Goals Of Environmental Education Research Articles

Sosialisasi Pentingnya Peduli Lingkungan dengan Program 3R di SMK Negeri 1 Cilegon

The problem of waste management is an urgent environmental issue and is often discussed in various forums. In Cilegon City, even though the government has implemented various waste management policies, such as Law Number 18 of 2008 and PP Number 81 of 2013, there are still obstacles in their implementation. The high habit of littering among Indonesian people worsens this situation. The socialization program for waste management based on the 3R principle (Reduce, Reuse, Recycle) at SMK Negeri 1 Cilegon aims to increase students' awareness and involvement in waste management. Implementation of this program involves stages of socialization, technical training, program implementation, as well as monitoring and evaluation. The results of this activity show an increase in students' understanding of the 3R principles, with 80% of students actively implementing waste sorting at school. These activities also include environmental training and campaigns, which contribute to the reduction of unsorted waste. The evaluation results show that the educational and participatory approach is effective in increasing students' awareness of waste management. This program has not only succeeded in achieving the goals of environmental education in schools, but can also be used as a model for other educational institutions in their efforts to better waste management. Thus, it is hoped that the application of the 3R principles in the school environment can influence positive behavioral changes and support environmental sustainability efforts in the community.

Edukacja ekologiczna w edukacji wczesnoszkolnej i przedszkolnej – terminologia

The article discusses environmental education and terminology in pre-school and early school education, based on a short historical outline of environmental education for this age group of children in Poland. It refers to the signing of the Biological Education Convention at the Earth Summit, which determined the stimulation of ecological awareness, protection of natural resources, and natural space around man. The article is an analysis of the goals of environmental education. Natural and ecological education has a biological, emotional, motoric, creative, and spiritual aspect. It has a significant meaning in the development of a small child in preschool and early school age in cognitive, physical, health, social and emotional development.

Integration and effectiveness of formal environmental education in Africa and India: Review

Increasing environmental awareness, knowledge, attitudes, and motivation to address environmental challenges and improve the environment are the main goals of environmental education (EE). Using a goal-based, process-based education evaluation model and parameters like the integration of EE in environmental policy, the potential rich environmental content of the curriculum, and education about, in/through, and for the environment using secondary data, it was possible to evaluate the effectiveness of EE. With the exception of India, the legal evolution of EE across Africa, particularly after the Earth Submit Declaration, has been similar and attempted to be incorporated at the legislative level. In India and Tanzania, where EE is about, in/through, and for the environment practiced, it is integrated into the curriculum at all grade levels. These countries also tried to promote indigenous knowledge and practical-based education on local and global environmental aspects. Whereas in Ethiopia, in lower grades, EE is about the school and little in/through the environment and hardly for the environment, in South Africa, there is hardly any structured, harmonized, and effective practical implementation of EE. Due to fewer government concerns, generalized integration, a lack of a well-written strategy, and financial and technological constraints, EE in Africa is not applied, is ground-based and is ineffective. Therefore, it should incorporate EE in all subjects at all school levels and needs further study on the effectiveness of EE.

Exploring the best practices of the Youth for Environment in Schools – Organization (YES-O)

Increasing community awareness and knowledge about environmental problems is the primary goal of environmental education. This study explores the best practices of the Youth for Environment in Schools-Organization (YES-O) in selected schools in the National Capital Region, Philippines. A qualitative study involving interviews and focus group discussions directed the collection and analysis of data. The study discovered that the implementation of the YES-O program was successful due to the following best practices: (a) personal advocacy, (b) resource availability, (c) flexibility, (d) integrated school efforts, (e) participatory approach, and (f) monitoring and evaluation strategies, which were all supported by the emerging themes. Meanwhile, capacity building and strong networks emerged as important themes supporting the YES-O program implementation in secondary schools. The schools can continue their practices to sustain the implementation of the program. However, schools should take into account certain indicators that require improvement to enhance their performance. These may include strengthening their networking, linkages, and partnership strategies to better engage and synergize environmental education given the mandated programs, projects, and activities of the YES-O program implementation.

Toward a sustainable future in Aceh primary schools: Embracing environmental education - insights from stakeholders

Toward a sustainable future in Aceh primary schools: Embracing environmental education - insights from stakeholders

UTILIZING THE GEOECO-BOOK LEARNING PACKAGE TO IMPROVE ECO-LITERACY OF Z GENERATION STUDENTS IN ELEMENTARY SCHOOLS

<span>The issue of environmental damage has become a contemporary issue and a limelight of the world today. To anticipate environmental disasters needed a strategy that can change the paradigm of the community so that people are more literate about the environment and have a high understanding of the importance of the environment. Environmental education exists and is designed to increase students' eco-literacy of environmental problems that occurred during the 21st century and provide efforts in saving the environment. This study aims to determine the geoeco-book learning package to improve the ecoliteracy of alpha generation of elementary school students. Research and Development was chosen by involving 50 students at Cipinang Melayu 04 East Jakarta Elementary School as a randomly selected sample. This geoeco-book learning package refers to the goal of environmental education which emphasizes the process of introducing values and environmental morals by explaining concepts relevant to basic ecological material in order to develop core competence eco-literacy. Data were analyzed using descriptive statistics and t-tests to verify product differences and effectiveness. The results showed that there was an increase in the effective and significant generation of Z generation of students after they learned the learning package. Therefore, even though they are an alpha generation, they have a serious interest in reading and understanding learning packages as products. This is one way to change eco-literacy and expect changes in their attitudes towards the environment that will ultimately be more positive in their environmental behavior.</span>

A social ecological model of education: Economic problems, citizenship solutions

This article develops a model of education from Murray Bookchin’s social ecology by demonstrating how “the economy,” specifically growth and employment, intervenes between the environment and education, impeding the goal of environmental education. By reformulating Bookchin’s central claim in terms of power, rather than domination, the argument for limits to growth is strengthened and gives rise to a necessary feature of ecological sustainability; namely, the collective imposition of limits on throughput, the technical term for resource use. To make such collective action effective, the model proposes that active citizenship become a more common aim of education, especially in relation to the increasingly narrow goal of education for employment.

The Use of Mobile Sensors by Children: A Review of Two Decades of Environmental Education Projects.

Over the past twenty years, the use of electronic mobile sensors by children and youngsters has played a significant role in environmental education projects in Portugal. This paper describes a research synthesis of a set of case studies (environmental education projects) on the use of sensors as epistemic mediators, evidencing the technological, environmental, social, and didactical dimensions of environmental education projects over the last two decades in Portugal. The triggers of the identified changes include: (i) the evolution of sensors, information and communication platforms, and mobile devices; (ii) the increasing relevance of environmental citizenship and participation; (iii) the recognition of the role of multisensory situated information and quantitative information in environmental citizenship; (iv) the cause-effect relation between didactical strategies and environmental education goals; (v) the potential of sensory and epistemic learners' practices in the environment to produce learning outcomes and new knowledge. To support the use of senses and sensors in environmental education projects, the SEAM model was created based on the developed research synthesis.

FORMATION OF ECOLOGICAL THINKING AMONG HIGH SCHOOL PUPILS

All over the world, environmental education is currently considered as the most important measure to prevent an environmental catastrophe and is a generally recognized priority area of pedagogical research. The main goal of environmental education is the formation of ecological thinking based on an active life position.

Upaya Penerapan Budidaya Ikan Dalam Ember (Budidamber) Di SDN Kauman 1 Kota Blitar

Limited land availability poses a challenge for urban communities interested in developing fish farming activities. As the years go by, the increasing population leads to a scarcity of land in urban areas, which can hinder the development of fish farming activities by limiting access to natural resources. One solution to overcome land limitations in fish farming is the use of the bucket fish farming method. This method efficiently utilizes limited space and is cost-effective, allowing for fish farming in urban environments, such as at SDN Kauman 1 in Blitar City. This creative innovation involves students and the community in fish farming activities using buckets, with the goals of environmental education, practical learning, and skill development for students. The objective of this community service activity is to provide guidance on understanding and effectively implementing bucket fish farming (Budidamber) in a sustainable manner. The methods used include socialization, preparation, and implementation. It is expected that this journal will contribute positively to supporting local food resilience and environmental conservation at SDN Kauman 1 in Blitar City and its surrounding community.

A better place for whom? Practitioners’ perspectives on the purpose of environmental education in Finland and Madagascar

Calls for a common environmental education (EE) vision imply imposing certain values as universal. Nevertheless, there is a lack of knowledge on the extent to which EE reflects universalities versus diverse sociocultural realities. We explored practitioners’ perspectives on the purpose of EE by interviewing practitioners in Finland and Madagascar using a theory of change approach. We classified EE goals into eight categories following the framework of Clark et al. (2020). We found signs of universal patterns, with commonalities such as the importance of the cognitive domain and de-emphasis of sociocultural aspects. Yet, differences arise: the connection to nature was central in Finland, whereas economic and bridging strategies were more common in Madagascar. Our results reflect the tradition of EE in post-industrial countries and suggest the influence of the colonial legacy and Western epistemologies in Madagascar. Questions remain about the extent to which those differences are culturally grounded.

Ecological and Pedagogical Education of Teachers

The task of updating the content of environmental education is acute all over the world due to the globalization of the global resource crisis and the acute need to revise the value and worldview foundations of human relations with nature. Ecological education is considered as the platform of education for sustainable development, aimed at qualitative transformation of the interaction culture between society and nature. Directions for updating the content of environmental clearly identified in the Jubilee Report of the Club of Rome (2017), Roadmaps of the Global Action Program on Education for Sustainable Development (2014, 2021), the Concept of environmental education in the system of national general education (2022). The documents emphasize interdisciplinary, natural-scientific-social-humanitarian-technological, nature of modern environmental education for sustainable development, its integrating function, which means orientation of all education to ideas, values and meanings of behavior for sustainable development. Such global task demands serious reorganization of teachers’ training content and professional development, and in a limited time. Our research has shown that less than 2 % of general education teachers know and understand the goals of environmental education for sustainable development. The authors consider staff preparedness for implementation of the Environmental Education Concept to be critical. The article is devoted to description of the role, directions and ways of ecological education of general education teachers through their networking. Generalization of the seven years accumulated experience of such work has allowed to make the following conclusions. Serious barriers in updating the value and worldview foundations of contemporary environmental education are: subject reductionism, which dominates in teacher training, and insufficient attention to forming a picture of the world in its unity and general cultural competence; technological unsolved problem of interaction between subject teachers in solving “cross-curricular” subject problems; continued construction of environmental education content “from the bottom up”, from the level of educational materials, rather than from the pre-subjects level; and the lack of a clear and unified approach to environmental education. Ecological education of teachers remains at the level of the 1980s, orienting them towards nature conservation and gradually forming their anthropocentric view of the interaction between man and nature. It is concluded that there are worldview gaps in the issues of environmental education of teachers. The means of ecological and pedagogical education for overcoming such gaps within the network partnership of teachers are determined. Examples of increasing accessibility of complex categories of modern environmental education for teachers-practitioners in order to form ecocentric ideas of professional activity are given.

Towards a More Sustainable Future: The Importance of Environmental Education in Developing Attitudes towards Environmental Protection

This article discusses the importance of environmental education in promoting sustainable development and forming attitudes toward environmental protection. The reviewed literature identifies environmental education as a process that provides opportunities for people to engage with environmental issues and take action to improve the environment. The goal of environmental education is to create environmental literacy and develop a greater respect for nature that will lead to informed and responsible decisions. Incorporating environmental education into the curriculum is essential, seeking to change public opinion and instill social responsibility. The hallmarks of environmental education are its relevance to sustainable development, interdisciplinary approach, and emphasis on real-world and practical activities. Understanding environmental education and its role in shaping attitudes towards environmental protection is essential to tracking its practical implications in education.

Predictors of environmental awareness among primary school students in Serbia

The main goal of environmental education is the development of environmental awareness, which is the basis for pro-environmental behavior. In order to determine the conditions which, favour the development of environmental awareness, a survey was conducted of students in the fourth grade of primary school, based on data from TIMSS 2019. The criterion variable was the score on the Environmental Awareness Scale, while the predictor variables included characteristics which vary at student, class, and school levels. Hierarchical linear modeling indicated the importance of variables at the individual level: home resources, literacy and numeracy readiness for school, confidence in science, usefulness of science lessons, and parent?s perceptions of their child?s school and expected student education level. None of the considered class and school level variables were significant predictors of environmental awareness. Between-school differences were fully explained by the final, retained model, but some variance (approx. 8%) between different classes remained unexplained by the considered predictor variables. We offer suggestions on how to increase the school?s contribution to the development of students? environmental awareness through the application of effective pedagogy and school improvement. Further research is needed into the contribution of the educational environment.

Manifestations of environmental principles in bridging scientific context, reasoning and behaviour: framework in the development of environmental education programmes in the Philippines

AbstractThis study explored the relationship between scientific context (SC), scientific reasoning (SR), and scientific behaviour (SB) across the environmental principles to show their significance as essential scientific competencies in the development of environmental programmes in the Philippine K-12 curriculum in a process where environmental education has a key role to play. One hundred and seventy-seven high school students from Bongabong, Oriental Mindoro in the Philippines were selected through the cluster purposive probabilistic sampling method. A descriptive normative survey method of research was employed in this study. The students’ SC had a high relationship with their SR, which is a direct indicator of SB. This was a sign that SC, SR, and SB all work together in a continuous way. Findings of this study will serve as baseline information for the framework of environmental education programmes through science, in the K-12 Philippine Science curriculum. So, when students learn things in the real world, they gain environmental effect, which is thought to be a key reason why people act in ways that are good for the environment and an important goal of environmental education.

Environmental consciousness in the structure of the Elements of the environmental legal order

At present, the spontaneous development of relations with nature endangers the existence of not only individual objects, territories, countries, but also of all mankind. This is explained by the fact that a person is closely connected with wildlife through its material and spiritual needs, that is, humanity as a whole develops and creates a cultural environment on earth, passing on its labor and spiritual experience from generation to generation. In our current conditions, this education should cover a large part of society through general environmental education of people from school walls to university walls. The uniqueness of environmental education lies in its new setting of educational goals, a new approach. In this regard, the most important goal of environmental education is the formation of an ecological culture of a person and society. During the work on the project, the conceptual method, statistical and comparative methods, the historical and legal method, the method of analysis and synthesis, the method of using "big data" were applied. The formation of ecological consciousness is closely connected with ecological education. The growing number of environmental problems, whether they are regional or international in nature or affect the international industry as a whole, require greater cooperation between states and action in the interests of international organizations. The level of environmental and legal culture determines the quality of legal norms, their knowledge, understanding and interpretation in society, as well as the degree of readiness to protect human environmental rights by all legal means, to consistently fulfill environmental tasks in everyday life and professional activities. It is concluded that programs and laws on environmental protection are meaningless until the population has a developed environmental legal awareness and does not participate in the process of implementing the law. Greater public participation can go a long way towards addressing environmental management issues. The dissemination of information is critical to enabling citizens to participate. Key words: environmental law and order, environmental legislation, law and order, environmental law, environmentalism, environmental legal awareness

EDUCATION FOR SUSTAINABLE DEVELOPMENT AS THE BASIS FOR FORMING THE ECOLOGICAL CULTURE OF FUTURE SPECIALISTS

The article examines the problem of education for sustainable development as a basis for the formation of the ecological culture of future specialists. The possibility of synthesis of humanitarian and ecological knowledge through the eco-humanitarian paradigm of thinking has been established. The essence of such concepts as “humanization” and “humanitarianization” in relation to the educational process is defined. It has been proved that the strategy of humanization and humanitarianization of all spheres of human activity is currently becoming the main reference point of the vast majority of futurological forecasts related to the future of humanity.The essence of environmental education is considered. It has been established that environmental education as education for sustainable development is one of the leading links of global education, a system of international cooperation aimed at preserving human civilization on the planet. The humanitarian aspects of modern environmental education in combination with the global concept of sustainable development are considered. The principles and priorities of sustainable development as the most important component of the foundation for the development of the theory and practice of modern environmental education are revealed.The definition of sustainable development is given as a way of life of the world community, in which the main task is to ensure normal conditions for the population of the planet without limiting the interests of future generations. The connection between the period of sustainable development and the change in environmental awareness and environmental culture of society as a whole has been proved. The humanitarian educational paradigm is highlighted, which is aimed at revealing the spiritual, intellectual and moral potential of the individual for the benefit of the individual himself, in which environmental education plays a strategic role in the process of modernizing the educational space in the direction of its humanization.The relationship between the strategy of interaction between man and nature, ecological culture and ecological competence is revealed. It has been proved that the most important component of environmental culture is the environmental competence of an individual. It has been established that ecological competence includes such life values and attitudes, which are based on the self-worth of the surrounding living nature and the planet as a whole and the conviction of a person that he is responsible for their preservation as a result of his intelligence. The definition of the ecological competence of the individual is presented as a stable system of views and beliefs of the individual on nature, on the relationship between nature and society, on the planet as a place of existence of humanity, on man's awareness of himself as a subject of the development of nature. It has been proved that the main thing in education for sustainable development is its general cultural, active orientation, which is aimed at the formation of such personality qualities that provide it with the readiness and ability to take environmentally safe actions in the environment, and the ideal goal of environmental education is the development of ecological culture (the formation of ecological values, ecocentric worldview, ecologically oriented behavior).
 Keywords: sustainable development; formation; ecological culture; future specialists; ecological competence of the individual; education for sustainable development; ecological education.

How is cognitive reappraisal related to adolescents’ willingness to act on mitigating climate change? The mediating role of climate change risk perception and believed usefulness of actions

One of the goals of environmental education is to guide adolescents towards engaging in more sustainable behaviors. Nevertheless, it is still uncertain what factors are associated with adolescents’ willingness to perform such type of behaviors to support, for instance, the fight against climate change. Thus, the development of effective educational strategies to boost adolescents’ willingness to act is a relevant subject of debate. An innovative strategy could be to cultivate their cognitive reappraisal, since recent evidence suggests that trait cognitive reappraisal is a precursor of pro-environmental behavior. Therefore, the purpose of this study was twofold: First, to explore the educational potential of adolescent’s willingness to act, and second, to explore the relationship between cognitive reappraisal and willingness to act, as well as possible explanatory mechanisms for this relationship. In the current study, 663 adolescents completed measures of trait cognitive reappraisal, climate change risk perception, believed usefulness of actions and degree of willingness to act. The results indicated that there was a certain degree of inconsistency between adolescents’ beliefs about the usefulness of climate change mitigation actions and their willingness to perform these actions, which represents an issue that could be addressed by environmental education. The results additionally revealed that adolescents who habitually used cognitive reappraisal showed stronger climate change risk perception and beliefs in the usefulness of climate change mitigation actions, which in turn was associated with greater willingness to act. Our findings advance the current knowledge about how adolescents perceive climate change mitigation behaviors, which can contribute to the design of educational strategies that effectively increment adolescents’ willingness to act.

Environmental Literacy of ISCED 2 Pupils in the Czech Republic and Slovakia

Environmental literacy first emerged as a goal of environmental education in the 1960s and 1970s. The theory of environmental literacy assumes that an environmentally literate individual has adequate knowledge and attitudes and behaves in an environmentally friendly manner. Presented study focuses on the application of the modified version of the middle school environmental literacy survey research tool in the Central-European context. Its key objective is to identify the cognitive, affective, and behavioral dimensions of environmental literacy and the significance of the impact of specific demographic variables (gender, age, grade, and leisure activities), including comparative analysis between the Czech Republic and Slovakia. A statistically significant relationship was identified between affective and behavioral dimensions. All demographic variables, particularly pupil’s leisure, have a significant effect. The differences between pupils of Czech and Slovak primary schools are only partial, probably because of the shared history of both countries.

ФОРМУВАННЯ ЕКОЛОГІЧНОЇ СВІДОМОСТІ ШЛЯХОМ БАГАТОСТУПЕНЕВОЇ ЕКОЛОГІЧНОЇ ОСВІТИ

Students who study medicine and the younger generation can become environment conscious through the project "Four elements of nature - harmony in everyday life", developed by the staff of the Department of Medical Biology of I.Horbachevsky Ternopil National Medical University Ministry of Health of Ukraine together with the University of Rzeszow (Poland). The efficiency of formation of personal and professional qualities of a student, the required knowledge, skills and abilities to think rationally and meet modern ecological challenges, ability to actively promote ecological mindset and convey ecological knowledge to younger generations (kids, schoolchildren, students) are studied and analyzed. 
 The article presents a variety of interactive methods and forms of teaching students, which should be used in the formation and education of environmental mindset. The experience gained in the implementation of certain stages of the project is shown, namely: the use of the method of "teaching-learning", the method of questionnaires, the achievements of scientific work and volunteer work of students.
 It was determined that the practical implementation of the tasks and goals of environmental education in educational institutions is based on the principles of the relationship of theoretical knowledge with the practical activities of young people in this field; inclusion of ecological aspects in the structure of subject, special generalizing topics; use of interactive and problem-based teaching methods; a combination of classroom and extracurricular environmental work.