Electronic Equipment Waste and its Relationship With Social Vulnerability in the City of Recife-Pe: A Study from the Perspective of Spatial Analysis

Objective: To evaluate the influence of social vulnerability on the management of waste from electrical and electronic equipment considering the distribution of collection points in the city of Recife-PE. Theoretical framework: Not all citizens have access to the WEEE collection service or understand the need for proper disposal. Furthermore, the lack of infrastructure, environmental education and public policies aimed at managing WEEE can make it difficult to implement an efficient and sustainable system for collecting these materials. Method: A spatial analysis was carried out based on the socioeconomic and environmental indicators of the census sectors in the area under study, as well as the location of existing collection points. Results and conclusions: The spatial analysis showed that WEEE collection points are poorly distributed in the city, with the majority in areas of lower social vulnerability. This may affect the effectiveness of WEEE management. Therefore, it is necessary to expand and decentralize collection points, in addition to promoting environmental education and social inclusion to encourage citizen participation in WEEE management in Recife-PE. Research implications: The study is of great relevance, as it indicates how social vulnerability interferes with the management of WEEE. Originality/value: Research reveals that it is possible to use spatial analysis to identify trends in WEEE management. This tool can guide actions by public managers, companies, civil organizations and consumers, encouraging the correct disposal of WEEE in specific collection locations in the city of Recife-PE.

Textile waste and education for sustainability: a Brazilian literature review

In Brazil, the way to dispose textiles waste is not widely available, and they aren’t considered a waste category such as metal, plastics, glass, and paper. Hence, tons of materials are send directly to landfills and open-air dumps. Additionally, the recycling possibilities requires specialized knowledge. The country has three main policies to administrate the environmental problems: National environmental policy (1981); National Solid Waste Policy (2010); National environmental education policy (1999). All of them have a point of convergence on reducing, not generating, reusing and recycling materials. The growing cost to the environment, land, air and water pollution, and to government to dispose, must call attention of the researchers to study and advocate for changes and to raise awareness. Studiers must put a great effort into to collaborate with redesigning and to produce less textiles waste. Following this discussion, this paper is a bibliographical survey in CAPES and SUCUPIRA’s databases (Brazilian Federal Agency for Support and Evaluation of Graduate Education), after querying with the keywords related to textile waste generation and education. Comprising the period 2017-2021, the study focuses on scientific documents – master and doctor dissertations – written in Portuguese language. The objective in doing a review of literature was to evaluate it according to the guiding concepts of education, sustainability and textile waste generation. This methodological alternative to conduct this research, and technical procedures, revising scientific information, focused on 13 articles. It is concluded that the bibliographic review articles, related to education and textile waste generation are not emphasized in academic production. Therefore, significant findings in literature could empowered academic public for changing attitude and stimulate new researches.

Mapping the Environmental Education Policies for the Youth to Encourage Rural Development and to Reduce Urbanisation: Econometric Approach

Urbanisation, rural development, climate change, and population growth have significant environmental impacts on sustainability and survival, particularly in rural areas of Indonesia. To slow down the process of urbanisation in these regions, it is essential to promote environmental education among the youth, encouraging them to prioritise rural development and sustainable practices. This study presents a research framework that examines the mapping of environmental education on young preferences for rural development and its impact on reducing urbanisation. Using a knowledge-based approach, the study employs regression and bootstrap analysis on data collected from 227 Indonesian and Malaysian provinces. The results show that ecologically friendly education among executives promotes environmental concerns and managerial practices, mediating the relationship between environmental education and urbanisation. Additionally, understanding these interactions positively moderates the influence of organizational ecological problems. Overall, this study highlights the importance of environmental education in promoting rural development and reducing urbanisation, which is crucial for sustainable development.

Grupo ECO-ACACIANOS: la escuela como escenario para la transformación social,la educación ambiental y sostenible en la IED Acacia II.

This article tells the motivations, progress and impact of the "Eco-Acacianos" project, an institutional project of the IED Acacia II that is part of the National Environmental Education policy and that was nominated for the 2021 educational innovation award.

환경교육 정책 제안을 위한 교사들의 환경 인식 조사

Objectives The purpose of this study is to investigate teachers' perceptions of environmental education and to use the results as basic data for establishing environmental education policies in Jeollabuk-do.
 Methods To achieve this purpose, a questionnaire was prepared with 4 teachers belonging to the Environmental Education Research Community. The survey was conducted online. The contents of the survey are about environmental issues, overall perceptions of environmental education, and education policies.
 Results As a result of the survey, teachers are highly interested in environmental issues and environmental education, and at the same time, teachers used to teach environmental education integrated with school life rather than establishing a separate guidance plan. Teachers recognized that the support for environmental education was insufficient, and preferred methods of support such as program development and dissemination and expansion of teacher training as a support of The Office of Education.
 Conclusions Based on the results, we would like to suggest the environmental education policies that the Office of Education should support. First, it is necessary to develop a variety of programs that can be used for environmental education and build an easily accessible platform. Second, training contents, methods, places, and opportunities for environmental education that reflect the needs of teachers should be provided. Third, it is necessary to create an environment that leads to daily practice. This study is meaningful in that it confirmed the needs of teachers, who are actually implementing policies, not from the point of view of policymakers. Now is the time to prepare for the next step to put the proposal into action as a policy.

Environmental Education in South African Schools: The Role of Civil Society Organizations

Environmental education (EE) is an integrated component of the South African Curriculum and Assessment Policy Statement (CAPS) document. Pro-EE civil society organisations are actively involved in the implementation of EE policies in schools. The roles played by civil society organisations contribute to the trajectory of practical environmental programmes. This study adopted an interpretive paradigm, a qualitative approach, and a phenomenological design anchored on Bronfenbrenner's philosophical view of human development. One Pro-EE civil society organisation and two respondents were purposefully sampled. Semi-structured interviews and documents were tools employed to collect qualitative data and results were analysed thematically. The study revealed that Pro-EE civil society organisations play a pivotal role which includes; equipping learners to live sustainably, teachers’ professional development, policy formulation, and implementation that actualizes the CAPS document's objectives. The study recommended that the South School Act be amended to make EE policy mandatory. The department of basic education (DBE) should provide sufficient resources to Pro-EE civil society organisations to expand Eco-Schools project-based initiatives in schools regardless of the geographical location.

Effects of nature contact on children's willingness to conserve animals under rapid urbanization

Wildlife conservation requires public support. Growing evidence has suggested that childhood nature experience plays an essential role in forming one's environmental commitment. Yet, the link between nature contact and children's willingness to conserve wild animals has been examined little, especially for children from developing countries. Here, we conducted a questionnaire survey of school children from 4th to 5th grade and investigated their knowledge, likeability of species, and willingness to conserve wild animals, as well as the associations between nature contact (direct and indirect forms) and these outcomes. A total of 842 students at six primary schools in Nanning, Southern China, participated in the survey. Results showed that children's willingness to conserve wild animals was positively associated with both direct (time spent outdoors) and indirect (watching natural programs or reading natural books) nature contact frequency, their knowledge of species, and their likeability of species. Moreover, children's knowledge and likeability of species were also positively associated with nature contact frequency (direct and indirect forms). Therefore, wildlife conservation would benefit from environmental education and child care policies that enable children to spend time outdoors and learn about nature in multiple ways.

Aging, generational shifts, and energy consumption in urban China

China is recognized as the largest energy consumer and is also the country with the largest and fastest-aging population. Ongoing demographic changes may reshape China's household-based energy consumption patterns because of the large gap in consumption behavior between the elderly and the young as well as varying attitudes toward the environment among generations. However, when the impact of China's aging population on energy consumption is projected, the heterogeneous cognitive norms of generations in the process of demographic transition are not well understood. In this study, we assessed the future impact of China's demographic transition on energy consumption using a proposed theoretical framework to distinguish between age and generational effects. Specifically, we used age-period-cohort (APC) detrended analysis to estimate age and generational effects based on China's urban household survey data from 1992 to 2015. The results indicated large differences in energy use propensity across ages and generations. The elderly and younger generations tended to be energy-intensive consumers, resulting in higher energy consumption in this aging society. Our results consequently show that future changes in China's elderly population will result in a substantial increase in energy consumption. By 2050, the changing consumption share of the elderly population will account for ∼17 to 26% of total energy consumption in the residential sector, which is close to 115 million tons of standard coal (Mtce). These findings highlight the need to interlace environmental education policies and demographic transitions to promote energy conservation behavior in children and youth for low-carbon, sustainable development.

Ecological Economics Foundations to Improve Environmental Education Practices: Designing Regenerative Cultures*

The main objective of this article is to explore new paradigms of teacher training in the field of environmental education. That is why this qualitative study explores the literature on ecological economics and degrowth to identify the most important theoretical principles that can be integrated into environmental education practices. From a transdisciplinary approach, the study integrates a philosophical and epistemological dialogue between scientific knowledge and indigenous wisdom of the Ecuadorian peoples. Then, the results of introducing the ecological economics foundations in the Ecuadorian environmental education policies are described with the analysis of the TiNi program. Subsequently, the emergence of the regenerative economics in the literature is discussed. To conclude, the Sustainable Development Goals (SDGs) are questioned for their conventional economic vision, and regenerative cultures are proposed to promote world futures focused in human well-being and environmental justice.

The Politics of EU towards Environmental Education and Sustainable Development

Although there are many ways to overcome environmental problems, the threat of climate change and resource depletion, which has become a global problem, forces countries to make common policies. However, some economic costs that occur at the same time prevent countries from adopting sustainable environmental policies. Therefore, this article, which emphasizes environmental education, includes examples of cooperation between countries on environmental protection and sustainable development.Environmental policies and development policies in the member states of the European Union are also among the subjects to be examined. In this way, the level of environmental policy in countries with different foreign policy priorities could be observed. The EU, which has rapidly developed its environmental policies with the effect of globalization, sets an example in this regard. Therefore, the research, it is aimed to discuss the place of environmental protection policies in the education system in European Union (EU) countries. It is seen that the current education system does not adequately focus on climate change. It has been determined that the environmental policies carried out to overcome the negative effects of environmental problems cannot be integrated into the education system or their sustainability cannot be ensured. If it is desired to have environmentally sensitive societies: It is important to improve the curriculum and analyze the international repercussions of climate challenges on education. Indeed, education is one of the most important stages of this informing process. In this article, “globalization” will also be discussed together with the EU's environmental policy and education system. Furthermore, it will be analyzed which subjects are included in the curriculum and what the differences are between European countries. There are three main titles in this study in which qualitative research method is preferred: “Introduction”, “The Effects of The Globalization on Environmental Problem”, “Environmental Education in EU and Sustainable Development”. As a result, in the light of the information obtained, it is seen that the effort to integrate the environmental policies of the European Union into the education system in economic, social, and political life dimensions continues. Considering the EU's 2030 and 2050 sustainable development goals; in addition to a sustainable environmental education policy, investments should be made in sustainable energy and sustainable urbanization policies.