Green Curriculum Research Articles

Green curriculum in vocational studies for responsible tourism

Green curriculum in vocational studies for responsible tourism

Examining the impact of sustainable leadership on green knowledge sharing and green learning: Understanding the roles of green innovation and green organisational performance

Despite the enhanced significance of leadership in the effectual transformation of universities towards sustainability, literature on the role and practices of sustainable leadership (SL) in higher education institutions (HEIs) remains scarce. To address this gap, this study investigated the direct effect of SL on teachers' green learning outcomes (green cognitive, social, self-growth, and satisfaction with university green experiences) in Chinese HEIs, guided by stakeholder theory. Green knowledge sharing was examined as a mediator between SL and green learning outcomes. The direct impact of teachers' green learning outcomes on green innovation (green speed and quality) and green organisational performance (customer green satisfaction, green curriculum development, green responsiveness, green research productivity, and green research ranking) were also analysed. This study also investigated whether green innovation fosters green performance in Chinese HEIs. A quantitative and cross-sectional research method was employed to analyse the data (N = 393). Partial least squares structural equation modelling (PLS-SEM) was applied to execute hypothetical relationships. The results showed that SL directly and positively affected green learning outcomes; however, green knowledge sharing enacted direct-only non-mediation between SL and green learning outcomes. Additionally, green learning outcomes endorsed a direct and positive relationship between green innovation and organisational performance. Similarly, a direct and positive association was found between green innovation and green organisational performance. This study focused on abandoned research, that is, the direct effect of SL on teachers' green learning outcomes in HEIs, revealing that teachers' green knowledge sharing, learning outcomes, and innovation are vital to their green organisational learning and performance. This study examined the direct effects of SL on teachers’ green learning outcomes in HEIs, which is unique to the sector. Further, the investigation of green knowledge sharing between SL and green learning outcomes is a novel contribution. Similarly, the combination of green learning outcomes, green innovation, and green performance in HEIs is original.

Investigating the role of green curriculum in shaping pro-environmental behaviors and environmental values orientation for sustainability

Purpose This study aims to find out the role of green curriculum (GC) in making a green generation (GG) and ensuring sustainability. The study considers the green curriculum a key factor for understanding environmental values orientation (EVO) and adopting pro-environmental behaviors (Pr-EnB) for social, economic, human and environmental sustainability. Design/methodology/approach The study is quantitative and cross-sectional. Partial least square-structural equation modeling was used to test the research model and data which was collected through a questionnaire survey from university faculty and students in Pakistan, Saudi Arabia and China. Findings The findings show that the GC has significant positive effects on EVO and pro-environmental behavior. However, it has no significant effect on social sustainability. There is a positive significant effect of pro-environmental behavior on economic, environmental, human and social sustainability. Whereas, environmental orientation has no significant effect on economic sustainability but significantly influences environmental, human and social sustainability. GC has no significant effect on economic, environmental and human sustainability. However, when considering the combined effects of GC and environmental values orientation or pro-environmental behavior, significant positive effects were found on economic, environmental, human and social sustainability. Research limitations/implications The result suggests that implementing a GC positively influences environmental orientation, pro-environmental behavior and various dimensions of sustainability. Practical implications These results have implications for educational institutions and policymakers aiming to promote sustainability through green curriculum and help in the attainment of sustainable development goals. Originality/value The study fulfills an essential need to obtain sustainability and sustainable development goals through education.

Does Spiritual Intelligence impact Teachers’ Engagement so that teachers can get engaged in Teaching the Green Curriculum?

Does Spiritual Intelligence impact Teachers’ Engagement so that teachers can get engaged in Teaching the Green Curriculum?

Students’ perception of the green school program: an evaluation for improving environmental management in schools

Green school is a school that encourages students and the school community to have environmentally caring attitudes and behaviors in daily activities both at school and where they live. At a further stage, the green school program also seeks to integrate environmental aspects into learning according to the learning topic or in what is termed a green curriculum. In Indonesia, a green school program was known as the adiwiyata program. The purpose of this study was to analyze how students perceive green schools. The research was conducted at SMA N 3 Surakarta, one of the national green schools in Surakarta. The research method was carried out with a quantitative approach with a questionnaire-based survey of 171 students. The results showed that most green school students state that their school has implemented four criteria of the green school program, namely the existence of environmentally friendly policies, implementation of an environmentally-based curriculum, participatory-based environmental activities, and management of ecologically friendly supporting facilities. The school management has been carried out by the principles of sustainable environmental management, such as providing green open spaces, waste management, reducing the use of single-use plastics, making biopore infiltration holes, and others.

Conceptualization of green curriculum in Iran's higher education system

Today, the world is facing various environmental hazards as a result of non-standard human activities, and different societies are forced to find solutions to manage and solve them. Universities are one of the significant social institutions in every society, which generally take on special duties when a crisis occurs. Regarding the management of environmental risks, one of the tasks assigned to universities is to implement the idea of a green university, which has often been implemented in different parts of the world in the form of greening the physical environment of the university. While green education in general and green curriculum in particular can increase the effectiveness of universities' activities in this field. Hence, this qualitative research aimed to conceptualize the green curriculum in Iran's higher education system. The population was the curriculum experts who have been active in the field of sustainability and environmental management. Moreover, a collection of authentic scientific papers related to the research objectives were also used in order to further enrich and complete the data. Data analysis was done through semantic content analysis. The results led to extraction of 47 codes related to the concept of the green curriculum. Accordingly, the concept of green curriculum can be categorized in three dimensions: concepts aimed at the society, concepts aimed at the learning ecosystem, and concepts aimed at the classroom and learners.

Zero emission and clean energy concept for campus area in hot-humid tropical climate

PurposeThis research is oriented to the need for new ideas related to the concept of a green campus that respond to climate change. The concept is simulated with a campus area in Indonesia, a country that requires a lot of school planning for human resource development that requires clean, renewable energy and zero emissions in a humid tropical climate.Design/methodology/approachThe research was carried out in a mixed qualitative-quantitative method using field observations and literature studies through an approach to developing a pedagogical pattern of cognitive, affective and psychomotor, relevant theoretical studies and comprehensive analysis of all variables and aspects. Analysis through the parameter matrix of green buildings and green campuses to produce a zero emission and energy efficient campus area concept.FindingsThe concept of an integrated campus area model that can holistically save energy optimally and free from emissions and can produce graduates who are aware and have high cognitive, affective and psychomotor competencies toward environmental conservation efforts. Green campus design is not only physical design, but needs to be integrated with green curriculum content.Research limitations/implicationsThe limitation of this research is in the scope of architectural and environmental sciences.Practical implicationsThe practical implication of this research is a new green campus concept that is environmentally friendly and sustainable in a hot-humid tropical climate.Social implicationsThis research revives the cognitive, affective and psychomotor competencies of human individuals at the highest level to equip the ability to repair and maintain the environment. The research resulted in a refinement of the green campus concept that was integrated into the curriculum.Originality/valueA holistic and integrated green campus concept between the development of campus area design and human development aspects.

Climate justice pedagogies in green building curriculum

This article draws on environmental justice frameworks located in urban planning (Agyeman et al., 2002; Pellow, 2007) and critical place inquiry (Tuck & McKenzie, 2014) to focus on the relationship between green building curriculum, career and technical education, and climate justice. Green building—a rapidly growing field within the architecture, planning, and design fields—seeks to mitigate the consequences of climate change by reducing the built environment’s impact on the natural world. Green building involves technical learning and is often carried out by credentialed professionals. We thus ask, how do we advance climate justice through green building curricula? We draw insights from a green building education program from a Career and Technical Education classroom to discuss the need to engage high school students’ knowledge about the connectivity between their communities and green building plans. We identify the consideration of erasure and futurities in green building curricular efforts, youth as co-planners and co-designers, and organizational learning and change as central to reimagining responses to ecological precarity in justice oriented-ways.

Peran Jurusan Green Economy Dapat Mewujudkan Pembangunan Lingkungan Berkelanjutan

This study aims to provide solutions and references in handling sustainable environmental development. this research method uses a qualitative descriptive phenomenological approach with a literature approach. The results of this study reveal that indonesia cannot be separated from the development of the manufacturing sector which has the function of driving the economy. This must also be balanced with an understanding of the green economy to save the surrounding environment. Experts and literature also reveal that the concept of a green economy is very helpful for the state to preserve natural resources (SDA). The role of the green economy major is very helpful in realizing the welfare of natural resources that can contribute to science. therefore, a green economy major is very much needed in southeast asia, especially the unitary state of the republic of indonesia, Especially Human Resources (HR) who do not understand the importance of a green economy. One of the efforts to save a country is to improve the quality of human resources, especially in this case, human resources who understand the green economy in a sustainable manner. The curriculum that supports this program is the green curriculum, where the curriculum encourages the realization of the indonesian green movement. this scheme builds sustainability through a green economy by realizing various roles. The role of academics aims to create competent human resources in providing scientific literacy and application in the environmental field. Organizations that are directly involved in the green economy, especially environmental issues, are the government, research institutions, and educational institutions.Gr

Developing Reading Skills Through Green Curriculum Implementation as an Instructional Model

This paper aims to investigate the implication of implementing green curriculum as an instructional model to increase English reading skills of the third semester students of Animal Feed Technology study program of Livestock department in the State Polytechnic of Agriculture Kupang (Politani) – NTT province. Additionally, students’ perception on the application of green curriculum in increasing their reading skills also measured. For this purpose, the mixed method research design was applied as a mean to explore the information about students’ knowledge and skills on English reading text before and after the application of green curriculum learning innovation. There were two groups of students: the experimental group (was facilitated using green curriculum teaching approach) and the control group (received conventional teaching strategy). The study reveals that, the students who received the application of green curriculum as learning innovation achieved better reading skills than those who did not receive any application of such teaching innovation. They also agreed that green curriculum application increased, supported and encouraged their competence in reading English text.

Green Curriculum Education Plan in the Iranian Education System: A Qualitative Research

In this study, an attempt was made to explain and identify the green curriculum training plan in Iranian education, through qualitative research design and in particular qualitative case study. In this regard, faculty members in the fields of curriculum planning, social sciences, and environment from selected universities - as our study experts - were selected by using a purposeful approach. Leading experts were selected by using the theoretical saturation criterion. The interview was carried out with all the10 members of the study sample. Then, the obtained data were analyzed for the content analysis technique using Nvivo software. The findings were organized in the form of themes. Based on the results, a matrix framework of curriculum elements (purpose, content, teaching method, and evaluation) was formed. 4 organizing themes and 21 basic themes were identified and a network of themes was extracted; thus, the design of a green curriculum for the Iranian education system (as a comprehensive theme) with the following organizing themes in 4 dimensions introduced: objectives, content, teaching methods, and evaluation. Each of the categories has different dimensions in the basic themes of the organized framework, hence as a content plan of the green curriculum in the Iranian education system. Obviously, the findings of this study have provided the possibility of teaching a green curriculum in the Iranian education system in primary schools.

Peran Jurusan Green Economy Dapat Mewujudkan Pembangunan Lingkungan Berkelanjutan

This study aims to provide solutions and references in handling sustainable environmental development. this research method uses a qualitative descriptive phenomenological approach with a literature approach. The results of this study reveal that indonesia cannot be separated from the development of the manufacturing sector which has the function of driving the economy. This must also be balanced with an understanding of the green economy to save the surrounding environment. Experts and literature also reveal that the concept of a green economy is very helpful for the state to preserve natural resources (SDA). The role of the green economy major is very helpful in realizing the welfare of natural resources that can contribute to science. therefore, a green economy major is very much needed in southeast asia, especially the unitary state of the republic of indonesia, Especially Human Resources (HR) who do not understand the importance of a green economy. One of the efforts to save a country is to improve the quality of human resources, especially in this case, human resources who understand the green economy in a sustainable manner. The curriculum that supports this program is the green curriculum, where the curriculum encourages the realization of the indonesian green movement. this scheme builds sustainability through a green economy by realizing various roles. The role of academics aims to create competent human resources in providing scientific literacy and application in the environmental field. Organizations that are directly involved in the green economy, especially environmental issues, are the government, research institutions, and educational institutions.

Implementation of Muhammadiyah green school as an effort to fulfill constitutional rights

A healthy environment is a basic human need and a right for everyone. Muhammadiyah has a commitment to the environment, clean living and healthy education through the process of character education, but the results are not optimal. One of the solutions offered is the Muhammadiyah Green School (MGS) program. This service program is carried out to improve the insight and skills of SMP Muhammadiyah Turi in running MGS and preparing policies for implementing MGS. Community service was carried out using a community development and participatory approach, with several methods, namely community education, training, diffusion of science and technology and consultation. The MGS program at SMP Muhammadiyah Turi has been implemented through a green curriculum, green community, and green school, and green culture. Green curriculum was carried out through the integration of good values ​​and care for the environment in subjects, local content about the environment, as well as HW scouting extracurriculars. The green community was developed by forming MGS cadres, student guardian associations to take part in the MGS program, as well as forming student picket teams. Green school is carried out by managing school resources with “tabulampot” of rare plants, verticulture, painting school facilities, and so on. Green culture with the “kurasaki” program, enforcement of school rules, “clean operations”, and the installation of banners for environmental campaigns. With mentoring by teachers and guidance by the task force team, MGS at SMP Muhammadiyah Turi can create a more conducive environment for academic and social interactions, become a medium for character education, and provide fulfillment of the right to a clean and healthy environment.

Study of the Presence of Sustainability Competencies in Teacher Training in Mathematics Education

This article presents the results of the analysis of the presence of the sustainability competencies proposed by the Sectoral Commission of the Conference of Rectors of Spanish Universities in three degrees in the area of Didactics of Mathematics of the Faculty of Education Sciences at the Universidad de Cádiz (Spain): the degree in Early Childhood Education, the degree in Primary Education, and the Master’s degree in Teacher Training for Compulsory Secondary and Upper Secondary School Education (specialisation in mathematics). The research method used is content analysis, reflected in the syllabi of the subjects of the degrees analysed. To carry out the analysis, two instruments were used: an adaptation of the model of the Green Curriculum in Higher Education and the map of generic competencies in sustainability of the EDINSOST project. The global results show a very low relative presence of sustainability competences in the area of Didactics of Mathematics (25%), the competency related to ethical aspects having the lowest relative presence (10%). For the most part, the competencies related to sustainability are established for the lowest level of mastery, “know”. When comparing the degree programmes, the Master’s degree in Teacher Training for Compulsory Secondary and Upper Secondary School Education (specialisation in mathematics) is the degree that contributes the most to the development of the sustainability competency (32%), followed by the degree in Early Childhood Education (25%), and the degree in Primary Education (18%). Including sustainability in the curriculum of mathematics education in higher education can improve the training of professionals who engage in reflective and critical thinking. However, these results show there is still a long way to go.

Implementation of Green Campus-Based Curriculum Model at Islamic Universities in Indonesia

This study is aimed to investigate the implementation of green campus-based curriculum model at Islamic universities in Indonesia. In depth interview was conducted to the top leader of universities in order to confirm the application of green campus-based curriculum especially on vision and mission. A set of interviews was also questioned to lecturers to obtain important information regarding with the employment of the model of curriculum related to environmental health they used in classrooms. In addition, supporting data about students from lecturers’ information was also occupied to enrich the data. As a result, the researcher found that all Islamic universities observed in this study imply green campus or environmental aspect points in university’s vision and mission. Less than 100% of lecturers are able to design learning materials related to environmental health as well as implementing it in classrooms. Less than 60% of students can produce environmental work arts as well as having problem solving skills toward surrounding environment. Above all, hose Islamic universities determine similar goals on green campus-based curriculum model i.e. to preserve the environment and aware of surrounding natural issues. At the end, a few suggestions were suggested to the top manager of the Islamic universities concerning with vital element regarding with lecturers’ competencies in developing environmental health learning design that should be noticed and increased.

Green Curriculum Analysis in Technological Education

With rapid industrialization and technological development, India is facing adverse affects of unsustainable pattern of production and consumption. Education for sustainable development has been widely recognized to reduce the threat of environmental degradation and resource depletion. This paper used the content analysis method to explore the extent to which green curriculum has been incorporated in engineering education. The green curriculum index suggests that Indian technological education is following vertical integration, with low emphasis on horizontal integration of green curriculum resulting into non-sustained green culture and environmental behaviour among the students. Furthermore, higher educational institutions should understand and accept the relevance of sustainable development rather than responding to the legitimate formality for creating a low- carbon and green economy.

Total and Marginal Cost Analysis for a High School Based Bystander Intervention

ABSTRACTCosts of providing the Green Dot bystander-based intervention, shown to be effective in the reduction of sexual violence among Kentucky high school students, were estimated based on data from a large cluster-randomized clinical trial. Rape Crisis Center Educators were trained to provide Green Dot curriculum to students. Implementing Green Dot in schools (N = 13) randomized to the intervention, over five years, cost $1.6 M and included start-up ($58 K) and ongoing implementation ($1.55 M). Costs for adding a school ($25,510) were calculated based on the final year, where no start-up costs were incurred. Knowing the $25,510 cost estimate for adding Green Dot may be particularly useful for high school administrators or school boards when they were making economic decisions based on strong evidence of program effectiveness to reduce violence.

Developing Green Curriculum towards Sustainable Education

This article looks at a variety of topics affecting the development of a “Green School Curriculum” from kindergarten through high school. It places emphasis on teacher planning, involvement, and commitment, as well as offering a number of lessons and learning insights that support an “inquiry-based” curricular design. From elementary to middle to secondary classrooms this can help teachers explore instructional possibilities with numerous on-line sites to visit and probe in detail. A final emphasis is placed on the importance, utilization and incorporation of technology into today's schools highlighted through numerous resources and professional development.

Development and Dissemination of a Green Chemistry Curriculum for Latin American and African Universities

Development and Dissemination of a Green Chemistry Curriculum for Latin American and African Universities

Current status of green curriculum in higher education of Mainland China

Abstract Providing environmental education in colleges and universities is a major strategy to cope with the mounting pressure of environmental problems that come with the rapid economy development in China. However, the provision of environmental studies and the incorporation of environmental protection and sustainable development into the academic curricula have not been reported. Here, we analyzed the curricula of 267 out of 810 public universities and colleges in China- a sample of 30% from each of the 12 different types (China's universities are categorized 12 types as agriculture, forestry, engineering, comprehensive colleges, education, ethnic study, medicine, economics, law, arts, language and sports). The results showed that 19.47% of the sampled institutions failed to establish a comprehensive environmental education framework; the education is “greener” in agriculture- and forestry-based institutions, while those focus on sports, art and linguistics are less successful in addressing environmental problems; the institutions funded by the Ministry of Education provide relatively “greener” education than those funded by local and provincial governments. Moreover, the institutions located in underdeveloped areas are less concerned with environmental education than those in more developed area, as reflected by their academic curricula. The level of environmental education is also significantly higher in the “Project 985” universities (the top 39 universities in the country) and the “Project 211” universities (the top 116 universities in the country) than any other universities. The number of textbooks published that address environmental issues showed an increase between year 2005 and 2010, but less significantly in literature, philosophy and education-related textbooks. Our results indicate that environmental education needs to be improved in most of the institutions of higher education in China, and it should be systematically assessed and improved to meet the nation's rising demands in sustainable development, nature and resource conservation.