Environmental education is a fundamental factor, enabling people to recognize nature and the environment. The preparation of pre-service pre-school teachers in the field of environmental education is an important area. However, quite often pre-service pre-school teachers are not sufficiently prepared in the field of environmental education, and especially how to integrate environmental education into the curriculum and everyday practice. From this point of view, it is rational to highlight their methodological position: how environmental literacy is understood, what topics are considered priority, what challenges and solutions are associated with the practice of environmental education. A complex qualitative and quantitative study was conducted, and the results of qualitative content analysis were obtained, quantifying category frequencies. The study was conducted in January-March 2025. Students from two Lithuanian universities participated in the survey (Vilnius, <i>N</i> = 45; Klaipeda, <i>N</i> = 19). Data were collected anonymously, using four open-ended questions, and the verbal data obtained were coded into semantic units, subcategories, and categories. The quantitative and qualitative parts of the research were analyzed and presented separately, ensuring methodological coherence and allowing for a more comprehensive interpretation of the findings. The results showed that the concept of environmental literacy is dominated by cognitive/value education, followed by environmental behaviors, environmental thinking development, and emotional-social interaction. The most relevant issues were considered to be environmental problems, especially climate change, pollution, consumption, and ecosystem degradation. Meanwhile, the integration of environmental education was considered as necessary, emphasizing practical and experiential activities. There remains a need to consistently strengthen the content of studies, systematically integrate education for sustainable development, and increase the share of practice and community cooperation, so that preschool institutions purposefully educate responsible, conscious, and sustainable children.

This study used the Home Literacy Model (HLM) to investigate the mechanisms underlying parental expectations, the home literacy environment (HLE), early literacy skills, and early reading comprehension in China. A total of 235 children (123 boys and 112 girls; mean age = 59.47 months; standard deviation = 9.71 months) and their parents were recruited. Parents completed a questionnaire on their basic information, expectations for their children's language development, and the HLE. The literacy skills and reading comprehension skills of the children were assessed. Results from structural equation modeling indicated that formal home literacy experiences and family literacy resources promoted early reading comprehension by facilitating the development of receptive vocabulary and Chinese character recognition, whereas informal home literacy experiences did not predict early reading comprehension. In addition, parental expectations predicted all aspects of the HLE and influenced the development of early reading comprehension. The findings advance our understanding of the applicability of the HLM in Chinese cultural contexts and provide insights into the mechanisms by which parental expectations and the HLE influence the development of early reading comprehension.

This study investigates the relationship between Work Environment and Employee Performance, and examines the role of Digital Literacy as a moderating variable in this relationship. Employee performance is a vital indicator of organizational success. The quality of the work environment is believed to be a major predictor of performance, but the effectiveness of the work environment in the digital era is highly dependent on employees' ability to utilize technology. This study specifically aims to determine whether Digital Literacy strengthens or weakens the influence of the work environment on performance. The research method used is quantitative with a survey design. The population of this study is permanent employees in the creative industry sector in Bandung City, with a sample of 150 respondents selected through a purposive sampling technique. Data were collected using a validated and tested questionnaire for reliability, measuring variables of Work Environment (physical and non-physical), Employee Performance, and Digital Literacy. Data analysis was performed using EViews 12 software, through the stages of Multiple Linear Regression analysis and Moderated Regression Analysis (MRA) by estimating the interaction model. Classical assumption tests, including heteroscedasticity and multicollinearity tests, were also conducted using EViews to ensure the validity of the regression model. The results showed that the Work Environment has a positive and significant influence on Employee Performance. Crucial findings from the MRA analysis using EViews prove that Digital Literacy significantly moderates the relationship (significant interaction variable coefficient). The moderation that occurs is strengthening (strengthening effect), which indicates that the higher the level of digital literacy possessed by employees, the greater the contribution of a positive work environment to improving their performance. The managerial implication of this study is the need for synergy between work facility improvement policies (Work Environment) and technology utilization competency improvement programs (Digital Literacy) to achieve optimal Employee Performance. Keywords: Work Environment, Employee Performance, Digital Literacy, Moderated Regression (MRA), EViews.

Geoeducation for sustainable rural development: Enhancing environmental literacy through geoscience learning in Guaca, Santander (Colombia)

In times of rapid change and persistent learner challenges, continuously updating curriculum materials is essential. The growing problem of plastic pollution stresses the need to integrate citizen science into education to ensure relevance, engagement, and contextual application. This study developed and evaluated a module-based curriculum material that embeds citizen science into the Science, Technology, and Society (STS) curriculum, focusing on the assessment of coastal plastic waste. An initial needs-assessment among STS instructors revealed strong agreement on developing localized, citizen-science-based materials to enhance environmental awareness. Quantitative findings demonstrated high acceptability from both experts and students. Expert evaluation yielded “Fully Acceptable” ratings in all categories, with visuals rated “Very Good (Acceptable)” (Mean = 3.67), indicating strong quality and minor areas for improvement. The Students’ Involvement Index (SII) of 1.07 reflected effective learner engagement, while the Fry Readability Graph placed the module at the college reading level. The Communication Index (CI) ranged from 0 to 0.01, with a CI of 0.01 indicating fair comprehensibility—acceptable but suggesting refinement of scientific terms. Qualitative feedback from students showed that the module was engaging, meaningful, and applicable to real-world issues. Overall, integrating citizen science into the STS curriculum proved to be a viable and impactful strategy for promoting environmental literacy, fostering active participation, and strengthening contextual understanding of coastal pollution among undergraduate learners. Future work should focus on improving visuals and clarity, expanding instructional resources, enhancing teacher training, and conducting broader and long-term implementations to strengthen its educational impact.

There is insufficient dissemination of easily accessible reliable information for patients with juvenile idiopathic arthritis (JIA) in their native language on the Internet. Although there are various medical articles and scientific publications about JIA, many of them are presented in complex language, medical terminology and are intended for specialists. Aim: to design and develop an informational website for children with juvenile idiopathic arthritis and their families. The software used to realise this work: Visual Studio Code, HTML, CSS, JavaScript, Figma.com, wireframe.cc. Results and conclusion. The informative website was developed from January to May 2025 during the IT student’s bachelor thesis in close collaboration with pediatric rheumatologists and resident doctors of the Pediatric Department of Lithuanian University of Health Sciences, who took care of the quality of literacy on the website. As the result of this multidisciplinary work, a website called imunovaikai. lt was created. Congnitive value: the evidence-based but easy-to-understand informational material in native language, as provided on the website imunovaikai.lt, should create a health literacy environment that promotes understanding and engagement, which can lead to better adherence to treatment regimens and reduced emotional distress.

This article presents the design, development, and field testing of Save the World, a gamified healthcare application aimed at promoting health awareness and environmental literacy among children aged 8–10 years. Developed within the Horizon Europe SynAir-G project, the application combines game-based mechanics with the iterative Living Lab (LL) methodology to foster engagement, inclusivity, and real-world learning. The app was cocreated with children, parents, teachers, healthcare professionals, and developers through a multistakeholder, cocreative process involving workshops in Sweden and Denmark. Drawing on LL principles, such as stakeholder engagement, real-life experimentation, and continuous feedback, this research enhanced the contextual relevance and usability of game features while addressing ethical considerations and diverse user needs. The field-testing results show that the integration of the gamification and LL methodologies significantly improved user engagement, educational value, and technical performance. The study demonstrates how LL and gamification can reinforce one another in creating meaningful, child-centered digital innovations, aligning with broader European goals around sustainability, digital inclusion, and participatory design.

This study investigated the ethnoecological characteristics of Sendang Surodilogo, a culturally and ecologically significant spring located in Pagerejo Village, Kertek District, Wonosobo Regency, and developed a profile book as a contextual learning resource for biology education. Using a modified Borg and Gall Research and Development model, the research involved preliminary exploration, field data collection, product design, expert validation, revision, and small-scale field testing. A descriptive exploratory approach was used to document cultural narratives, ecological perceptions, and vegetation diversity around the spring. Data were collected from formal participants (biology teacher and students) and nonformal participants representing three age groups (30, 40, and 50 years old) using interviews, questionnaires, and documentation. The findings revealed that the community possesses strong ethnoecological knowledge reflected through myths, rituals, and conservation practices linked to the symbolic figure of Ki Joko Suro. Vegetation analysis recorded species belonging to Spermatophyta, Pteridophyta, and Bryophyta, each contributing to hydrological stability and microhabitat formation. Expert validation rated the material at 93.61% and media at 91.36%, placing the product in the “very feasible” category. Field testing also resulted in positive responses, with formal participants scoring 85.7% and nonformal participants 85.3%. Overall, Sendang Surodilogo holds substantial ecological and cultural value. Its documentation into a profile book demonstrates strong potential as a contextual biology learning resource, enriching environmental literacy and promoting culture-based science education

AimThis study aimed to evaluate the relationship between environmental literacy, sustainable food literacy, and adherence to the Mediterranean diet (MD) in adults.MethodData were collected via a web-based questionnaire created using Google Forms between April and August 2024 in Erzurum, Turkey. A total of 394 adults participated through snowball sampling. The questionnaire included sections on demographic information, anthropometric measurements, the Environmental Literacy Scale for Adults (ELSA), the Sustainable Food Literacy Scale (SFLS), and the Mediterranean Diet Adherence Screener (MEDAS).Results38.6% of the participants were found to adhere to the Mediterranean Diet (MD). Married participants were more likely to have adhered to the MD than single ones (odds ratio [OR]:0.41, p = 0.006). Adherence to the MD was associated with higher education duration (OR = 1.05, p = 0.011), a higher SFLS total score (OR = 1.01, p = 0.025), and a higher ELSA score (OR = 1.04, p = 0.004).ConclusionThe MD is a sustainable dietary model that enhances health and is environmentally friendly. For this reason, it may be possible to direct society towards healthier and less environmentally damaging food choices through training to increase individuals’ sustainable literacy and environmental literacy levels.

Endocrine disrupting chemicals (EDCs), which interfere with the body's natural hormones, are ubiquitous in everyday environments and consumer products. Nearly everyone is routinely exposed, and growing evidence links them to adverse health outcomes including cancers, impaired fertility, metabolic disorders, and neurodevelopmental effects. Major medical and scientific groups recommend exposure reduction. To make informed decisions about individual- and societal-level exposures to EDCs, people need relevant knowledge. Knowledge is one component of environmental health literacy, a multidimensional concept supporting readiness to protect health from environmental risks. This study sought to develop expert consensus about communications targets for EDCs and to learn how public knowledge matches these targets. We convened focus groups with community-engaged research teams (n = 38) to define targets for public understanding. We coded transcripts, mapped causal pathways influencing EDC exposures and health outcomes using a mental models approach, and identified communication priorities. We then fielded a quantitative online survey among adults living in the U.S. (n = 504) to compare their knowledge with the mental model. We computed response frequencies and used multiple regression to evaluate associations between a knowledge index and participant characteristics. Focus group participants highlighted that people need to know that EDCs affect nearly all systems in the human body and that scientific evidence supports limiting exposure. They emphasized that policy controls can be more effective than personal action at reducing exposure, and that current U.S. chemicals regulations are not protective. Survey respondents were generally aware that EDCs can affect fertility, cancer, and child brain development (84-90%, n = 426-452), and they had some understanding of exposure pathways (58-86%, n = 295-435). However, most participants had large knowledge gaps about U.S. chemicals regulation and wrongly believed that chemicals must be safety-tested before being used in products (82%, n = 414), that product ingredients must be disclosed (73%, n = 368), and that restricted chemicals cannot be replaced by similar substitutes (63%, n = 317). U.S. adults typically understood that EDCs affect health. However, incomplete information about how people get exposed to EDCs and misconceptions about U.S. chemicals regulations limit appropriate actions. These knowledge gaps are targets for future communications about EDCs and harmful chemicals more broadly.

BackgroundIn the contemporary era, the role of nurses in safeguarding and advancing environmental and human health has assumed heightened significance, particularly in light of the deteriorating environmental conditions. The objective of this descriptive study was to ascertain the extent of environmental health literacy among student nurses.MethodsThe study was conducted with 299 undergraduate nursing students from a foundation university in Northern Cyprus during the spring semester of the 2023–2024 academic year. The data collection instrument included the Descriptive Information Form and the Environmental Health Literacy Scale (EHLS).ResultsThe mean EHLS score for the nursing students was found to be 80.47 ± 22.96. The mean scores obtained from the knowledge, awareness of health effects, perception of environmental exposure, and behavior dimensions of the EHLS were 23.87 ± 7.49, 19.83 ± 6.27, 9.27 ± 4.83, and 27.50 ± 8.95, respectively. A positive and statistically significant correlation was observed between the scores obtained from the EHLS and its dimensions of knowledge, awareness of health effects, perception of environmental exposure and behavior. The independent variables that significantly contributed to an increase in the EHLS scores were residing with friends, always or sometimes warning people who pollute environment, holding the belief that nurses should be sensitive to the environmental issues and being a third-year nursing student.ConclusionThe study revealed that the environmental health literacy levels of the participants were above the moderate level. Based on these findings, it can be proposed that compulsory environment-related courses be incorporated into the nursing curriculum. Furthermore, active learning methodologies should be employed, and existing environment-related courses should be revised to encompass national and global environmental issues, environmental risks, and their potential consequences. Further studies can be conducted with the aim of enhancing environmental health literacy.

The problem of inorganic waste that is difficult to decompose poses a serious threat to environmental sustainability, both in rural and urban areas. Low public awareness of the long-term impacts of waste drives the need for simple, easy-to-understand educational strategies that directly involve residents. This community service activity aims to increase the understanding of residents of Silea Village, Wundulako District, Kolaka Regency, through visual information media that explains the length of time it takes for various types of waste to decompose. The implementation method begins with field observations to determine strategic installation points, followed by the design of information signs, the production process, and the installation stage with residents. The activity took place on August 8–10, 2025, involving 15 KKN students, village officials, and community groups. The number of participants involved in the socialization session was 45 people, consisting of housewives, youth from the youth organization, and representatives of the dasawisma (village). The results of the activity showed an increase in public understanding in differentiating between organic and inorganic waste, as well as awareness of the long-term impacts of accumulating plastic, cans, and glass waste. Active community participation in the sign installation process also fostered a sense of ownership, making the educational message more easily accepted. For housewives, the primary benefit was an understanding of daily household waste management, while for youth, this activity opened up insights into the importance of the younger generation's role in protecting the environment. In conclusion, the use of visual media in the form of information signs has proven to be an effective new approach to environmental literacy. This activity not only raises awareness but also strengthens community involvement, thus enabling more sustainable waste management.

This study presents the design, validation, and application of a diagnostic questionnaire aimed at evaluating environmental literacy (knowledge, attitudes, and practices) in fourth-grade primary students in Mexico. The instrument addressed four key dimensions: water conservation, recycling, solid waste management, and medication disposal. The methodology, instrumental and mixed in nature, unfolded in five phases. A systematic review of 80 publications supported the creation of a conceptual matrix guiding the construction of 59 items, which were refined to 55 following expert evaluation and a pilot test with 20 students. Items were adjusted due to clarity issues and redundancy. All knowledge and attitude items were finally structured with a dichotomous Yes/No format plus a "Don't know" option to enhance comprehension and reduce guessing. The Delphi method was employed to select and coordinate 31 national and international experts in evaluating the questionnaire's content. Validity was confirmed through Aiken's V (all values ≥ 0.90), and inter-rater agreement improved significantly across Delphi rounds (Fleiss' Kappa: 0.55 → 0.88). Internal consistency was α = 0.78 for the 40 content items (excluding 15 sociodemographic items), with subscales ranging from 0.70 to 0.81. Construct validity was supported via exploratory factor analysis (KMO = 0.846; Bartlett's p < 0.001), identifying six factors corresponding to the four thematic areas, general environmental attitudes, and basic knowledge. The validated questionnaire was administered to 84 students from a public school in Zinacantepec, Mexico. Results revealed significant knowledge gaps: only 15.4% answered correctly on water conservation, 28.2% on waste management, 23.1% on medication disposal, and 7.7% on recycling. These findings underscore the need for targeted, evidence-based curricular strategies to strengthen environmental literacy and promote pro-environmental behaviors from early educational stages.

Abstract The study aimed to explore secondary and higher secondary school students’ view on the role of permaculture as a tool for environmental literacy development. Cross‐sectional survey research design was applied to collect the data through a questionnaire that was developed by Lebo to assess students’ views or attitudes and beliefs. Note that 1304 students were selected as a sample using a convenient sampling technique. The collected views were analyzed using parametric statistics, including independent sample t ‐tests and one‐way analysis of variance, with all assumptions met. The findings indicated significant differences in students’ views on permaculture and environmental literacy with respect to gender. Some students appeared to better recognize ecological limits and possibilities. Some students prioritized protecting the environment over making money. Most students reported enjoying learning science with a focus on the environment, with one cohort indicating much greater enjoyment of the permaculture approach than their usual level of enjoyment of learning science in school. Thus, the study underscores the importance of integrating permaculture approach in educational settings based on environmental education programs. These programs cultivate a deeper understanding of environmental literacy and sustainable practices among students to individually nourish the earth system.

Microlibrary Warak Kayu, located in Semarang City, Central Java Province, is a community-based library distinguished by its innovative architectural design and the use of environmentally friendly materials as a concrete manifestation of its commitment to sustainable development. This study aims to provide an in-depth analysis of the implementation of the green library concept at Microlibrary Warak Kayu as a model for local-level sustainable library practices. A descriptive qualitative approach was employed, with data collected through field observations, in-depth interviews, and documentation studies to obtain a comprehensive understanding of the sustainability initiatives implemented. The findings indicate that green library principles have been applied holistically, including the utilization of energy-efficient buildings and facilities, the use of certified timber materials, the integration of green office practices in operational management, and the strengthening of sustainable economic initiatives through collaboration with local communities. Additionally, the library provides services that promote environmental literacy, fosters inclusive social interactions, and implements systematic environmental management strategies aligned with the Sustainable Development Goals. These findings demonstrate that Microlibrary Warak Kayu functions not only as a center for literacy, but also as a public space that educates and exemplifies sustainable practices, making it a relevant reference for the development of green libraries in Indonesia. Keywords: green library; Microlibrary Warak Kayu; sustainable library

This study aims to examine the effectiveness of applying the Conservation Based Learning (CBL) model integrated with local wisdom in improving the environmental literacy of fifth-grade students at SDN 351 Kawasan Ammatoa, Bulukumba Regency, South Sulawesi. Using a quasi-experimental design with a non-equivalent control group, this study involved two classes, namely an experimental class taught using the CBL model and a control class taught using conventional methods. Data collection was conducted through learning outcome tests in the form of multiple-choice and essay questions that measured students' environmental literacy, which included understanding conservation concepts, the ability to analyze environmental problems, and the application of knowledge in daily life. The results showed that the application of the CBL model integrated with local wisdom had a significant impact on improving students' environmental literacy, with the average posttest score for the experimental group reaching 86.00, while the control group only scored 61.81. Hypothesis testing using an independent t-test showed a significant difference between the two groups (p &amp;lt; 0.05). In addition, N-Gain score analysis revealed a higher increase in the experimental group (0.76) compared to the control group (0.35), indicating that the CBL model is more effective in improving environmental literacy. Thus, this study confirms that the CBL model, which integrates local wisdom, can significantly improve students' understanding, analysis, and application of environmental knowledge, which is important for shaping sustainable environmental awareness

This comprehensive review integrates recent research on the key roles of family and school environments in children's second language acquisition, carefully comparing their impacts, interactions, and outcomes. Drawing on relevant studies from 2018 to 2025, it examines how school factors such as family dynamics, parental involvement, family literacy environment (HLE), teacher-student interaction, teaching strategies, and peer dynamics affect children's second language proficiency. This review discusses the synergistic effects and occasional conflicting effects of these backgrounds, focusing on how socioeconomic status (SES), cultural factors, and teaching quality regulate this effectiveness. The main findings indicate that the family environment provides necessary emotional and language support, promoting the growth of early vocabulary and conversational skills, while the structured learning environment created by schools is crucial for the development of academic language. This article reveals significant shortcomings in longitudinal, cross-cultural, and technology centered research, and proposes directions for improving second language acquisition strategies for future research. By integrating research results from different environments, this review aims to provide relevant information for educators, policy makers, and families, and create the most appropriate second language learning environment for young learners.

Strengthening literacy from preschool age impacts children's social, emotional, and critical thinking development. This activity aligns with the Sustainable Development Goals, particularly SDG 4, which targets quality and inclusive education for all children. In early literacy development in preschool-aged children, the environment closest to them plays a significant role: the family and school. Therefore, this study aims to develop a Home Literacy Environment (HLE) instrument for preschool-aged children using Confirmatory Factor Analysis (CFA). The study employs a research and development methodology, specifically the 4D model (Define, Design, Develop, Disseminate), to produce a standardized measurement tool. Validation procedures were conducted in three stages: construct validation by three experts, content validation by 14 panellists, and empirical testing involving 165 families with children aged 5–6 years in the Greater Jakarta area. Data were analyzed using CFA to examine factor structure and construct validity. Results indicated that 20 items across the three core dimensions demonstrated adequate factor loadings and significant t-values, with high construct reliability and variance extracted, confirming their validity. Nine indicators of goodness of fit met the criteria. Overall, the model was deemed sufficiently fit and suitable for further interpretation. This study supports the broad applicability of the HLE as a valid measure of the literacy environment created at home for preschool children. By providing a validated HLE instrument, educators, researchers, and policymakers are equipped to assess and enhance the literacy support provided at home. This result enables targeted interventions and informed decision-making to strengthen early learning foundations and promote inclusive, equitable education from the earliest years.

The increasing intensity of climate change has triggered widespread psychological distress among young people worldwide, particularly in the form of eco-anxiety, helplessness, and emotional fatigue. This study draws upon secondary data published between 2020 and 2025 to examine how climate education can transform climate-related anxiety into psychological resilience and empowered action among youth. The research synthesizes evidence from global surveys, educational policy reviews, and peer-reviewed studies focusing on environmental psychology, education, and youth development. Findings indicate that climate education, when integrated with psychological awareness, plays a critical role in fostering adaptive coping mechanisms, self-efficacy, and proactive environmental engagement. Programs that emphasize participatory learning, critical thinking, and community-based environmental projects were found to reduce fear and cultivate optimism and agency. Moreover, school-based climate initiatives that address emotional well-being enable students to process environmental threats constructively, shifting their responses from despair to action-oriented hope. The review highlights that effective climate education not only improves environmental literacy but also strengthens mental health outcomes, emotional intelligence, and leadership capacities among youth. It concludes that equipping learners with both scientific understanding and emotional resilience is essential for building a generation capable of facing ecological challenges with confidence, creativity, and compassion. Ultimately, the study underscores that education is a powerful psychological tool for transforming climate anxiety into meaningful engagement and sustainable behavior.

ABSTRACT How to bridge the gap between the reading skills of rural‐to‐urban migrant children and children with urban permanent residence has long been a big challenge in the field of language and family education research. However, very few studies have focused on high‐level reading skills and their association with the home literacy environment and parental expectations. To address this issue, using a battery of reading comprehension and meta‐comprehension tasks, parental expectation and home literacy environment surveys, this study aimed to explore the potential high‐level reading disparities between these two cohorts. Additionally, it examined the influence of migrant status on high‐level reading skills, and the potential mediating roles of the home literacy environment and parental expectations. A total of 163 rural‐to‐urban migrant children and 148 urban permanent resident children, along with their parents, were recruited as participants. Data analysis was conducted using independent samples t ‐tests and Structural Equation Modelling. The results revealed that urban permanent resident children significantly outperformed the rural‐to‐urban migrant group on reading comprehension and comprehension control tasks. In addition, parental expectations and the home literacy environment played a mediating role between migrant status and high‐level reading skills. Crucially, parental expectations proved detrimental to high‐level reading skills if high expectations were held without a supportive home literacy environment. The findings indicate that the association between migrant status and children's high‐level reading skills was fully mediated by the home literacy environment and parental expectations. These results yield valuable theoretical and practical implications for language and family education for migrant populations globally.