Tapioca industrial wastewater contains high concentrations of organic matter, suspended solids, and toxic compounds, necessitating the need for effective and sustainable treatment prior to discharge. This study evaluated the performance of bioflocculants produced by <i>Alcaligenes latus</i> in treating tapioca processing effluent, applied both independently and in combination with the chemical coagulant alum. Experiments were conducted at the bioindustry laboratory, faculty of agricultural technology, Bogor Agricultural University, using wastewater from <i>PT Inti Sumber Agung Lancar</i>, East Lampung. Bioflocculants were produced through fermentation and tested using the jar test method. Key parameters analyzed included total suspended solids (TSS), biological oxygen demand over 5 days (BOD₅), chemical oxygen demand (COD), color, cyanide content, and pH. The optimal combination of 2 mL bioflocculant and 6 mg alum achieved the highest removal efficiencies for COD (83.80%), TSS (70.15%), and BOD₅ (67.38%), with notable reductions in cyanide (31.29%) and color (15.98%), while maintaining neutral pH (6.85-6.94). The results demonstrate a synergistic effect between biological and inorganic coagulants, highlighting their potential as an eco-friendly alternative to synthetic agents. This approach contributes to achieving the goals of SDG 6, SDG 9, SDG 12, and SDG 14 by promoting cleaner industrial processes. Moreover, the study’s outcomes provide enrichment material for environmental biology education, fostering awareness of biotechnological innovations that support sustainable development.

Spatial patterns of macro-debris and microplastic pollution in Sri Lankan mangrove ecosystems: Insights from Rekawa and Negombo.

Schools against plastics: Schooling environmentally conscious students and supporting research on marine litter and microplastics.

The present study, traversing Environmental Psychology of Religion within the framework of a religio‑psychological ecology, focuses on Environmental Education as a counterbalance to the ongoing destruction and degradation of the natural environment by contemporary human societies. The study proceeds from the premise that modern philosophical theories, namely utilitarian and deontological approaches, have not succeeded in adequately addressing this problem through effective environmental education. Accordingly, the study analyzes the emerging field of Environmental Psychology of Religion, a contemporary trend combining Environmental Psychology (Ecopsychology) with the Psychology of Religion, systematically examining how these domains contribute to the formation of theological and spiritual perspectives on environmental issues. It is argued that Environmental Psychology of Religion can provide an adequate theoretical framework grounded in the deeper relationship between humans and the environment as articulated in Christian theology.

This paper explores how new pedagogic strategies (experiential learning, technology-enhanced learning, and interdisciplinary learning) can influence the sustainability and biodiversity education. The study will contribute to ecological literacy, student involvement, and pro-environmental behavioral improvement.The qualitative, exploratory research design was used in both the secondary and tertiary institutions using semi-structured interviews, focus groups, classroom observation, and instructional materials analysis. They involved educators, curriculum developers, and students involved in sustainability-oriented programs. Based on thematic analysis, it was found that six major pedagogical themes: experiential learning, technology-enhanced instruction, interdisciplinary curriculum integration, student engagement, ecological literacy, and pro-environmental behavior were strongly present in the results. The highest Ecological Literacy Index (ELI) scores were recorded in students who were exposed to high levels of experiential learning (mean = 4.7). On the cognitive (mean = 4.5) and behavioral engagement (mean = 4.6), cognitive and behavioral engagement improved substantially when technology-enhanced instruction was involved, especially using digital simulations. Interdisciplinary instruction led to moderate to high levels of engagement in cognitive, emotional, and behavioral aspects in the students. It was also established that high scores of experiential and interdisciplinary integrations were closely related to the strongest scores in the Pro-Environmental Behavior Index (PEBI) (mean = 4.4). The results indicate that an ecological literacy improvement, increased student engagement, and positive change in pro-environmental attitudes and behavior are the likely outcomes of ecological synergy and holistic and transformative pedagogies at once. The study concludes by recommending additional studies to examine the long-term behavior change.

Purpose This study investigates the presence and impact of questionable beliefs – so-called myths – in and about sustainability education (SE) (MYTHSE), as experienced by an early-career educator. This study aims to highlight how critically examining such beliefs can foster professional development and promote evidence-informed practice in higher education. Design/methodology/approach Using analytic autoethnography, the author systematically documented and reflected on critical incidents from personal teaching, research and faculty development experiences between 2021 and 2024. Potentials MYTHSE were identified and analyzed using evidence-informed myth-busting instruments. Findings The analysis revealed a spectrum of beliefs, ranging from misconceptions (e.g. that SE is merely environmental education) to partial truths (e.g. that education automatically fosters sustainable behavior). Through reflexive practice, these were deconstructed and classified using a theory-informed framework, contributing to the development of an open educational resource (MYTHSE-Navigator) for evidence-informed educational research and faculty development. Research limitations/implications Findings are context-specific and based on a single case. Broader generalization requires further empirical work and collaborative inquiry. Practical implications The findings of this study support the integration of misconception-based learning and structured myth-refutation in sustainability-oriented faculty development programs. Social implications Challenging widespread myths may enhance the societal impact of SE by aligning pedagogical practices with empirical insights. Originality/value To the best of the authors’ knowledge, this paper provides the first autoethnographic exploration of MYTHSE. Findings show that autoethnographic reflection can surface persistent (mis)beliefs, clarify their impact on teaching and support evidence-informed faculty development. This study also introduces practical instruments for myth identification and refutation, offering a replicable approach for other educators and institutions.

Climate Change Education (CCE) has developed as a critical field for promoting climate literacy, resilience, and sustainable behaviour among global communities. Despite various bibliometric studies on environmental education and climate change, there is still a lack of comprehensive longitudinal studies, particularly on CCE. This study closes the gap by undertaking a quantitative bibliometric analysis of CCE using three-decade Scopus publications, looking at productivity, social networks, and co-occurrence networks. The bibliometric analysis of CCE highlights a rapidly evolving field marked by high levels of collaboration, citation impact, and an accelerating publication trend, particularly since 2017. The most recent quinquennium (2020-2024) accounts for nearly 62% of all articles on the subject, indicating a surge in research interest and likely greater financing for CCE research. The significant increase in publications from 2022 to 2024 shows an almost 100% increase over two years, demonstrating an exceptional spike in research focus on CCE. This indicates both a growing awareness of CCE's importance and likely increased research funding in response to global climate challenges. The analysis reveals that CCE research is multi-disciplinary and trans-disciplinary, encompassing not only environmental education but also the integration of technological, psychological, and sociocultural dimensions that collectively enrich the pedagogical landscape. The study's findings provide a resourceful academic foundation for expanding CCE as a transformational research area in global education policy and practice, and emphasizing the importance of collaborative, inclusive, and accessible approaches to preparing policy frameworks for current and future generations to address the challenging realities of climate change and education.

This work aimed at the use and understanding the impact of education in solving the growing environmental pollution and radiation exposure, which are both attributed to natural phenomena and human activities. It's a case study of two different universities in Libya namely; Omar Al-Mukhtar University, of Natural Resources and Environmental Sciences and Qubba Branch, University of Derna, Libya that are willing to utilize their knowledge in mitigating and combating environmental pollution. The total population of students studying environmental science and environmental education in these universities is 425, whereby, 402 students responded to the questionnaire used in the current study. This questionnaire comprises of four sections; socio-demographic section, knowledge, concern, willingness and behavior. Whereby; knowledge/environmental education was considered as the dependent variable while the other variables are considered as the independent variables. Descriptive statistics of the data using graphical representation of the obtained results demonstrates that 82.2% of the students respond with 5 and above (on a scale of 1 to 10), indicating that they know the major environmental pollution. Also, 45% of the students respond with 9 and 10 in demonstrating that they have knowledge on the major causes of environmental pollution. Furthermore, 72.2% of the responders responds with 6 and above to indicate that they know the major solutions for environmental pollution and based on this answers, interpretable artificial intelligence was used to determine the impacts of the independent variables on the targets. Overall, the performance results demonstrated that GPR-BO-M2 showed the highest performance among all the combinations used in modelling stage with R2-values = 0.951/0.937, RMSE = 0.684/0.651, MSE = 0.467/0.424 and MAE = 0.263/0.232. Hence, the results obtained in this work can be utilized by students, educationist, policy makers and experts in understanding and mitigating environmental pollution.

Abstract This study investigates the impact of Green Marketing on consumer purchase behaviour in Sri Vijaya Puram. It examines the role of awareness, environmental concern, and price perception in influencing the adoption of green products. Data were collected from 150 respondents and analyzed using SPSS, including descriptive statistics, correlation, regression, Chi-Square, and ANOVA. The results indicate that awareness and environmental concern positively affect purchase behaviour, while price perception has a negative effect. Demographic factors such as gender and age also influence buying behaviour. The study emphasizes that targeted green marketing, environmental education, and competitive pricing can effectively promote sustainable consumption. These findings provide practical insights for marketers, local businesses, and policymakers to encourage eco-friendly practices in the region. Keywords: Green Marketing, Consumer Purchase Behaviour, Environmental Concern, Price Perception, Awareness, Sustainable Consumption, Eco-Friendly Products, Sri Vijaya Puram.

Ecotourism in protected areas creates a conservation paradox: tourism revenue funds protection, yet tourism infrastructure simultaneously degrades the wildlife it protects. We examined this paradox in white-faced capuchins (Cebus imitator) in Tortuguero National Park, comparing behaviour across a high-tourism accommodation site (2152 monthly guests) and a strictly regulated terrestrial trail. Using focal animal and sweep sampling methods, we recorded 477 behavioural units across 261 min, analysing locomotion, feeding, and agonistic behaviours through generalized linear models. Primates in accommodation areas exhibited significantly reduced high substrate use (p = 0.005), showed a trend toward increased anthropogenic food reliance (p = 0.070), and higher—but not statistically significant—rates of agonistic behaviours (p > 0.05). The negative correlation between natural foraging and active food supply (r = −0.31) is consistent with anthropogenic provisioning that may alter primate ecological functions. These findings demonstrate that effective conservation in tourism contexts requires integrated management addressing three interconnected challenges: (1) habituation to human presence, (2) food provisioning with cascading consequences, and (3) ecosystem-level degradation through altered primate functions. We recommend evidence-based interventions including secured waste management, enforcement of wildlife feeding prohibitions, and environmental education programs with community participation. Ecotourism sustainability requires managing human–wildlife interactions and integrating local stakeholder perspectives to preserve animal welfare and ecosystem functions essential for conservation.

This research is motivated by the importance of developing early childhood numeracy skills through concrete and sustainable media. The purpose of this study is to describe the implementation of ecobrick activities in stimulating children's numeracy skills, analyze their impact, and identify challenges and opportunities in their implementation. This study uses a descriptive qualitative approach. Data was collected through observations, interviews, and documentation of children's activities when processing plastic waste into ecobricks. The results of the study show that ecobrick activities significantly stimulate children's numeracy skills through three main aspects: 1) The use of numbers and symbols, where children learn to recognize and count the number of bottles and garbage concretely; 2) Contextual problem solving, through estimation of material needs and comparison of sizes (weight and length); and 3) Simple data-driven decision-making in project work. The main challenge found is the consistency of material availability, while the opportunity lies in the integration of environmental education in the PAUD curriculum. In conclusion, ecobricks are effective as an interactive numeracy learning medium while instilling the character of caring for the environment from an early age.

ABSTRACT This study provides a critical evaluation of the role of Libyan Higher Education Institutions (HEIs) as catalysts for environmental awareness and sustainable development. Employing a robust dual theoretical framework grounded in neo‐institutional and environmental education theories, it presents a large‐scale empirical analysis based on a cross‐sectional survey of 913 faculty, administrative staff, and managers across 30 colleges in 13 universities. The research quantitatively assesses the integration of sustainability into curricula (CI1) and campus infrastructure/partnerships (CI2), environmental knowledge (KB1), pro‐environmental behaviour (KB2), and perceived institutional challenges (EC). Results demonstrate that sustainability is only intermittently and inconsistently embedded in curricula, while infrastructural support is consistently modest across all faculties. A significant and persistent knowledge–behaviour gap is identified, revealing that moderate environmental knowledge fails to translate into tangible pro‐environmental actions. Crucially, institutional capacity (a composite of CI1 and CI2) is strongly and positively correlated with sustainability outcomes (KB1 and KB2) ( r = 0.749, p < 0.001). While minor disciplinary variations exist, a pivotal finding is that perceived environmental challenges act as a significant positive moderator. The effect of infrastructure on behaviour is substantially stronger in high‐constraint contexts, indicating that dependable and visible operational supports serve as critical behavioural enablers under scarcity. The study concludes that bridging the identified gap in Libyan HEIs requires a synergistic and system‐wide strategy that aligns coherent curriculum design with reliable infrastructure and supportive governance to effectively institutionalize sustainable norms and practices.

ABSTRACT This article addresses the rhetorical dimensions of the language of children and young people around trees and climate change. Via an analysis of statements and stories by children, made in educational settings, the complex constellation of experience, meaning, scientific understanding, mythical imagination and the affective dimensions of fear and hope, that structures children’s environmental awareness, is brought out. In particular, the mythical use to which scientific ideas and terms are put is discussed. In order to foster agency and empowerment with respect to climate futures, environmental education should not only rely on the epistemic regime of scientific thinking but should also adopt a critical rhetorical perspective.

Effective and sustainable waste management constitutes a central component of environmental governance and public health protection, particularly in residential areas located along the administrative borders of Surakarta City. Border settlements frequently experience disparities in infrastructure provision, limited supervisory control, and uneven public service delivery, which collectively weaken the effectiveness of integrated waste governance. This study analyzes the implementation of the regional regulatory framework on integrated waste management in these peripheral residential areas and evaluates the institutional, regulatory, and socio legal constraints that affect its practical operation. The research applies a qualitative design grounded in empirical fieldwork. The study collects primary data through structured interviews with relevant stakeholders and analyzes the data using a normative and comparative approach. It compares Indonesia’s waste governance practices with selected international models implemented in Germany, Japan, and Singapore to identify transferable principles and institutional mechanisms that may strengthen local implementation. The findings demonstrate that the regulatory framework provides a systematic structure for integrated waste management; however, implementation gaps persist. Limited public awareness, inadequate waste processing facilities, and weak inter institutional coordination significantly hinder policy effectiveness, particularly in border residential zones. The study concludes that the government must intensify community engagement strategies, strengthen environmental education programs, and enhance cross sectoral collaboration to ensure the realization of sustainable and responsible waste management in border areas.

Purpose Therefore, our goal is to understand the possibilities and potentialities of articulation between environmental education and health education from the perception of older individuals. We evaluated this group’s perspectives due to their life experiences and health concerns. This research employed walking ethnography, a qualitative methodology based on sensory ethnography for data production. The methodology recognizes lived experiences, perceptions and construction of knowledge through location and social context. Design/methodology/approach Environmental education and health education are fields of study and practice with different origins, approaches and theoretical frameworks. Environmental education includes authors working in ecological epistemologies, which are defined by the need to overcome modern dualities and dichotomies between human-world-environment. When working on socioecological, formative and pedagogical aspects, health education provides an opportunity to be a protagonist in understanding and transforming their own reality, covering cultural, social, economic, environmental and other aspects. Despite their interdisciplinary perspectives and the fact that both are initiatives that integrate health and the environment, there are few attempts to bring environmental education and health education into dialogue. Findings The data indicated the emergence of three categories: attentionalities, ethics and presence, which demonstrate the potential of the Buen Vivir philosophy for articulating health education and environmental education. Originality/value Dialogues between these research fields can facilitate educational practices that emphasize sensations and emotions, are motivated by embodiment and offer new perspectives on environmental education and health education.

This study explores the crucial nexus between environmental education (EE) and sustainable development (SD) by investigating students' eco-consciousness in collaboration with the Worldwide Fund for Nature (WWF) Philippines. In an era characterized by escalating environmental concerns and the imperative for sustainable practices, understanding the role of education in fostering environmental sustainability is paramount. The research employed a quantitative method approach, using a survey to comprehensively examine students' attitudes, knowledge, and behaviors toward environmental issues and sustainable living practices. Drawing on a diverse sample of students across educational levels, the study found that at Saint Mary’s University, students have a high level of environmental awareness, eco-consciousness, and environmental stewardship. It was further affirmed that those three environmental concepts are intricately influencing one another. The profile variables of gender, age, type of high school they graduated from, and religion are not influential or predictive of their environmental awareness, eco-consciousness, and environmental stewardship. However, school, year level, and ethnicity are influential or predictive. Finally, Saint Mary’s University is fertile ground for environmental sustainability practices, as students have a high level of environmental awareness, eco-consciousness, and environmental stewardship, which are important dimensions of environmental sustainability. It was then recommended that its programs, projects, and activities be sustained and intensified to protect and conserve the environment.

This study examines the role of the World Wide Fund for Nature (WWF) Hong Kong in the conservation of the Mai Po wetland area during the period of 2013–2018. Mai Po, part of the East Asian–Australasian Flyway and designated as a Ramsar site, faces significant threats from urbanization, climate change, and habitat degradation. WWF Hong Kong implemented an integrated, science-based, and participatory conservation approach, including adaptive habitat management, environmental education, community empowerment, and public policy advocacy. Through programs such as Wetland School, Nature with No Barriers, and Walk for Nature, WWF successfully raised public awareness and participation in environmental conservation. In addition, WWF played a key role as a facilitator of international cooperation for migratory bird conservation across East Asia. The study reveals that WWF’s success lies not only in the technical management of ecosystems but also in its ability to build cross-sectoral partnerships for sustainable conservation. These findings provide valuable lessons for similar conservation efforts in other regions facing comparable challenges.

Given the persistent challenges in promoting pro-environmental behavior and student engagement in higher education, particularly in environmental courses, this study examines the effects of creative teaching strategies—specifically icebreaker games and activities—on cognitive understanding, attitudes, and pro-environmental behaviors among first-year university students in environmental education. Grounded in the Green Competency framework and game-based learning theory, the study addresses an empirical gap concerning the sustained impacts of active learning approaches. A Solomon four-group experimental design was employed with 200 students enrolled in the Environmental Society course at Rajamangala University of Technology Thanyaburi (RMUTT). Pre- and post-tests assessed changes across the three learning domains. ANOVA and Scheffé post hoc analyses revealed statistically significant improvements in cognition, attitudes, and behaviors among students exposed to the intervention, particularly those receiving both pre-testing and innovative instruction. Regression analysis indicated that cognitive understanding was the strongest predictor of pro-environmental behavior (β = 0.531, p < 0.001), while demographic variables showed no significant influence. The findings demonstrate that well-designed icebreaker activities can enhance student engagement and foster lasting behavioral change when aligned with course objectives. This study contributes to the sustainability education literature by linking active pedagogy, emotional engagement, and behavioral outcomes and offers practical implications for student-centered curriculum design in higher education.

This study examines the alignment between whale-watching experiences and tourist expectations in three different destinations. Whale-watching is a global tourist activity, with locations such as the Canary Islands (Spain) and the Azores (Portugal) in Macaronesia rapidly becoming prime spots for these marine activities. Those locations attract a significant number of tourists with varying recreational interests and diverse perceptions of each destination and its natural resources, including marine wildlife megafauna species that can be seen. While often marketed as sustainable tourism, the ecological impacts of whale-watching are a matter of concern. Evolving whale-watching practices may reinforce or diminish the effectiveness of conservation and environmental education efforts. In this regard, exploring whale watchers' expectatives, preferences, previous experiences, level of satisfaction, and environmental information may help to assess better practices and sustainable tourism initiatives. This study employed a multidisciplinary approach, incorporating a series of questionnaires that explored whale watchers' expectations and overall satisfaction before and after sea trips in the Tenerife and El Hierro Islands (Canary Islands, Spain), as well as in São Miguel (Azores, Portugal). The findings highlight differences across three study cases: El Hierro attracted more experienced and oriented tourists, while Tenerife and São Miguel received more generalist visitors. Satisfaction was closely linked to the number of cetacean sightings. Many participants who did not mention specific species expressed open preferences such as wanting to "see everything" or "whatever is possible", reflecting limited prior knowledge. The study highlights the importance of tailoring whale-watching strategies to tourist profiles by enhancing communication, adjusting group sizes and vessel types, and reinforcing conservation messaging to ensure both positive experiences and long-term ecological sustainability.

Abstract Environmental education is never neutral; through what is emphasised or ignored, education shapes how learners understand their relationships with the more-than-human world. This editorial introduces the Special Issue Beyond the Metacrisis: Educating for the Future World to Come, situating environmental education within a planetary metacrisis produced by intersecting ecological, social, economic and epistemic failures. Drawing on critiques of colonial modernity, neoliberal growth imperatives and Enlightenment dualisms that separate culture from nature, the authors argue that the metacrisis is an educational paradox: education systems reproduce normative conditions—like resource extractivism, alienation and technocratic optimism—that threaten collective futures. The metacrisis is conceptualised as an entanglement of multiple polycrises, including climate disruption, biodiversity collapse, international and local violences, toxic pollution, social inequity and public anxiety, whose planetary scale distinguishes the present moment from historic civilisational crises. This editorial synthesises contributions challenging assumptions of progress, neutrality and individualism. Collectively, the Special Issue papers engage with the problematic of modernity, neoliberalism and the marketisation of everything, the alienation embedded in the Enlightenment. Each essay has an introductory synopsis, categorised as an activation about neoliberalism, a response to collapse, and a reworking of the modern alienation between culture and nature. Instead of alienation, the papers foreground Indigenous, place-based, relational and post-growth approaches to environmental education, offering alternative pedagogies, curricula and institutional imaginaries grounded in care, reciprocity and ecological limits. Together, they position environmental education as a site for ethical re-worlding, supporting cultural regeneration, social justice and renewed human–Earth relationships.