Environmental Literacy Research Articles

Examining a knowledgeable experience and learning orientation about environmental sustainability among the engineering students of the UAE

Introduction: The heavy reliance on fossil fuels for energy poses a significant threat to sustainable development. Addressing this issue is crucial, with higher education institutions playing a vital role in promoting environmental sustainability.Objective: This study explores the perceptions and learning orientations of engineering students in the UAE regarding renewable energy, eco-innovations, and environmental literacy.Methods: A survey was conducted among 275 engineering students from various higher education institutions in the UAE, assessing their confidence in renewable energy knowledge and eco-innovations.Results: Only 5% of students had high or very high confidence in their renewable energy knowledge, compared to 14% and 18% for eco-innovations. No significant difference was found between male and female students in their awareness of these topics. The constructs' reliability and validity were confirmed, and environmental literacy significantly influenced students' learning orientation.Conclusions: Enhancing knowledge and coursework on renewable energy, eco-innovations, and environmental literacy is essential for fostering learning orientation among engineering students. Active involvement from students, faculty, and governmental officials, especially the Ministry of Education, is crucial for creating an effective learning environment.

Environmental Literacy in Initial Teacher Training: Pre-Service Teachers’ Perceptions of the Socio-Environmental Impact of Food

This qualitative descriptive-interpretive study aims to understand and describe the perceptions of a group of pre-service teachers of the degree of environmental literacy in primary education at the University of Seville. They participated in a training proposal focused on the current eco-social crisis related to the socio-environmental impact of food in which the different dimensions constituting environmental literacy were analysed. Those dimensions are knowledge, attitudes and emotions, behaviour, and the didactic knowledge associated with socio-environmental issues. The students’ diaries were used as a data-collecting tool in this study. The results reveal a heterogeneous distribution in the students’ understanding and internalisation of concepts related to the dimensions of environmental literacy. In terms of knowledge, most students show a deep and holistic understanding. Diversity is observed in their attitudes and emotions towards socio-environmental issues, and tentative attitudes towards change prevail. Finally, their intentions and proposals for solutions mainly reflect simplistic perceptions. This emphasises the importance of encouraging active participation and collaboration in the search for socio-environmental solutions. In general, the results stress the need to continue improving the preparation of future teachers with regard to environmental education. A deeper understanding and a committed attitude towards sustainability and the preservation of the social and natural environment should be encouraged in initial teacher training.

The role of cumulative family risks in the relationship between executive functioning and school readiness

This study investigated the roles of cumulative family risks and executive functioning (EF) in explaining preschool children’s school readiness. The cumulative family risks comprised family socioeconomic status (SES), home literacy environment (HLE), and familial risk of dyslexia (FRD). The participants were 955 first-year kindergarten children (Mage = 3.53 years, SD=0.41, 46.60 % girls) and their parents (Mage = 35.56 years, SD=6.31, 82.7 % mothers) from Hong Kong, China. The parents completed a survey package measuring their children’s school readiness, EF skills, and the three above-mentioned cumulative family risks. Hierarchical regression analysis, controlling for children’s age and gender, was performed to test the unique contributions of EF and the profiles of cumulative family risks to school readiness. The results showed that in addition to the significant role of EF, HLE risk was significantly associated with school readiness. The association between EF and school readiness was significantly weaker in children with three or more family risks than in their peers. The findings highlight the necessity of developing family education and school–family–community collaboration programs to enhance the school readiness of children, especially those with multiple family risks.

Intergenerational Effects on Children’s Reading Comprehension in Chinese: Evidence from a 3-Year Longitudinal Study

ABSTRACT Purpose We examined whether the relations between home literacy environment (HLE), children’s independent reading, and emergent literacy and reading skills are confounded by parents’ reading skills (a genetic proxy). Method One hundred eighty-nine Chinese children (M age = 74.26 months, 40% female) were followed from kindergarten to Grade 2 and were assessed on emergent literacy skills (pinyin knowledge, phonological awareness, and vocabulary) and word reading in kindergarten and on reading comprehension in Grade 2. Their parents (both mothers and fathers) were also assessed on reading (word reading and reading comprehension) and completed questionnaires on HLE (code-related activities, meaning-related activities, and access to literacy resources) in kindergarten and their children’s independent reading in Grade 2. Results Results of structural equation modeling showed that access to literacy resources was associated with children’s vocabulary, and code-related activities indirectly predicted reading comprehension through pinyin knowledge after controlling for parents’ reading skills. Parents’ reading skills indirectly predicted children’s reading comprehension through children’s independent reading. Conclusion Code-related activities and access to literacy resources may have a true effect on children’s reading development over and above the effect of parents’ reading skills as a proxy for genetic transmission. The children of parents with better reading skills may engage in more independent reading, which may be related to their better reading comprehension.

Peningkatan Literasi Lingkungan Siswa Melalui Penggunaan E-Modul Berbasis Socio-Scientific Issues pada Materi Perubahan Lingkungan

In 21st century learning, students are required to master 21st century themes, one of which is environmental literacy. This research aims to analyze the increase in students' environmental literacy using Socio-Scientific Issues based e-modules. The research method used was pre-experimental with a quantitative approach. The sampling technique uses purposive sampling where the class used is class X-2. The research data shows that the increase in environmental literacy for class Based on the data from this research, the use of e-modules based on Socio-Scientific Issues can increase students' environmental literacy in environmental change material.

Promotion of environmental health literacy through culturally competent educational materials

Promotion of environmental health literacy through culturally competent educational materials

Environmental literacy curriculum: an analysis of science textbooks for lower secondary education

ABSTRACT The issue of current environmental changes is increasingly being highlighted. For relevant decision-making and behaviour in society, it is desirable to develop the environmental literacy of all students. To do this, teachers need to be given adequate support. Textbooks may reflect the implemented curriculum. The research aimed to find out how selected aspects of environmental literacy are considered in Czech lower-secondary science textbooks. A quantitative analysis of 126 textbooks using closed coding was conducted to identify the inclusion of topics targeting Environmental Processes and Systems. Environmental literacy aspects were found to receive relatively little attention in textbooks and significant consistency within subjects was identified. The findings point to a lack of support for development of environmental literacy and form the basis for further innovation and development of educational materials.

Cultivating Environmental Citizenship: Agriculture Teachers’ Perspectives Regarding the Role of Farm-Schools in Environmental and Sustainability Education

Agricultural education is a fertile framework for environmental and sustainability education (ESE). Hence, ‘farm-schools’, which are learning settings around agriculture, can and should play a crucial role in promoting ESE. Farm-school teachers are key to realizing this potential. Therefore, the aim of this study was to examine the perspectives of farm-school teachers concerning the role of farm schools in conducting ESE and their role as environmental and sustainability educators. The research employed a mixed methodology. Quantitative data from close-ended sections of the questionnaire enabled evaluation of the teachers’ environmental literacy and citizenship attributes, which are fundamental for their capacity to incorporate ESE within their teaching. Open-ended sections of the questionnaire and interviews provided in-depth information regarding the teachers’ perspectives and practices concerning ESE (content, values, and pedagogies) within the framework of farm schools. Findings indicate that these teachers have pro-environmental dispositions in their individual lives and as educators and that they incorporate ESE within their teaching, but they exhibit a relatively narrow perspective regarding ESE, focusing largely on content knowledge, with limited focus on values discourse. Providing professional development tailored to the specific attributes and needs of these agriculture teachers will strengthen their capacities in teaching the strategies inherent to ESE, such as facilitating in-depth critical discourse around socio-environmental dilemmas. This will contribute to realizing the full potential of farm schools in terms of contributing to the crucial area of ESE within the educational system, employing agriculture as the curricular platform.

Children’s Reading of Visuals in Informational Picturebooks and Biographies

Visuals in picturebooks play an important role in supporting children’s reading comprehension and literacy development. This qualitative case study analyzes three American families’ shared reading practices at home by analyzing their online surveys for family literacy environments, reading logs for a month, mother interviews, and video observation of their shared reading at home. The analysis of the collected data categorizes children’s responses to visuals into three major themes: reflecting personal preferences and thoughts on visuals, interpreting visuals based on prior knowledge, and misreading visuals that interfere with understanding content. The discussion focuses on the roles of visuals in informational picturebooks and biographies and parents’ support of children’s reading comprehension using visuals.

Critical Thinking Profile and Environmental Literacy Analysis of Al-Washliyah Labuhanbatu University Biology Education Undergraduate Students

Critical Thinking Profile and Environmental Literacy Analysis of Al-Washliyah Labuhanbatu University Biology Education Undergraduate Students

A systematic review of climate change literacy assessment methods

Policymakers and educators have increasingly focused on improving public understanding of climate change to prepare people to tackle its causes and impacts. Researchers have joined these efforts by assessing environmental literacy (EL) and climate change literacy (CCL) to inform policies and educational initiatives. This article systematically reviews CCL assessment trends and methods by analyzing papers from Scopus and ScienceDirect. The findings reveal a variety of approaches to defining and measuring CCL. Variations were also observed in the styles of presenting CCL levels. Based on the review, we propose standardizing CCL assessment by defining core and optional domains, aiming to cater to the diverse needs of groups seeking to measure CCL for different purposes. We also suggest that policymakers and educators can glean more nuanced insights from results when CCL levels are measured using three or more proficiency levels. Lastly, we recommend that future studies investigate the CCL-climate action relationship to ensure that CCE programs are designed based on evidence of CCL-climate action connections.

Teaching Environmental Literacy in a Language Bridging Setup

In the context of educational settings characterized by linguistic diversity, the challenges inherent in teaching within a language-bridging framework underscore the necessity of overcoming language barriers to instill environmental literacy among elementary students. This study delves into the practices and experiences of educators in imparting environmental knowledge amidst linguistic challenges, employing a qualitative research design to explore the multifaceted dimensions of teaching environmental literacy in such contexts. Through purposive sampling and in-depth interviews with six elementary school teachers, the research elucidated the utilization of a holistic instructional approach, while also highlighting the impediment posed by teachers' lack of dialect proficiency, leading to language obstacles in the classroom. However, the study unveiled the adaptive strategies employed by teachers, such as two-way learning, to facilitate effective language transition during instruction. The findings not only shed light on the current pedagogical landscape but also point towards future directions, emphasizing the significance of continual professional development, collaborative teaching practices, cultural awareness training, and community engagement as pivotal avenues to surmount language barriers and cultivate environmentally literate students.

Environmental Literacy and Academic Performance of Grade 5 Learners

This study investigated the relationship between environmental literacy and academic performance among Grade 5 learners. Employing a descriptive correlational research design, the research aimed to determine the extent of environmental literacy in five dimensions: knowledge of environmental concepts, awareness of environmental issues, attitudes towards the environment, environmental behavior, and civic engagement. Additionally, it assessed the academic performance of learners in Health, Science, and Araling Panlipunan. The study involved purposive sampling of Grade 5 students from Paquibato District, with data collected through adapted questionnaires. The findings revealed that environmental literacy, particularly in knowledge of environmental concepts, attitudes towards the environment, and environmental behavior, significantly affects academic performance. A high degree of relationship was observed between overall environmental literacy and academic performance, indicating that enhanced environmental literacy correlates with better academic outcomes. The study emphasized the importance of integrating environmental education across various subjects and levels, highlighting its role not only in fostering environmental awareness and responsibility but also in enhancing academic achievement. These insights are crucial for educational stakeholders in formulating strategies to incorporate environmental literacy effectively in the curriculum.

The home literacy environment of school-age autistic children with high support needs.

As a group, autistic children with high support needs (with adaptive functioning in the range of an intellectual disability) are at risk of significant literacy difficulties. We investigated the parent-reported home literacy environment of this group of children. Sixty-two parents of autistic children (4.5 to 18.25 years) attending an autism-specific school completed a home literacy survey reporting on their child's: (1) alphabet knowledge, (2) interest in reading, (3) activities/interactions around books, (4) reading ability, and (5) writing ability. We found significant positive correlations between parent-reported child interest in reading and literacy-related interactions and skills, but not with child age. Children using spoken words to communicate obtained significantly greater scores on four home-literacy subscales, but not on reading interest. A better understanding of the home literacy activities of autistic children with high-support needs is needed to inform educational practices aimed at promoting literacy development in this vulnerable population.

Profile, challenge, and opportunity of environmental literacy research in Indonesia: A systematic literature review

Systematic overview of environmental literacy research in Indonesia is a crucial aspect for determining effective strategies for strengthening environmental literacy, unfortunately, this is not widely available, especially regarding research published in Indonesia. This research aims to reveal the profile, challenges, and opportunities for strengthening environmental literacy in Indonesia. SLR was used in this research by analyzing 36 articles that met the requirements collected from journals registered by Sinta in 10 years. The articles were then analyzed using a content analysis observation sheet. This research showed fluctuations and stagnation in the number of publications. Variations in design, subjects, instruments, and data analysis techniques are also revealed. Important research results also provide interesting findings in environmental literacy profiles, types of schools, and educational curricula. Based on this, researchers in Indonesia have the challenge of increasing the number of environmental literacy research published in Indonesia. This challenge becomes an opportunity to conduct qualitative and mixed-method research involving students at various education levels. Triangulation data analysis is also important. Furthermore, implementing the Adiwiyata curriculum and innovative learning using local wisdom has the potential to strengthen students' environmental literacy. This research provides an overview for other researchers to formulate effective strategies to improve environmental literacy.

Implementation of Child-Friendly School Environments at SMPN 6 Kandis, Siak Regency, Riau

The Government establishment of Child-Friendly Schools (CFS) enables the protection of children’s rights in the educational setting. Education institutions are required by CFS to provide protection, security, and comfort for students while they are enrolled in the institution. An examination of the CFS program’s implementation and its integration with the Environmental Literacy (Adiwiyata) and Mover School (a project to strengthen the profile of Pancasila students) Programs were conducted at SMPN 6 Kandis in Siak Regency, Riau. This study used observation sheets and interviews to obtain primary and secondary data at SMPN 6 Kandis. The observed implementation criteria consisted of younger siblings’ treatment of all students, a learning process that facilitated active learning, the learning process was supported by teaching media in the form of real, print, and electronic media, student involvement in intra- and extra-curricular activities, conducive class arrangement with a literacy corner and structuring the classroom environment with Information and Education Communication (IEC). Based on the requirements for the Child-Friendly School program’s implementation, data were analyzed descriptively. The study’s findings demonstrated that the CFS program at SMPN 6 Kandis in Siak Regency, Riau Province, has been effectively implemented. The implementation of the CFS program at SMPN 6 Kandis can also be seen from the implementation of the Adiwiyata (Environmental Literacy) and Mover School (a project to strengthen the profile of Pancasila students) programs. CFS is expected to be a manifestation of the convention rights of children in pursuing education. Keywords: Child-Friendly School, Children’s rights, Environmental Literacy Program, Mover School Program

Development and validation of the Environmental Health Literacy Index: a new tool to assess the environmental health literacy among university students.

Environmental health literacy (EHL) is a rather recent concept that applies health literacy skills to environmental issues. Research in this field is still at the beginning, and there is currently no existing tool in the literature designed to comprehensively assess individual general EHL among university students. The aim of our study is to fill this gap through the validation of the Environmental Health Literacy Index (EHLI) in such a target group. We adapted a previously administered survey, originally completed by 4778 university students from various Italian universities. Starting from the original questionnaire, our methodology involved a three-round item selection process, followed by a comprehensive evaluation of the instrument's psychometric properties. The EHLI consists of 13 Likert-type items, covering three primary domains of health literacy: functional (six items), interactive (three items), and critical (four items). The Cronbach's alpha coefficient is 0.808 for the global scale, while it stands at 0.888 for the functional, 0.795 for the critical, and 0.471 for the interactive components. The area under the receiver operating characteristic curve reached a value of 0.643. Spearman correlation analysis revealed a significant yet slight correlation between EHLI and both functional health literacy score and the extent of pro-environmental behaviors adoption. Our study serves as an important initial step in developing a tool able to evaluate the EHL of university-aged individuals. Further research efforts may improve the questionnaire's validity and completeness, as well as to explore its applicability to different age groups.

The home literacy environment and children’s emergent literacy development: a follow-up study

The home literacy environment and children’s emergent literacy development: a follow-up study

Hebrew–Russian Bilingual Children's Early Literacy Skills: The Roles of the Home Literacy Environment and Mothers' Writing Support

AbstractToday, many children worldwide grow up in bilingual or multilingual families. This study explores early literacy development in Russian–Hebrew bilingual families in Israel. It studies the contribution of the home literacy environment (HLE), the language of communication, and the nature of the maternal writing support in Hebrew and Russian, to children's early literacy skills in the two languages. Participants were 61 Israeli children (4–6 years old) and their mothers. The mothers completed questionnaires about home literacy activities in both languages and were videotaped while supporting their child in writing a list of eight words in Hebrew and Russian. Children's early literacy skills (phonological awareness, letter knowledge, and word recognition) were assessed in both languages. Results showed that mothers adjusted their writing support not only to the child's skills but also to the particular orthography. The HLE and aspects of mothers' writing support predicted their children's early literacy skills, not only within each language but also in cross‐language models. The literacy activities provided at home and the nature of mothers' support seem to link to the children's literacy outcomes. The results stress the importance of parents' explicit efforts to support children's early literacy skills in both heritage and societal languages.

Learning Indonesian History of the Colonial Period: An Ecopedagogical Perspective

This article aims to analyze and describe the implementation of ecopedagogic-based history learning in the Colonial Indonesian History course. This research uses this qualitative research method, and the data analysis model used is an interactive analysis model. Starting from the stages of data condensation, data presentation, and conclusion and verification. The results showed that the history learning process carried out in sixteen face-to-face meetings had been carried out by integrating elements or main pillars in ecopedagogic-based learning, namely historical environmental literacy, cultural literacy, and utilization. This research is relevant to Bloom's competency domain, namely the competency domain of knowledge, attitudes, and skills. Previous research related to ecopedagogy only focused on the natural environment and its relevance to biology and social studies learning. Meanwhile, this research focuses on historical environments such as forts, museums, and monuments and their relevance to learning history. Ecopedagogic-based history learning is one of the solutions to monotonous history learning and is associated with the negative connotation that history learning is a boring memorization lesson.