Improving the health supportiveness of the campus built environment is a key strategy for alleviating health pressures in higher education institutions (HEIs). As a complex environmental system, a university campus requires systematic assessment of its environmental health performance to inform science-based design and planning decisions. This study systematically reviews the environmental characteristics of current healthy-campus assessment tools (HCATs) for HEIs and evaluates their compatibility with a Chinese standards context. A three-phase mixed-methods approach identified 12 HCATs, examined their environmental features, and constructed a content framework. Three representative Chinese alternative tools were compared. The results show that: (1) HCATs vary by development context but consistently prioritize physical environmental resources that support health behaviors, such as abundant and reasonable active transportation and fitness facilities and a health-promoting environmental culture, rather than conventional physics performance. (2) Although Chinese tools overlap with HCATs on certain environmental topics, they cannot replace HCATs in terms of environmental integration, coverage, and applicability to HEI settings. (3) Future Chinese HCATs should strengthen environmental support for behavior change and health promotion and improve operability. This study reveals gaps between current Chinese tools and HCATs, underscores the necessity of developing environment-focused HCATs for Chinese HEIs, and provides a foundation for related tools’ development work.

This study investigated eco-literacy and English performance among senior high school students in Cebu Province and explored how environmental themes are experienced within regular English classes. Using a sequential explanatory mixed-methods design, 118 students were administered an eco-literacy assessment and an English diagnostic test, then interviewed 20 students to explore their classroom experiences and perceptions. Quantitative results showed that students demonstrated high eco-literacy and medium English performance. A moderate positive correlation emerged between the two variables, indicating that higher eco-literacy tended to accompany stronger English outcomes. Qualitative findings revealed that environmental themes were integrated only sporadically across subjects, with learning experiences largely dependent on teachers’ initiative. Students reported active engagement during hands-on or project-based tasks but noted challenges with technical vocabulary and inconsistent exposure to environmental texts. They expressed positive attitudes toward environmental topics and a preference for contextualized, interactive learning. The findings informed proposed guidelines for integrating environmental themes more purposefully into English instruction.

This article reflects on how the transformation of natural sites into cultural spaces was perceived in medieval Armenia, as analysed in The History of the State of Sisakan, written by the bishop and historian Stepanos Orbelian (c. 1250–1304). Orbelian's text opens with the familiar theme of a natural environment being transformed from a desert into a paradise, and describes how monastic colonisation turned a wild landscape into a prosperous cultural and fertile place. Art and culture are presented as instruments that bring the environment closer to God's will: thanks to the monastic presence, the region was protected from floods and bad weather. However, human action cannot be seen as positive alone: various invasions by foreign forces should be seen as elements of rupture, damaging nature and culture in order to satisfy diabolical greed. By analysing textual data and architectural heritage, this text explores some of the questions raised within Ecocritical Art History, attempting to understand the issue of the 'exploitation' of natural sites in the past.

The purpose of this study is to present the results of an analysis of the implementation of environment-based worksheets for students (LKPD) in science education at the elementary school level, with the aim of encouraging student participation in the learning process as well as their ability to collaborate, think critically, and be creative. The research approach used is descriptive with a qualitative design. The data collected includes qualitative data from feedback provided by teachers and students as users of the teaching materials, observations of the learning process, as well as documentation covering the teaching materials used and photographs of learning activities. The research results indicate that the worksheets were systematically designed using the Canva application to produce visually appealing and environmentally relevant content, while emphasizing student engagement and connections to daily life. In the creation of the worksheets, the integration of sustainability principles, optimal readability, and high accessibility were top priorities. Feedback from teachers indicated a high level of satisfaction with the worksheets’ effectiveness in supporting the learning process, while feedback from students highlighted their enthusiasm and deep understanding of environmental topics.

The aim of this study was to compare the content structures related to environmental topics in primary and middle school science textbooks in Türkiye and Iran. A total of six textbooks from Türkiye and nine from Iran were analyzed as data sources. Conducted using document analysis, a qualitative research method the study revealed significant differences in how environmental topics are addressed in the textbooks of the two countries. It was found that the richness of content regarding environmental issues varies significantly between primary and middle school levels in both Turkish and Iranian textbooks. It was determined that science textbooks for primary and middle school in Türkiye offer much richer content compared to their Iranian counterparts in terms of data usage, content depth, scientific and technological perspectives, and the development of environmental awareness. Differences emerged between the two countries’ curriculum approaches regarding the effectiveness of environmental education. It was observed that science textbooks in Türkiye support a sustainability-based approach to environmental education to a greater extent than those in Iran. Although textbooks in both countries address many environmental topics, shortcomings were identified. A common shortcoming in both countries is the insufficient integration of the cultural context into environmental education. In this context, it is clear that environmental issues in the textbooks of both countries need to be addressed more comprehensively and evaluated from a global perspective. Furthermore, taking educational levels into account, the content should be structured in a more balanced and inclusive manner that reflects current conditions.

This study analyses how Dow Jones Sustainability Europe-listed companies communicate their ESG initiatives on social media, particularly on X. Through corporate tweets it is analysed how stakeholders perceive these communication efforts in relation to the companies’ sustainability practices. The findings indicate that environmental topics dominate corporate ESG communication, particularly regarding emissions and resource use, while governance issues are less emphasised. Among sector, utilities and energy companies lead on the volume of ESG tweets. In terms of engagement on X, companies in the consumer cyclicals sector exhibit the highest rates, suggesting that their ESG messages resonate most effectively with their audiences.

This study examined the development and initial evaluation of an e-module themed "I Love the Earth" designed to support mutual cooperation in early childhood education. The study was motivated by the need to strengthen young children’s prosocial dispositions, particularly collaboration, caring, helping, and sharing, within the framework of the Pancasila Student Profile. It adopted a Research and Development approach using the ADDIE model, comprising analysis, design, development, implementation, and evaluation. The e-module was developed as a project-based digital resource that combined environmental themes with collaborative learning activities for children aged 5 to 6 years. The study involved expert validators, teachers, and children at TK Negeri Pembina Linggo Sari Baganti. The findings showed that the developed e-module obtained an average validity score of 94%, a practicality score of 93%, and an effectiveness score of 87%. Effectiveness was assessed through observational indicators related to children’s mutual cooperation during project activities, including collaboration in groups, caring for peers, empathy, helping behavior, and sharing. These results suggest that the e-module was not only feasible for classroom use, but also showed potential to support the cultivation of mutual cooperation through contextual and developmentally appropriate learning experiences. Rather than implying that digital media are inherently effective for character formation, the study indicates that digital resources may become pedagogically meaningful when they are structured around social interaction, shared activity, and children’s everyday experience. In broader terms, the study offers a contextually grounded example of how digital pedagogy, project-based learning, and value-oriented early childhood education may be brought into relation, with possible relevance for wider discussions on prosocial and environmentally situated learning in diverse educational settings.

The Appalachian region faces persistent health disparities compared to other regions of Kentucky and the broader United States, making it essential to identify its local needs. Using survey data from the Extension statewide needs assessment collected in the fall of 2023 from 29,068 respondents, this study aimed to identify and compare the perceived health education needs of residents in the Appalachian and non-Appalachian regions of Kentucky with the overarching goal of gaining granular insights into their perceived health education priorities. Findings reveal that Appalachian residents report higher needs in health promotion, including food and nutrition, substance use recovery, housing, and disaster preparedness. In contrast, they express lower needs in climate and environmental topics and mixed interest in agriculture and food production. These findings are relevant to all entities addressing public health concerns and highlight the importance of incorporating localized input when identifying regional needs. This ensures interventions are relevant, enhancing the effectiveness of future public health practice and Extension programming.

Social media platforms like Reddit, YouTube, and online news portals have become dominant in understanding public opinion because of their immediacy and accessibility. The sheer amount of content in these platforms conveys important messages regarding how people perceive and respond emotionally to environmental issues. This paper presents an examination of contemporary public sentiment and emotional expression for environmental topics using state-of-the-art transformer-based NLP models. Unlike the lexicon-based approaches previously suggested, the proposed system makes use of DistilBERT for contextual sentiment classification and DistilRoBERTa for multi-label emotion detection. This paper identifies emotions such as fear, anger, trust, and joy simultaneously. Based on real-time data gathered during the project period, Top2Vec is proposed for automatic identification of trending discussion themes across multiple platforms, including Reddit, YouTube, and NewsAPI, offering up-to-date reflections of public attitudes toward environmental sustainability and climate-related issues. Experimental evaluations show that transformer-based models outperform traditional methods such as PMI and VADER in terms of contextual accuracy and sarcasm detection. By integrating sentiment, emotion, and topic-level insights, the system provides a holistic and cross-platform understanding of discussions associated with the environment and uses this knowledge to support researchers, policymakers, and organizations in data-driven decision-making to create awareness and drive environmentally positive actions.

This article provides a comprehensive analysis of the representation of environmental themes in 21st century Kazakh literature and emphasizes the importance of teaching such content in schools. Today, issues like global warming, depletion of natural resources, and ecological disasters are among the most pressing challenges facing humanity. In addressing these problems, fostering ecological awareness and culture among young people is of great importance. Literature is a powerful tool that influences the spiritual development of individuals. Therefore, by including environmentally-themed works from contemporary Kazakh literature in the school curriculum, it is possible to enhance students’ love and responsibility towards nature. The article presents effective methods for teaching environmental topics. The works of modern Kazakh poets and writers, whose works deal with the consequences of natural disasters, were taken as an example. This study highlights the significance of forming ecological consciousness through literary education and suggests methods that can influence students’ attitudes toward the environment. Furthermore, it thoroughly analyzes the thematic and educational value of literary works with environmental content. Literature plays a unique role in developing students’ creative thinking and nurturing a caring attitude toward nature. The research and practical recommendations presented in the article contribute to improving the quality of ecological education.

This article critically explores how Bongo Fleva’s lyrics engage with environmental themes; and the interrelationship between nature and culture in the context of the Anthropocene. The data were purposively sampled from YouTube via content analysis, from which 50 Bongo Fleva songs were listened to, and only 10 environmentally-themed songs were analysed. Then, the selected songs were subjected to transcription (from oral to written form), translation (from Kiswahili into English), and close reading and textual analysis. The close reading of the selected songs focused on the employed aesthetic and rhetorical strategies, such as anthropomorphism, symbolism, antithesis, apocalyptic tones, solastalgia, rhetorical questions, repetition, and adages; with a specific lens on environmental concerns. The thematic analysis focused on climate change and sustainability themes emerging from the songs. The findings show that the songs convey landscapes, nonhuman agency, ecocatastrophes, eco-hesitation, people’s negligence, moral decay, political failure, and biodiversity loss as the themes; which in turn reveal the ecological awareness and displeasure at the abuse of nature among Bongo Fleva artists. In this context, they demonstrate the agency to influence public opinion, incite environmental policy dialogues, and support eco-activism in the country. Conclusively, the findings suggest that the analysed songs portray Bongo Fleva as an aesthetically and culturally grounded platform for ecological discourse; not antagonistic but rather collaborative and dialogic in addressing issues of environmental (in)justice and violence. Further studies could be on multimodal analysis of visual aesthetics in Bongo Fleva music videos to assess whether they reinforce or contradict the lyrical environmental message.

Environmental, Social, and Governance (ESG) investing has surged in popularity, yet faces increasing politicization and scrutiny. This paper argues that current ESG marketing problematically overlooks moral pluralism and complexity. We conceptualize ESG marketing as the supply side of ESG morality, less studied than the demand side (investor preferences). A mixed-methods study, including topic modeling, qualitative categorization and close reading of 99 ESG marketing documents from top global asset managers was conducted. Principal results show that ESG marketing emphasizes environmental (E) themes, particularly climate change risk mitigation, being more cautious about controversial social (S) issues. Moral arguments in ESG marketing often center on safety for investors provided by ESG risk management, largely disregarding moral pluralism and the now-polarized nature of ESG. Marketing downplays complex ethical trade-offs and often claims moral neutrality despite inherent value judgments. We argue that this simplified morality may contribute to ESG backlash and suggest that acknowledging moral pluralism through what we term moral diversification is vital if moral considerations are brought into investing practice.

Although the teaching of English can significantly contribute to the teaching of environmental topics, the integration of ecological literacy into language teaching is not supported by English teachers because they feel uneducated in this field. In the current study, we aimed to explore the experiences of preservice English language teachers as they learn to integrate ecological literacy into their teaching practices. The study utilises Ecopedagogy as a framework to emphasize the role of English teachers in promoting environmental awareness and contributing to a sustainable society. The study was conducted as part of an eleven-week program aimed at enhancing the ecological literacy skills of 11 preservice English language teachers enrolled in an undergraduate course on modern teaching approaches. Data were collected through two reflection papers and individual semi-structured interviews. The thematic analysis focused on shifts in the preservice English language teachers’ understanding of environmental issues and their roles in promoting environmental sustainability within their future classrooms. The results revealed significant changes in the preservice English language teachers’ perspectives regarding environmental issues and their responsibilities as educators in fostering sustainability. These shifts highlight the potential of integrating ecological literacy into English language teaching practices. Additionally, the study underscores the need to incorporate ecological education into teacher training programs to prepare future educators for fostering an environmentally conscious and sustainable society. Finally, the study suggests that enhancing ecological literacy in teacher preparation can play a crucial role in shaping future generations' environmental awareness.

Textbooks play a crucial role in EFL learning process, not only as pedagogical tools but also as semiotic sources that shape students' perspectives and identities, including students understanding and interpreting of environmental issues. Therefore, environmental issues must be explored critically, especially in relation to how meaning is conveyed through verbal and visual modes. However, previous multimodal researches on EFL textbooks have largely focused on visual elements or multimodal features in general, with limited attention to the relationship between verbal and visual modes. This study aims to analyze the ideational verbal-visual relations in representing environmental issues in an Indonesian textbook entitled Bahasa Inggris Tingkat Lanjut: Let’s Elevate Our English, Revised Edition. This study uses a descriptive qualitative approach with a Multimodal Discourse Analysis analytical framework based on Systemic Functional Linguistics, focusing on the verbal-visual Logico-semantic Relations. The data sources in this study consist of 19 units of verbal-visual ensembles with an environmental theme that present ideational meaning. The ideational relationship between verbal and visual modes is analyzed from multimodality perspective, with analysis procedures referring to contemporary multimodal studies. The finding shows that verbal and visual modes interact through various ideational relations in constructing representations of environmental issues, predominantly concurrent – equivalent meaning through expansion – elaborating. These interactions show how the overall meaning in the representation of environmental issues is influenced by the relationship between modes, rather than by a single semiotic resource.

This article highlights the importance of active methodologies in the teaching of geosciences, emphasizing their multidisciplinary nature and relevance for both students and society as a whole. Through an integrative review using databases such as Google Scholar, SciELO, and the CAPES journal, the study aims to demonstrate how practical approaches, such as applied projects and educational games, are effective in promoting engagement and facilitating the understanding of complex scientific concepts. By integrating environmental issues, such as climate change and energy transition, into the curriculum, students are sensitized to urgent global challenges and prepared to face them in an informed and proactive manner. Furthermore, the success of these approaches relies on a continuous commitment to the professional development of educators, who must adapt their pedagogical resources to meet the specific needs of students. The combination of active methodologies with the teaching of environmental themes in geosciences offers a significant opportunity to make education more technical and engaging, preparing students for conscious involvement in global environmental issues and bridging the gap between basic and higher education.

In response to the ongoing and intensifying impacts of human-induced climate change, individual participation in pro-environmental behaviors must also increase. Previous studies have linked higher environmental identity to greater participation in pro-environmental behaviors. However, the long-term impacts of environmental education experiences during the formal school years (prekindergarten through twelfth grade) on later pro-environmental behaviors remain uninvestigated. In this exploratory study, purposive sampling was used to recruit individuals associated with sustainability-oriented organizations. Participants completed an online survey addressing environmental identity, current pro-environmental behaviors, and prior environmental education experiences. In addition, five optional focus groups were conducted to enhance the study’s validity. Results showed that environmental education experiences were reported as highly impactful. These reported that high-impact environmental education experiences were experiential and immersive, encompassing a variety of environmental topics, employing multiple teaching methods, and occurring across multiple grade levels. This study is limited in its generalizability to the larger population due to a non-diverse sample and by its retrospective design. Even so, based on these results, it is recommended that more high-impact environmental education experiences be incorporated across grade levels within the formal school setting.

This article is the text of a lecture for the Geografía y Género [Geography and gender] group of the Autonomous University of Barcelona on 27th March 2025. It reports on a content analysis of article titles in 47 international Anglophone academic geographical journals in 2013/14 and 2023/24. The analysis includes titles and authorship in terms of gender and geographical background of 582 articles. In that time, gender themes became more prominent. The share of female authors remained more or less stable. Authors from non-Anglophone countries were more successful in getting access to these journals. Concepts such as ‘women,’ ‘feminism,’ ‘queer,’ ‘trans/cis,’ ‘intersectionality’ and ‘body’, and economic and environmental themes were more prominent in 2023/24 than in 2013/14. Feminist geography became more collaborative, and fieldwork is less often about the ‘global south’ and more written with authors from the ‘global south.’ Authors from non-Anglophone countries write more often about women and economic themes than authors from Anglophone countries. The analysis, therefore, demonstrates the dynamics and the placebound nature of feminist geography.

General Background: Environmental education in elementary schools plays a crucial role in shaping students’ ecological awareness and character development amid escalating global environmental challenges. Specific Background: In Indonesia, a significant gap persists between theoretical instruction on environmental conservation and students’ daily practices, particularly in waste management. Knowledge Gap: Conventional teaching methods remain largely lecture-based and less responsive to digital-native learners, resulting in limited engagement and weak integration of knowledge and action. Aims: This study presents the development of “Eco-Hero Academy,” a gamification-based digital learning application designed to integrate environmental knowledge, attitudes, and practical skills for elementary students. Results: The application integrates structured menus comprising competency assessment (affective, cognitive, psychomotor domains), interactive materials in slide and video formats covering six core environmental topics, and six educational game variations including word guessing, rapid quizzes, secret missions, storytelling, clean relay, and clean–dirty categorization. Novelty: The platform systematically combines gamified challenges, point accumulation, ranking systems, and multimedia content within a single integrated learning ecosystem tailored to elementary learners. Implications: Eco-Hero Academy offers a structured digital instructional medium that bridges theory and practice, supports teachers’ instructional strategies, and promotes sustained ecological awareness through interactive and personalized learning experiences. Keywords: Gamification, Environmental Education, Elementary School, Instructional Media, Waste Management Key Findings Highlights: The platform integrates competency assessment with multimedia environmental content and structured challenges. Six interactive game formats facilitate direct application of ecological knowledge in simulated contexts. The system combines ranking, scoring, and personalized profiles within a unified digital learning environment.

This community service activity aims to increase the musical creativity of Kindergarten teachers (IGTKI Semarang Regency) through training in creating songs using Suno AI's auxiliary media. The implementation method includes workshops, practical assistance, and evaluation of work. A total of 45 kindergarten teachers participated in the activity and produced seven children's songs with the theme of environment, affection, cleanliness, love of the homeland, manners, and anti-bullying. The results showed a transformation of the teacher's mindset from just a song user to an original song creator with a higher sense of confidence. The use of AI has been proven to facilitate the creative process while opening up space for music art learning innovation. Service products in the form of songs, teaching modules, mass media publications, and song copyrights are real outputs that can be used sustainably. Thus, this activity not only improves teacher competence, but also enriches the treasure of Indonesian children's songs.

The article analyzes the necessity of defining the organizational and methodological foundations for involving teaching staff in innovative activities. This will contribute to the popularization of science, the development and implementation in the field of education of the results of scientific research and development, the acquisition of new competencies by teaching staff of educational institutions, and the improvement of existing practical skills in working with new innovative materials. Among the organizational and methodological foundations, it is necessary to highlight: theoretical and methodological training of teaching staff for innovative activities; the involvement of teaching staff f in scientific and practical, scientific and methodological activities; the creation of a corresponding favorable ecosystem of open scientific (research) practices in educational institutions; the creation of an innovative environment to ensure the mobility, competitiveness of pedagogical staff and the flexibility of their professional development through a systematic review and updating of educational and professional continuous professional development programs. The article emphasizes the need to stimulate teaching staff to improve their intellectual level, ensure their creative and innovative activity, and produce the best pedagogical and managerial practices for creating and implementing original concepts, models, systems, and innovations. The main advantages of advanced training of teaching staff are outlined. The results of a study on the readiness of teaching staff to implement innovative activities during their participation in advanced training on the thematic course “Formation of “Green Skills” in the Educational Environment of Educational Institutions” are considered in detail. Separate attention is focused on identifying a number of challenges: traditional teaching methods still prevail, although the use of interactive methods also occupies a significant place; educators participate in certain ecological initiatives and identify important environmental topics, but they feel an acute need for the updating of the material and technical base, methodological materials, and the necessity of motivating learners. It has been determined that the involvement of teaching staff in innovative activities in education is formed during active familiarization with best practices, accumulating all theoretical achievements in the process of advanced training, where the task of meeting professional and educational needs and enhancing their professional competence is successfully solved.