Environmental Education Programs Research Articles

Tourists' assessment of economic value, benefits and negative impacts of pedestrian walkways: Case-studies of the Paiva River (Arouca) and the Mondego River (Guarda) in Portugal

Hiking tourism becomes a popular wellness travel trend across the world. In recent years, we have witnessed the construction of walkways or boardwalks aiming to leverage the attractiveness of nature-based tourism destinations. This paper aims to assess the quality and economic value of two walkways/boardwalks in Portugal (MRW-Mondego River and PRW-Paiva River). A questionnaire applied to visitors at the entrances/exits of those linear walkways obtained 301 (MRW) and 188 (PRW) responses. In both case-studies, visitors provided high scores for the walkways' attributes and their overall satisfaction, which is positively correlated with their willingness to pay for a ticket to access the walkway (MRW- €4.56 and PRW- €6.31 respectively). This study also conducted a K-means cluster analysis for the Mondego RW sub-sample, that identified four different clusters: Cluster 1- (N = 8) Older and heavy spenders, a small segment of male visitors that spend a high amount of money during more than a 2-day stay in the region; Cluster 2- (N = 35) Heavy donators women, composed mainly by women who are willing to donate an higher amount for the conservation of the walkway; Cluster 3- (N = 62)- Average visitor whose members have a profile with characteristics similar to the average scores of the sample; and Cluster 4- (N = 189) Low spenders younger women, that plan their journey avoiding all the consumption moments and spending the lowest amount as possible (about €24). Based on the proposed theoretical framework and on the claims shared by visitors on the survey, this paper provides some recommendations for public decision-makers. Management implications•The local administration should reinvest the direct revenues from the walkways in new support infrastructures (e.g. accessibility, litter collection or the fire prevention/evacuation plan). They must also design an environmental education program for visitors to mitigate conflicts with local population.•The tourism operators must advertise and diversify the experiences, targeting the preferences of the four major visitors’ segments identified in the cluster analysis aiming to extend their stay in the region. The quality and variety of the restaurants should be improved and a new line of certified merchandising products is a potential source of shop owners’ revenues.

Unveiling Social Dynamics in People's Perception of Raptors to Guide Effective Conservation Strategies

Ethnoscientific approaches offer valuable tools for exploring human–nature relationships, making them useful for developing effective conservation strategies. Raptors, which are birds of prey, face significant conservation threats worldwide, with human persecution being a leading factor in their population decline. Urgent conservation strategies are needed, particularly in regions of high raptor diversity like the tropical Andes. In this study, we employed semistructured questionnaires and logistic models to investigate how demographic factors, economic activity, and traditional knowledge shape people's perceptions of raptors in rural communities of the Ecuadorian Andes. These communities have historically experienced poverty and inequality, and our approach takes into account their local realities to provide conservation recommendations. Our findings reveal that traditional ecological knowledge provides a broad understanding of human–raptor relations, and that raptors are viewed as both providers of ecosystem services and disservices. Additionally, social demographics, such as gender and educational level, can influence people's perception of raptors. Based on these results, we can promote conservation actions from a local to global level. Ethnoecological approaches offer diverse conservation opportunities that can vary based on different local contexts. In addition to conventional measures such as environmental education programs, poultry management, and landscape preservation, it is essential to consider the political ecology of specific sites, particularly in regions of the Global South where poverty and inequality are closely intertwined with social and environmental injustices. As such, policy making to alleviate poverty and inequality in rural communities in Ecuador and other Andean countries; and science decolonization to make conservation more inclusive are crucial for human well-being and successful and lasting conservation actions for raptors and biodiversity.

The effect of an environmental education program based on empathy and reflective thinking on preadolescents’ environmental values and knowledge

As a remedial measure to human-induced climate change, it is imperative to develop intrinsic altruistic values and adequate knowledge of environmental phenomena and behavior to act in favor of the environment. The study aims to assess the effect of an Environmental Education Program (EEP) based on empathy, reflective thinking, and information on preadolescents’ environmental values and knowledge. For that, a non-equivalent control group design was used. Data collection was done through questionnaires, checklists, and participant thought diaries. Forty-six students (eleven-to-twelve-year-old children) selected through purposive sampling from the sixth standard of two semi-urban schools in Kerala, India, constituted the sample. In the intervention, empathy was manipulated through stories and empathy exercises, reflective thinking through thought diaries, and information on environmental phenomena, issues, and the effect of human actions through stories and knowledge exercises. Empathy, reflective thinking, and information manipulations positively influenced the participants’ environmental values and knowledge, and the effect manifested in cognitive, affective, and conative dimensions. The study has implications for conducting Environmental Education indoors effectively by integrating affective, cognitive, and metacognitive approaches. Empathy stories can be utilized to address various environmental phenomena and issues. Reflective thinking on environmental phenomena and issues can be applied to teach appropriate environmental behaviors.

Prophetic Approach in Environmental Education and Community Empowerment: A Case Study of Sustainable Pesantren Development

Purpose: This study explores the application of the prophetic approach in community empowerment for the development of sustainable Pesantren. It aims to investigate how environmental education, integrated with Islamic teachings, can enhance human awareness and commitment to environmental preservation within the context of Pesantren. Method: The study is based on a case study of Pondok Pesantren Islam Modern (PPMI) Assalaam, utilizing qualitative research methods. Data were collected through in-depth interviews, document analysis, and direct observation. The analysis focuses on understanding the implementation of environmental education programs and the prophetic approach to community empowerment at PPMI Assalaam. Result and Conclusion: The concept of Green Pesantren at PPMI Assalaam involves integrating environmental education with Islamic teachings and social values, leading to a balanced education approach. Two main programs, the Adiwiyata Program and the Ekopesantren Program, are implemented to promote environmental awareness and sustainable practices within the Pesantren community. The study finds that environmental awareness among the community members influences their beliefs, knowledge, attitudes, and behaviors, contributing to environmental preservation efforts. Additionally, community empowerment at PPMI Assalaam is based on environmental consciousness, community empowerment principles, and the prophetic approach, emphasizing not only physical and social development but also spiritual growth and deeper connections with God. This holistic approach enriches empowerment theory with transcendent elements, providing a profounder understanding of human development and societal change. Implication of the Research: The findings of this study have implications for environmental education and community empowerment initiatives within Pesantren and similar religious educational institutions. By integrating the prophetic approach, Pesantren can enhance their efforts in promoting environmental awareness and sustainable practices among students and the broader community. Moreover, the study suggests that a holistic approach to community empowerment, encompassing spiritual and transcendent dimensions, can lead to more meaningful and sustainable societal change. Originality/Value: This study contributes to the understanding of how the prophetic approach can be applied to environmental education and community empowerment within the context of Pesantren. By integrating Islamic teachings with environmental principles, Pesantren can play a significant role in fostering environmental stewardship and sustainable development. Additionally, the study highlights the importance of considering spiritual dimensions in empowerment theory, offering new insights into holistic approaches to community development.

Trait emotional intelligence and ecological outcomes: the role of connectedness to nature

BackgroundGlobal climate change is recognized as a major and irreversible challenge for humanity, requiring people’s responsible and sustainable behaviors toward the environment. So far, the literature has widely investigated the role of cognitive determinants of ecological outcomes (e.g., pro-environmental behaviors and climate change perception), while less attention has been devoted to emotional processes, such as trait emotional intelligence (TEI). The current double study investigates whether TEI is directly and indirectly associated with climate change perception (CCP, Study 1) and pro-environmental behaviors (PEBs, Study 2) among young adults. Furthermore, the mediating role of connectedness to nature (CN), both as cognitive and emotional factors, was also analyzed. We hypothesized that CN (i.e., cognitive mediator) would positively mediate the relationship between TEI and CCP (H1), and Love and Care for Nature (LCN, i.e., emotional mediator) would positively mediate the relationship between TEI and PEBs (H2).MethodsThe study involved 342 young adults (F = 60.7%; age 19–40; Mage=22.99; SD = 2.66) in Study 1 and 365 young adults (F = 71.2%; age 17–35; Mage=22.2; SD = 3.98) in Study 2. Data were collected through an online tool shared by the snowball method. We administered the following self-reports: Trait Emotional Intelligence Questionnaire- Short Form (TEIQue- SF), Global Climate Change (GCC), and Connectedness to Nature Scale (CNS) (Study 1); Trait Emotional Intelligence Questionnaire- Short Form (TEIQue-SF), General Environmental Behaviors Scale (GEB), and Love and Care for Nature (LCN) (Study 2).ResultsFindings from Study 1 showed that higher TEI levels enhance CN (i.e., cognitive mediator), positively influencing CCP (estimate = 0.14; 95% CI = 0.07 to 0.23). Findings from Study 2 showed that higher TEI levels are associated with higher LCN levels (i.e., emotional mediator), influencing people’s engagement in PEBs (estimate = 0.7; 95% CI = 0.03 to 0.11).ConclusionIt is crucial to design environmental education programs that promote greater emotional intelligence ability and encourage individuals’ involvement in ecological outcomes.

The messy middle: an exploratory study of adolescent environmentalists in North Carolina

Today’s adolescents have grown up with technology as a main element in their lives and are particularly susceptible to experiencing mental health challenges, so-called nature-deficit disorder, and eco-anxiety around the climate crisis. This unique developmental context may necessitate a reconceptualising of adolescents’ relationships with the environment including their connection to nature. We identified nine adolescents from North Carolina who had high levels of connection to nature and participated in environmental education programs. Using reflexive thematic analysis of data gathered through semi-structured interviews, we developed three themes to reflect how this group of US-based adolescents experience their connection to nature: optimism and limitations related to individual actions; environmentalism as more than a phase; and complex relationships (with nature, environmentalism, and technology). This exploratory study has prompted us to reflect upon how traditional conceptualisations of core concepts in the field of environmental education may require more nuance in the twenty-first century.

Appropriateness and use of civic engagement, advocacy, and behavior change techniques in environmental education across the United States

Recent research suggests that many environmental education (EE) programs for youth in the United States focus on meeting educational standards rather than using civic engagement and advocacy techniques to promote environmental literacy. We distributed a survey to members of several EE organizations to identify which civic engagement, advocacy, and behavior change techniques a sample of EE providers feel are appropriate to use for youth at different developmental stages (grades 4–5, grades 6–8, and grades 9–12), as well as the extent to which they use them. Educators rated many techniques as less appropriate and were less likely to use them with younger age groups. We also conducted an appropriateness/use analysis to identify techniques that were deemed highly appropriate but were not used as often. The techniques related to civic engagement and advocacy for diversity, equity, and inclusion appeared underutilized. Implications of these findings for policy and practice are discussed.

Environmental and Climate Change Education for The Youth to Foster Social Transformation: Case Study in MTs PAKIS Banyumas, Central Java

This study aims to assess the effectiveness of the school’s environmental education and climate change programs to offer suggestions for enhancement in MTs PAKIS (Islamic Junior High School of PAKIS). The study used interviews and observations to collect data for students, administrators, and parents, which was analyzed using qualitative methods. MTs PAKIS is an educational institution situated in a geographically remote region, with a primary emphasis on imparting knowledge to young individuals on environmental matters and climate change. This is achieved by integrating local wisdom and utilizing available resources within the surrounding hamlet. Students are provided with various academic disciplines encompassing agriculture, agroforestry, animal husbandry, biodiversity, and climate change. This educational experience equips individuals with essential skills and knowledge that may be efficiently applied in their future pursuits. The research found that educational institution has demonstrated efficacy in imparting knowledge and deterring early marriage and urban migration. It serves as a valuable foundation for prospective social transformation, fostering improved lifestyles regarding economic prosperity and environmental sustainability. Despite their achievements, educational institutions must prioritize teacher retention for long-term viability since they need help maintaining a stable roster of volunteer teachers.

Assessing the Level of Employees' Sustainability Awareness and its Effect on Sustainable Development Progression - A Case Study of Greater Karak Municipality/ Jordan

The current discourse on Sustainability Awareness (SA) is mainly focused on offering employees environmental training and education that aims to increase their participation in the organization's sustainable progress. Hence, overlooking the importance of the SA policy-making phase as well as the critical role designing SA programs plays in activating employees' efficient contribution to sustainability initiatives. Therefore, the significance of this research lies in offering an alternative model that integrates both processes of measuring and raising SA with the prospect of altering the organization's culture where sustainability value is created to motivate employees' engagement. In addition, this research will justify the failure of cases where environmental education, training, and SA programs did not positively affect employees' engagement nor did they benefit the organization's sustainable progress. This research presents organizations and decision-makers with a new approach to raising SA levels aiming to increase the potential for effective employment of the newly acquired knowledge. Hence, makes sustainable achievements more tangible. This model suggests the use of a qualitative approach to measuring employees' SA levels; a model that includes collecting data on employees' insights, conceptions, sources of knowledge, and personal experiences of sustainability. This model would replace the commonly used quantitative approach to measure SA which is limited to analyzing data numerically to draw a statistical picture aiming to determine whether a pre-designed SA program should be implemented. Instead, managers could benefit from the data collected in the SA measuring process to identify the focus areas of the SA-raising program. Furthermore, such data would help organizations design SA programs that are specifically tailored to target a change in their employees' mindset and beliefs.

성인전기 가정생활 환경교육 실습 프로그램의 적용과 평가

This study aims to present a case of implementing educational programs that integrate theory and experience, leading to practical environmental conservation practices within households, and to analyze and evaluate their effectiveness. To achieve these goals, various hands-on environmental education programs related to family life, including carbon-neutral practices, clothing, food, housing, and design, were implemented for early adulthood. Pre- and post-surveys provided by the Korea Environmental Preservation Association were utilized to assess awareness and willingness to engage in environmental conservation among participants, and consultation with an expert was conducted to understand the effectiveness of the educational programs. As a result, the findings confirmed a notable enhancement in participants' environmental consciousness and commitment to action following the program compared to pre-program levels. The results of open-ended questions showed that the content participants wanted to learn and what they actually learned in the classes were similar, validating the effectiveness of the program. The consultation results indicated that presenting various practical methods related to household life would be effective; however, there was a suggestion for the need to consider aspects such as post-practical food management and the unique characteristics of multicultural household members when developing educational programs. This educational initiative holds promise for instigating perceptible shifts in the awareness and proactive engagement of young adults across the spectrum of household dynamics, thereby contributing significantly to the establishment of sustainable living paradigms.

Clean City, Green Future: The Path Towards Sustainability Throught Education

Objective: Solid waste management is a topic of growing concern globally due to the environmental, economic and social impacts. In this regard, the objective was to teach the management of household solid waste to a pilot group of families through the application of an environmental educational program, to ensure the sustainability of a clean city with a green future. Method: Conferences were held with experts in the field, which provided essential information for the formulation of problem, objective, and activity trees. For the application of the program, three key dimensions were considered: knowledge of solid waste and its impact on the environment, the attitude of the population towards the disposal of household solid waste, and citizen awareness regarding the environment. The collection of relevant data was carried out through specific surveys and was validated through the use of the Cronbach's Alpha reliability index. The study sample consisted of 278 participants, with an average of five people per family. The distribution of the surveys was carried out at six randomly selected locations. Results: 84 % recognize the importance of education on solid waste management, 92 % show a positive attitude towards waste disposal, and 96 % are committed to sharing knowledge. Furthermore, 88 % value the contribution of recyclers to the recycling chain. Conclusions: The challenge lies in expanding the pilot program to involve a variety of institutions and businesses, ensuring long-term sustainability and strengthening the role of the municipality in waste recycling and disposal management.

The role of eco-attraction in the intention to conduct low-carbon actions: a study of visitor behavior in urban forests

The role of eco-attraction in the intention to conduct low-carbon actions: a study of visitor behavior in urban forests

Education for a Sustainable Future: Transition from Environmental Education to Sustainability Education

The mid-20th century witnessed an accelerated economic development in industrialized countries as a product of the scientific and technological advances. In the meantime, environmental deterioration intensified in the process of development. The ongoing emergence of environmental issues and public hazards awakened people to the fact that the improper exploitation of the environment and ecology is threatening human existence and development. The increased needs to protect and ameliorate the environment have instigated a plurality of environmental education programs.

Environmental Education Programmes: A Case Study of Slovenia

Environmental chemistry plays a vital role in the assessment of chemical pollution of the environment and thus contributes to the protection of ecosystems and human health. For this reason, it is important to provide future generations with the necessary knowledge and skills in environmental chemistry. The overall aim of this study was to assess the state of environmental chemistry education in Slovenia in 2023 by providing an overview of Slovenian study programmes in environmental science and identifying the significance of chemistry for secondary, short-cycle higher vocational, and higher education (including bachelor’s, master’s, and PhD studies). A total of 46 study programmes offering environmental science were identified, with wide variability in their chemistry content at different levels of education. This study provides valuable information on environmental chemistry education programmes in Slovenia to students and scientists interested or engaged in environmental science.

Using environmental education to nurture positive human–wildlife interactions in India

AbstractEnvironmental education has the potential to help reduce negative human–wildlife interactions by increasing positive attitudes toward wildlife and providing participants with knowledge and skills that can help mitigate conflict situations and promote safety. To promote positive human–wildlife relationships, effective programs could be implemented widely in areas near remote wildlife reserves and protected areas. We created and evaluated a new environmental education program for 10‐ to 13‐year‐old students in rural schools in India where human–wildlife conflicts with large mammals frequently occur. Between July 2019 and March 2020, we tested the program at 129 schools, reaching 4331 students. The program, which was iteratively designed to fit the local context, is both cost‐effective and scalable. We found that participation in the program resulted in a significant positive increase in local environmental knowledge, in knowledge of safe behaviors, and in some measures of environmental attitudes. This paper reports on the lessons learned while creating this program that may help other organizations interested in using environmental education in regions where negative human–wildlife interactions frequently occur.

There is a place for every animal, but not in my back yard: a survey on attitudes towards urban animals and where people want them to live

Abstract Animals are a constant presence in urban environments. While there is a handful of studies that have addressed which urban animals people like, there is little knowledge on where in the city people want them to be. There is the risk of a misalignment between human urban inhabitants’ specific desires for more nature in cities and the results of urban renaturing initiatives. We conducted an online survey on inhabitants of Munich (Germany) to investigate their attitudes towards 32 different urban animals and where they want them to occur. These places ranged from their own home or garden, to different places within the city, and to outside of the city. In total, 10 000 flyers were distributed in houses surrounding 40 city squares, and 305 people participated. We found that people rather placed animals further away than close to home. There were clear differences between different animal species in where they were placed by people, from species being placed close to home, to species wanted only outside the city. There were also clear differences in attitude towards the different animals, and participants on averaged placed animals closer to home if they liked them more. People have clear preferences for the placing of different animals in an urban context. Knowledge on these preferences can help to design targeted conservation actions and environmental education programs.

Connecting schools and communities: a look at place-based learning and equitable access in SF Bay Area outdoor environmental education

Outdoor environmental education aims to immerse students in environmental spaces and create opportunities for classroom learning to be applied in the field. However, students from Black, Indigenous, and People of Color (BIPOC) and low-income communities often have less access to these educational opportunities. This study examined the environmental education programs of nine community organizations in the San Francisco (SF) Bay Area. Through twenty-one interviews with program educators, we assessed two areas: (1) place-based learning being used as a connective tool for students and the community, and (2) ways in which access barriers to programming were addressed. Findings showed that community spaces, like gardens, brought students and the community together to reinforce the mission of place-based learning. Additionally, the findings contribute to the field of outdoor environmental education and place-based education by addressing how local organizations strategized to support equitable access through tactics like financial support and multilingual programming and materials.

Effectiveness of a Disaster Management Education Program among Youth: A Case Study in Three Disaster-prone Provinces


 
 
 Environmental Education has emerged to integrate knowledge on the need to conserve and to protect the natural environment and to minimize hazards associated with the polluted environment and natural disasters. The present study aimed at evaluating the effectiveness of an environmental education programme conducted among participants of National Youth Corps (NYC) training centres. NYC recruits two batches per annum within the age group of 15–26 years. The survey was carried out in year 2019 for its first batch at three provinces: Southern, North Central and Sabaragamuwa. A workshop was conducted for all the trainees by the Disaster Management Centre followed by a two-day disaster drill programme to apply the theoretical knowledge into practice. Total intake of 5688 NYC recruits were reported in this year. 1062 of them were selected from 8 NYC training centres out of 14 total centres located within the three provinces that are considered as prone to natural disasters. A quota sampling approach was used to obtain a representative sample from these districts. Selected participants were advised to complete two self-administered questionnaires: one before the workshop and the other soon after completion. Knowledge and attitudes were measured, and the scores were compared with the hypothesis that participants reported higher scores after the workshop. Knowledge and attitudes toward disaster preparedness was evaluated before and after conducting the workshop. 71% from Southern province (Tsunami); 60% from Sabaragamuwa (landslide); and 75% of North Central province (flood) reported prior experience of natural disasters. The level of awareness of having either a local disaster management plan or a local person responsible for disaster preparedness was low. Only 14.8% from Southern, 11.0% from North Central, 17.0% from Sabaragamuwa Province knew the presence of a local DMP in which 15.0%, 19.3% and 21.6% respectively, knew the presence of the DM personal. About 75% from Southern province, 64% from North Central province and 84% from Sabaragamuwa province were not aware of the existence of an early warning system. An increase in the positive attitude was observed and the perceived change in behavioral change of the trainees have increased after the study. They were highly motivated in assisting disasters in a real situation and were willing to volunteer in minimizing the environmental hazards associated with environmental degradation. Despite the high motivation, lack of experience indicates the need for inclusion of disaster management training into National Youth Corps curriculum with annual educational activities after the initial training. The assessment framework established by this study could facilitate regular inspection and verify various disaster management tasks, in-order to enhance youth capability in response to disasters.
 Keywords: Environmental education, Disaster management, Youth, Knowledge enhancement, Attitude change
 
 

Challenges and opportunities in building environmental awareness in the Keduang Watershed Region in Indonesia

Watersheds are ecosystems which are crucial for water quality, biodiversity, and overall environmental sustainability. Increasing pressure from human activities such as deforestation, water pollution, and changes in land use has begun to threaten the sustainability of watersheds throughout the world. This research discusses the challenges and opportunities in building environmental awareness in a watershed region. A qualitative research method with a phenomenological approach is used to understand the experiences, attitudes, and actions of the watershed community in relation to environmental issues. The research results show the challenges faced include a lack of understanding about the watershed ecosystem, insufficient access to information technology, economic problems, and poor local leadership to support environmental preservation. An integrated environmental education program, together with community participation and development of technological innovation may offer an effective solution. Strong environmental awareness in watershed regions not only supports environmental preservation but also creates sustainable economic opportunities, strengthens environmental resilience, and improves the life quality of the community. Therefore, building environmental awareness in watershed regions is not only the job of local communities but also the shared responsibility of various stakeholders, which is needed to achieve sustainability of the river ecosystem and the broader environment.

Parents’ environmental knowledge and perception of young children’s nature connectedness: The serial mediating role of parents’ environmental concern and parent–child engagement

This study explored the relationship between parents’ environmental knowledge and 3- to 6-year-old children’s nature connectedness, and the mediating role of parents’ environmental concern and parent–child engagement in that relationship. Participants were 427 parents from rural western China (female = 51.99%; mean age = 30.87 years, SD = 6.81 years). The parents completed the following surveys: Connectedness to Nature Index for Parents of Pre-school Children (CNI-PPC), Chinese version of the Environmental Knowledge Scale (CEKS), Chinese version of the New Environmental Paradigm (CNEP), and Parent–Child Engagement Scale (PCES). Using structural equation modelling and the bootstrap method, the results revealed that higher parents’ environmental knowledge was associated with increased parent-rated children’s nature connectedness. Parents’ environmental concern and parent–child engagement independently mediated the relationship between parents’ environmental knowledge and parents’ perceived nature connectedness of their children. Additionally, parents’ environmental concern and parent–child engagement had a serial mediation effect on that relationship, contributing to increased parent-rated children’s nature connectedness. These findings highlight the importance of considering parents’ environmental knowledge, environmental concern, and parent–child engagement to strengthen children’s nature connectedness. The implication of this study is that environmental education programs should target parents in addition to children, as parents’ environmental knowledge, concern, and engagement are vital to the development of their children's nature connectedness.