Environmental Education Policy Research Articles

Neotropical otter population strengthening in the wild / Reforço populacional de lontra neotropical na natureza

This work aims to contribute to the definition of a protocol for the safe release of Lontra longicaudis in the wild. It is used information from the database of the Animal Refuge Conservationist Breeding Center of the Instituto Ekko Brasil/Projeto Lontra. A proposed enclosure is presented, containing a minimum area of 60 m2, for an individual, with a tank occupying at least 40% of the enclosure, with a depth of 1,5 m, a feeding area of 2 m2, in addition to research actions, social mobilization, environmental education, and public policies. The research seeks to create a protocol adapted to the conditions of the Lontra longicaudis species, developed for the southern region of Brazil. It can serve as a subsidy for the definition of a protocol for this purpose for the neotropical otter. Such a protocol, associated with the eight otter birth successes at the Conservationist Animal Refuge, all reaching adulthood, can serve as an important support for the need to reintroduce otters into places where the species has gone extinct.

Multi-layered predictors of ESE policy adoption in large school districts in the United States

Prior research on environmental and sustainability education policies has largely focused on the international to national policy uptake. This article explores such policies at the subnational level in a fragmented education system. Over the past two decades, a growing number of school districts in the United States have enacted sustainability-oriented policies through the implementation of simultaneous efforts to green their facilities and provide related educational programming. This article explores the breadth of this approach in the 200 largest school districts in the country. In examining policy predictors at the district, municipal, and state levels, the study combines National Center for Education Statistics data and information from a systematic web scan. Using logistic regression, the analysis is grounded in an expanded Advocacy Coalition Framework and reveals four main findings. First, school districts under mayoral control are more likely to have a policy than districts governed by a school board. Second, the study underscores the interconnectedness of these policies with the sustainability efforts of the municipalities they are located in. Third, school districts located in large cities are more likely to have a policy. Fourth, a strong environmental movement in the state is associated with the presence of a policy.

Ecological Modernization and Environmental Education: An Approach to Social Change

Several approaches have drawn attention to the implications of environmental problems. For instance, estimates indicate that up to 132 million people may fall into poverty by 2030 due to the manifold effects of climate change. This paper focuses on this theme. It aims to discuss the concept of ecological modernization and the development of Environmental Education according to its perspective. Ecological modernization takes into account the structural character of the environmental problematic and provides bases for the development of public policies, such as the environmental education policy. Conclusively, among other analytical considerations, the paper highlights that Environmental Education must develop a conception of ecology that establishes a link between the natural world and the social world, as well as it must also develop an interdisciplinary approach to ecological problems.

Determinants of effective environmental education policy in South African schools

In recent years, environmental issues have dominated the global conversation. This has necessitated the inclusion of environmental content in educational curricula. The effectiveness and potency of educational initiatives are heavily reliant on their design. As a result, the purpose of this empirical study is to identify the elements that determine the efficacy of environmental education policy. The study's philosophical perspective was founded on policy cycle theory. A mixed-methods approach was used in the study. The study used a pragmatist paradigm and triangulation strategy to explore the opinion of 175 teachers and personal experience of 10 principals from Buffalo City Metro Education District. Descriptive statistics was used to harness quantitative data. Implementation of Environmental Education Questionnaire (IEEPQ), and semi-structured interview were used to collect data from 185 respondents. The findings revealed, amongst other things, that there is no practical and structured policy design for Environmental Education (EE) in schools, that few schools have school-level environmental education policies supported by the School Governing Body (SGB), and that teachers and principals do not understand the policy objective of environmental education as stated in the Curriculum Assessment Policy Statements (CAPS) document due to its obscurity. The study concludes that the phenomenal aspects that determine good environmental education policies are seldom present in school curricula. It was suggested that the broad goal of environmental education in the CAPS document be re-aligned to specifics rather than generality, and the Department of Basic Education should establish an environmental education directorate with a defined responsibility to develop environmental education policy documents, assess, and monitor their implementation.

Territorial Analysis of Human-Crocodile Interactions in a Highly Urbanized Area of Northeastern Mexico

Ciudad Madero is an urban area with a high population density that has settled between the lagoon system of southern Tamaulipas (Northeast of Mexico). In these places, wetlands and mangroves are habitat for the swamp crocodile, with populations that have recovered due to the protection of the species. In recent years, more and more human-crocodile interactions have been recorded around bodies of water. We capture the information in a database, to be georeferenced and used in a geographic information system, in which we generate growing buffers from 100 to 500 meters of the lagoons and channels. 86% of the interactions occurred within 200 m or less of a body of water, concentrating on flat areas of former wetlands that became human settlements without paving in many of their streets and with a high population density. For this reason, we consider that these may be the areas with the greatest risk of human-crocodile interaction, and that is where prevention efforts and environmental education policies for the inhabitants of the municipality should be concentrated.

Environmental education policy of schools and socioeconomic background affect environmental attitudes and pro-environmental behavior of secondary school students

Measuring environmental attitudes and pro-environmental behaviors in schools is crucial in order to assess how pedagogical work in the schools cope with the expectations to move sustainability related attitudes and behaviors of students toward more pro-environmental ones. These changes in students’ attitudes and behaviors are among the main possibilities that may lead societies toward sustainability transition. In this study we surveyed sustainability related attitudes and behaviors of students in 14 Hungarian secondary schools, as well as the efforts of their schools and teachers related to environmental and sustainability education. Factors affecting students’ attitudes and behaviors with the greater effect sizes were related to the socioeconomic background of students, i.e. socio-economical status of their schools, residency (settlement type and country region), and education of parents. Class grade and gender had only a smaller effect. Some measures of schools’ sustainability efforts also affected students’ measures of environmentalism indicating the effectiveness of focused educational policies. Final grade students became more pro-environmental consumers as compared to first grade students in schools with higher level of EE/ESD related infrastructure and facilities, while attitudes were quasi-significantly affected by the level of integration of diverse EE/ESD programs in their schools.

Is youth pessimism good for the environment? Insights from PISA 2015

In this study, we explore the potential of data from large-scale assessments to provide insights into how students’ environmental knowledge could address the global challenge of environmental threats to humanity and the transition to sustainable development. We analyze data from the 2015 PISA survey to understand the extent to which 15-year old students in 54 countries are aware of these challenges. We find that students’ science activities, self-efficacy and environmental knowledge are positively associated with their awareness about environmental challenges. Students’ environmental awareness, in turn, is associated with environmental pessimism, or their outlook on the future of environmental issues. Students who are more engaged with environmental science are more aware about environmental issues and feel less optimistic that environmental issues will improve in the future. Such pessimistic attitudes about the future may be a precursor to pro-environmental behavior. Our results provide a cross-national picture of students’ engagement with environmental issues and insight into the potential of large-scale assessment data to inform environmental education policies promoted by individual countries and international organizations.

Middle school science teachers’ agency to implement place-based education curricula about local wildlife

Environmental education researchers and policy makers acknowledge the need to act responsibly toward the environment. Yet, teachers do not always know how to help students translate environmental knowledge into sustainable action. This study examines the implementation of locally developed place-based education (PBE) curriculum for middle school science classes with the intention of promoting environmentally positive behaviors. Camera traps were placed near schools and teachers were provided with photographic data of urban wildlife to use during ecology lessons Through our grounded theory study, we found that teachers who perceived a curricular alignment and drew on curricular agency were willing to adopt and adapt the lessons for their classrooms. Those who did not implement the lessons either lacked curricular agency or perceived a misalignment of the PBE lessons and their school context. Our study informs environmental education professional development leaders, who, we argue, should allow teachers to first explore their own curricular agency and context. In addition, we encourage educators to explore how PBE can create opportunities to teach students about civic engagement.

Legal framework for continuous environmental education of Finnish citizens as the basis of environmental wellness of the country

Finland is one of the leading countries in implementation of the principles of sustainable development on the federal level. The foundation for successful environmental policy of this country is the comprehensive and continuous environmental education of citizens. Finns are recognized by the global community as one of the most environmentally conscious people in the world. The article explores Finland ‘s experience in implementation of environmental education in all spheres of social life. Special attention is given to international agreements and conventions that considerably impacted the recognition of environmental education as the basis for the development of environmental culture of the population. The author determines the stages of formation of the normative framework for implementing the environmental education policy. Analysis is conducted on the functions of the main government branches that are responsible for the development of plans and strategies on implementation and coordination of all-round environmental education. The author explores the mechanism of cooperation of the key actors in implementation of the strategies of sustainable development of the country. The article provides the examples of realization of the policy of continuous environmental education in preschools, schools, higher educational institutions, and other educational establishments; as well as the methods of instilling environmental consciousness in the citizens of all age groups. The author analyzes major achievements of Finnish policy on improving environmental culture and increasing environmental awareness of its citizens; assesses its effectiveness and role in setting the course for sustainable development of the country. The experience of Finland can serve as an example of improving this institution in the Russian Federation.

Methodological approach for the construction of environmental management indicators in universities

Universities have become interested in environmental management. In them, there are problems of inadequate residues and waste management; high energy consumption and demand; water and air pollution; impacts on biodiversity, a deficient supply of healthy foods and sustainable consumption; mismanagement of the territory; absence of environmental education policies and graduates with a low environmental profile. The objective of the article is to provide a methodological approach, consisting of a question's menu, that characterizes environmental performance, for the construction of indicators as an instrument of environmental management, and environmental sustainability. 93 questions were established, classified into ten aspects: institutional; legal; energy and climate change-carbon footprint-; water footprint; solid residues and waste; hazardous wastes; planning, land management and biological diversity; social - healthy food; teaching and research; and economical - sustainable consumption. The determination of environmental performance was proposed through the “Traffic Light” methodology. The menu of questions was weighted through a perception probe by 12 professors in Venezuelan universities, which concludes that it is a guiding input to design, redesign and/or plan policies on environmental management. Its implementation must be coordinated by internal, trained, multidisciplinary personnel, with the endorsement of the authorities, in order to specify the environmental management indicators.

Turberas en Valle del Alto Mayo, Perú: importancia, amenazas y perspectivas de conservación

Los palmares de Mauritia flexuosa (aguajales) son considerados las principales turberas tropicales amazónicas que contribuyen al mantenimiento de la biodiversidad y del ciclo hidrológico, además de su aporte en el secuestro y almacenamiento de carbono. Mediante una revisión bibliográfica y observaciones de campo, se identifica la importancia, factores de amenaza y oportunidad para estos ecosistemas. Las turberas almacenan más del doble de carbono que todos los bosques del mundo en conjunto y conforman un grupo objetivo para el estudio del cambio climático. El acceso a sistemas de extracción no destructiva para la cosecha de los frutos debe estar articulado con planes socioeconómicos de desarrollo. Es imprescindible la aplicación de políticas participativas de educación ambiental e incentivos económicos a las comunidades que protegen estos territorios.

The political initiative of Taiwan’s education for sustainable development: Looking through the lens of Chinese legalism

This article examines the development of Taiwan’s Environmental Education Act and how Education for Sustainable Development was mainstreamed into the national policy framework within the country. The goal is to understand the policy tools and governing strategies that were used by the Taiwan government to develop and implement a nationwide environmental education policy for integrating environmental sustainability into all areas and levels of teaching and learning. Official documents related to national plans for ESD and environmental education policies were analyzed and examined. In particular, Chinese Legalism was used as a lens to interpret the government’s philosophy, assumptions, unspoken norms, legislative practices, and deliberate strategies. Several principles and techniques proposed by Chinese Legalists were used to examine the negotiation and formulation of Taiwan’s Environmental Education Act. This analysis contributes to our understanding of the ways in which UNESCO’s framework of ESD can be transferred into a national policy. A discussion of the Chinese Legalist philosophy also offers a cultural frame of reference to think about ESD politics and governance in other East Asian contexts.

A comparative analysis of environment and sustainability in policy across subnational education systems

The aim of this study was to better understand how Environmental and Sustainability Education (ESE) policy has been developed and mobilized across subnational contexts in a federated system. We undertook a comparative analysis of sustainability-specific policy and curricula documents from all Canadian provinces and territories. We identified three thematic clusters in the data; two aligned with major global ESE policy initiatives, and a third cluster centered on localized Indigenous education in a northern territory. Conclusions and implications include that the absence of globalized ESE uptake in the northern territory demonstrates localized, relevant, and appropriate policy development, which could inform future global sustainability education initiatives. In addition, with only 6 of 13 provinces and territories having specialized education policy or curricular documents focused on climate and sustainability, there is an urgent need for increased focus in these areas in responding to calls from students and communities for climate action.

Local and global (f)actors in environmental and sustainability education policies: the case of New York City public schools

Within an educational system increasingly focused on test-based accountability, how can a local education authority adopt an interdisciplinary environmental and sustainability education (ESE) policy? What local and global factors and actors shape and inform the creation of such a policy? In answering these questions, this article examines the formulation of ESE policy in the New York City Department of Education. Based on an analysis of archival documents and 20 expert interviews, the study draws on the Advocacy Coalition Framework and extends its application by adding global and social movement perspectives. In doing so this study find that external events enabled the initial enactment of the policy in 2009, while the practice and local pilots of ESE programs substantially informed the reformulation of the policy in 2012.

The architecture of the corporate training system in the system of non-formal environmental education for sustainable development in Russia

The purpose of the study is to analyse the readiness of the education system to educate employees and train the personnel reserve in the system of non-formal environmental education and awareness. Mission: To develop a new integrated policy of environmental education for sustainable development at the federal level in the Russian Federation. Objectives: to evaluate the possibility and necessity of introducing transversal educational courses for Master students and teachers of additional education on the themes of the environmental cluster of Sustainable Development Goals (SDG); to substantiate comparability of separate modules, practical works and course as a whole for preparing students in general education for implementing education for sustainable development; to integrate SDG-related topics into existing directions of environmental education and additional education in general education; to promote efficient training of staff reserve in the system of informal education for sustainable development. The main research methods: the end-to-end system modelling of adult education, continuous learning, and professional development systems using ASSURE design algorithm for economic and qualitative assessment of learning outcomes. A novel methodology for the adaptation of corporate training for the system of additional environmental education at the state level was developed and proposed for the first time.

Knowledge of Environmental Sustainability in Future Leaders: A study of adolescent school children in Delhi National Capital Region, India

Children are the future custodians of natural resources. As adults, they will formulate and implement various social and business policies that will impact the planet. Hence, it is important that they are well-informed about environmental issues. The present study attempts to assess the level of environmental knowledge of Grade 9 (14-15 years old) school students in Delhi National Capital Region (NCR). The results indicate that, overall, adolescents have an average score in environmental knowledge. Children in private-run schools score higher than children in government-run schools. Gender does not have a significant relationship with environmental knowledge of the children. Father's education level has a significant relationship with children's environmental knowledge but the same does not hold good for the mother's education level. The overall participation of adolescents in environmental activities is low. Newspapers and school teachers are the top sources of environmental information for the school children followed closely by TV and internet. These findings have significance for environmental educators, school administration and environmental education policy implementers.

Implementasi Kebijakan Pendidikan Lingkungan Hidup Di Sekolah Islam Terpadu Dalam Kajian Literatur

Every country has different environmental problems that have an impact on the variety of policies and implementation of environmental education. The development of environmental education is dynamic and attracts attention so that it is always discussed in order to find solutions. Integrated Islamic Schools (SIT) in Indonesia also need to consider it as a major part of their education even though the leveled schools from elementary to secondary level have specificities in the implementation of Islamic character. The offer of literature on environmental education policies is described, although not in its entirety, it is selected in order to obtain an important strategy for its implementation in SIT education. The three policies have provided insight into how environmental education should be applied in SIT. The combination strategy with acculturation and habituation is expected to provide a buffering force for character education for all parties involved in integrated education from an integrated Islamic school.

Desenvolvimento sustentável na Amazônia brasileira: Significados e conceitos

Na Amazônia, as relações sociais, políticas e econômicas são mediadas pela natureza e pelos programas, ações e regulamentações implementadas pelo Estado na realidade cotidiana. Entre estas regulamentações estão presentes as políticas públicas educativas de Educação Ambiental, as quais, nos últimos anos, tem difundido o conceito de desenvolvimento sustentável. Com esses elementos, esta pesquisa tem como objetivo principal: conhecer as representações sociais que, elaboradas por docentes no contexto da Amazônia, dão significados ao conceito de desenvolvimento sustentável. Metodologicamente, a pesquisa foi construída com base na Teoria das Representações Sociais, abordagem etnográfica, a partir da colaboração de 121 docentes com formação em Pedagogia. Para coletar as informações adotamos questionários, dois grupos de discussão e a observação participante. A pesquisa indica que a natureza, os problemas ambientais e a cultura amazônica exercem uma forte influência na representação do conceito de desenvolvimento sustentável.

The Integration of Living Environmental Education in the Behavior of High School Students in Brebes Regency

Life environment education gains the main priority for formal education. For school stakeholders, this condition should be responded to immediately. Schools have to struggle to improve their learners’ environmental awareness. This research describes and analyzes the Living Environmental education policy, its integration to a geographic lesson, and learners’ environmental awareness behaviors of Senior High Schools in Brebes. This research is qualitative. The data were collected by interviewing, observing, and studying the document. The applied data analysis stages were data reduction, display, and conclusion. The findings showed that 1) the Living Environmental education policy was determined by the school since there were no obligated rules from the government. 2) Living Environmental education integration had been promoted well in a geography lesson. It was realized into learning instrument administration and the learning process. This life environment education could be integrated into almost all basic competencies of all geographic materials. 3) learners were aware of a better living environment. They were aware and could understand the problems and negative impacts. In addition to these, learners also acted and were committed to keeping their life environment.

CONCEPÇÕES DE EDUCAÇÃO AMBIENTAL EM PROCESSOS DE MEDIAÇÃO DE POLÍTICAS PÚBLICAS NA ESCOLA

Este texto analisa as concepções de educação ambiental presentes em processos de mediação de políticas públicas de educação ambiental na escola. A pesquisa, de natureza qualitativa, que deu origem a este artigo foi desenvolvida a partir de seleção de sete escolas de Ensino Fundamental I de um município do interior do estado de São Paulo. As escolas foram selecionadas devido à informação de que possuíam projetos com conteúdos relacionados com a temática ambiental. Os procedimentos de pesquisa foram: entrevistas semiestruturadas, observações e análises de documentos. Os resultados apontaram que os processos que indicam a mediação de políticas públicas de educação ambiental nas escolas pesquisadas são permeados, predominantemente, por uma concepção pragmática da educação ambiental, isto é, estão voltados para a mudança de comportamento, para a reciclagem e para a responsabilização individual, deixando, muitas vezes, de problematizar as questões ambientais, de associar suas causas às questões sociais e de vislumbrar transformações nas estruturas da sociedade.