Implementation Of Environmental Education Research Articles

The Development of Early Childhood Naturalist Intelligence through Environmental Education

Environmental education exists as a solution to improving the intelligence of early childhood naturalists, but its implementation is often forgotten or only as a hidden curriculum. The purpose of this study is to provide information related to the implementation of environmental education for early childhood to improve the intelligence of early childhood naturalists. The research method used in this study is a qualitative method presented in the form of an in-depth literature review. Literature study efforts are carried out by reading, observing, recognizing, and describing to analyze reading material in the form of related literature as a reference source. The result of this study is that the use of instructional strategies for gardening activities and creative game-based environmental learning can be considered to improve the intelligence of early childhood naturalists. In addition, it was also found that the material often used by educators to improve naturalist intelligence is the introduction of animals and plants. The trend of measuring the intelligence of early childhood naturalists uses many observation sheets, but it is also recommended to use research instruments that have been standardized or published in reputable scientific articles to obtain valid and reliable data. Keywords: environmental education, early childhood, naturalist intelligence  

Environmental Care Character Building Strategy

This study aims to evaluate the implementation of Environmental Education at State High School 1 Gondangwetan Pasuruan in line with the implementation of the independent curriculum. The method used is a qualitative descriptive method, where the researcher collected data through direct observation at the school and interviews with teachers and students as the sources of information. Data analysis was conducted using the Miles and Huberman approach, which involved data collection, data reduction, data presentation, and drawing conclusions. The results of the study show that State High School 1 Gondangwetan Pasuruan is a school that has been recognized as an Independent Adiwiyata school by implementing environmental education effectively. The implementation of environmental education is carried out through the integration of the curriculum in various subjects, including Biology, Indonesian Language, English Language, Entrepreneurship, Arts, and Culture. Environmental-related materials have been incorporated into the teaching and learning process of these subjects with the aim of transforming students' mindset towards the environment. Furthermore, State High School 1 Gondangwetan Pasuruan also engages students in extracurricular and cultural activities that support environmental education. Some of the activities carried out include leaf composting, plastic waste management using the ecobrick method, and the establishment of a waste bank. Through these activities, students are actively involved in environmental conservation efforts and waste management. This study highlights the novelty of integrating environmental education within the independent curriculum implemented at State High School 1 Gondangwetan Pasuruan. It showcases the school's innovative approach to incorporating environmental-related materials into various subjects, fostering a comprehensive understanding of environmental issues among students.

The existence of environmental education in the COVID-19 pandemic: A systematic literature review

The implementation of environmental education in the world is affected by the COVID-19 pandemic, so researchers must be responsive, adjust and creative strategies to survive, and think about future anticipations. The focus and concern of researchers towards the theme of environmental education and COVID-19 is highly expected, as evidenced by the research results published in reputable journals. The purpose of this systematic literature review was to review and compare investigations of research on articles published by Scopus indexed journals. We used the phrase “environmental education and COVID-19” in the disbursement menu in Scopus Database and found 1379 articles. Furthermore, only 21 articles met the criteria to be analyzed. The inclusion and exclusion model used is PRISMA. There has been a trend of increasing publications in the last four years. Environmental education issues can be approached through qualitative, quantitative, mix-method, case studies, and R&D. The authors most in the spotlight are Lowan-Trudeau, G. (reference), Aristovnik, A. (bibliographic coupling), and Mehmood, R. (co-citation). The keywords that are mostly used by the author are COVID-19, education, higher education, and sustainable development. This environmental education keyword has branches into climate change, sustainable development, and adaptation. There are 22 countries of origin of authors who published articles, dominantly from the United States and the Republic of Korea. Articles are published equally by authors from Europe, Asia, and America. It was found that there were more articles published in collaboration between universities within one country and between countries. Rarely are articles written by a single author. There are 20 institutions that provide funding for research and publications. Most publications have fulfilled one of the ethics by declaring funding status. We succeeded in formulating and discussing a description of the existence of environmental education during the COVID-19 pandemic. These findings can serve as a consideration or baseline for researchers to study environmental education and COVID-19 themes according to their respective backgrounds and objectives.

Student Perceptions of Environmental Education in India

Effective implementation of environmental education (EE) is to produce students who have experienced an attitudinal change so that they can evaluate and show their concern for sustainable development (SD). Environmental education (EE) was introduced as a compulsory subject for schoolchildren in 2003. In the present study, we conducted an offline survey on senior primary, middle, and high school students in one school in the north Indian city of Kanpur. The responses received for the offline questionnaire survey QS (including open-ended and closed-ended questions) from ~800 students reveal that schoolchildren have heard of climate change (CC) and perceive it as a significant threat. Most of them feel that temperature rise is the most notable consequence of CC and show great willingness for knowledge enhancement and action. However, there is a lack of understanding of the difference between EE and CCE (climate change education) in the Indian context. The results also indicate critical gaps related to the environmental dimension of education, and students overwhelmingly want increased school activities that will enhance awareness and build capacity. The need to integrate EE and CCE and spread information on the ESD (Education for Sustainable Development) initiative of UNESCO in urban India is urgent. Social media emerges as a significant player in awareness generation. Its use can help reach out to a broader audience. Students’ proactive engagement in awareness campaigns and energetic participation, already reported by several studies to have a positive impact, is essential for promoting climate action and sustainability. It sheds light on the status of the effectiveness of EE in the school curriculum of India with the aim of promoting environmental literacy. The recent G-20 Summit held in New Delhi, India, recognized the increased vulnerability of low-income countries to climate change and re-iterated its commitment to delivering quality education to all and following a green development path and highlighted the “green development path for a sustainable future” The paper outlines suggestions for educational interventions to enhance students’ comprehension of global critical environmental challenges and promote mitigation strategies.

Reviving The Forgotten Component Environmental Education In Mainstream Pedagogy

This paper presents the results of an analysis of the implementation of Environmental Education at the formal and higher education levels. EE is often overlooked in learning, yet it is crucial to ensuring human survival. This research was conducted by revisiting the main goals of EE in the classroom, by building a framework of interconnections using the Theory of Change (ToC) between classroom interactions and their impact on improving insight and knowledge at formal education and higher education levels. The results of this research indicate that (1) The implementation of EE is still predominantly in the Cognitive Domain (2) learning interaction implementation has not yet had a significant impact on the practical elements expected from EE (3) Formal education contributes more than higher education in the context of EE.

Role of Teachers in the Promotion of Environmental Education at the Secondary School Level in District Mardan

The significance of environmental education is witnessed from the literature for all ages. Pakistan, in reflection of its various education policies, is trying to ensure the implementation of environmental education at the school level. The current study investigates the role of teachers in the promotion of environmental education at the secondary school level in district Mardan. The study aimed to investigate the stated role of teachers through a Quantitative (Survey Type Research) design. All public sector teachers from the targeted district constituted the population of the study, for which a restricted tool comprising 27 items was employed to obtain data through the stratified random sampling techniques. The collected data was further analyzed through SPSS using an independent sample t-test. The statistics showed positive and satisfactory results for the study by indicating teachers’ significant role in the promotion of environmental education and also highlighted that the female gender is more sensitive to environmental education as compared to the male gender. Furthermore, the current research evidently verified that the active role of teachers can make a progressive contribution to environmental education.

Improving Student Knowledge and Understanding of the Greenhouse Gases Effects and Global Climate Change and Their Adaptation and Mitigation Efforts

The increase in the greenhouse gas effect has increased the earth's temperature and triggered global climate change, as well as given various negative impacts. Thus, efforts to adaptation and mitigate the impacts of climate change need to be carried out massively through various positive activities, including outreach and education to increase the knowledge and understanding of various parties related to this matter. Socialization and educational activities were carried out on December 5, 2021 with the theme 'Blue Carbon and Mitigation Climate Change Action' which was organized by the Biology Study Program Student Association, Faculty of Mathematics and Natural Sciences, University of Islam Malang, and was attended by 40 participants from students and alumni which took place online using zoom meeting app. Data collection using a questionnaire as a form of evaluation was divided into two stages, including: 1) pre-test questionnaire before presentation of discussion, and 2) Post-test questionnaire after delivery of presentation and discussion. The results of the socialization found that relatively many participants had minimal knowledge and understanding of the greenhouse gases effects, climate change and their impact on life, including mitigation efforts, but the evaluation results showed positive changes in this regard. With increased knowledge and understanding it is hoped that it will influence their behavior to be actively involved in mitigating the impact of global climate change now and in the future. So that activities like this need to be continuously followed up in academic and non-academic activities in college, as a form of environmental education implementation.
  

Distributed Leadership: A Potential Agency for Traversing Power Relations as Impediments to Curriculum Transformation and Implementation of Environmental Education

Distributed Leadership: A Potential Agency for Traversing Power Relations as Impediments to Curriculum Transformation and Implementation of Environmental Education

Students’ Environmental Care Attitude: A Study at Adiwiyata Public High School Based on the New Ecological Paradigm (NEP)

Environmental care attitude is an important factor in protecting the environment. The Adiwiyata Award is presented as the highest recognition for implementing an environmental care attitude. The aims of this study are to (1) evaluate the execution of the environmental curriculum in Adiwiyata schools; (2) to analyze the students’ environmental care attitudes in Adiwiyata schools in the Pati Regency using the new ecological paradigm (NEP) scale; and (3) to examine the students’ environmental care attitudes in Adiwiyata schools in the Pati Regency related to gender differences. Based on the criteria of Adiwiyata schools, they were used as research subjects. The research subjects were chosen using a purposive sampling technique. A questionnaire was utilized as a data collection instrument. The new ecological paradigm (NEP) scale was used to assess environmental care attitudes. This study used a Likert scale to assess environmental care attitudes. The Mann-Whitney test was used to identify gender differences in environmental care attitudes. The results found that (1) Adiwiyata schools in the Pati Regency supported the implementation of environmental education in the curriculum, as well as participation in environmental activity programs and the use of greenhouses; (2) the environmental care attitudes of students from the SMA Negeri Pati Regency were in the moderate category; and (3) there was a gender difference based on environmental care attitudes, which found that female students have a higher environmental care attitude than the male students. Environmental education plays an important role in gender differences because the Adiwiyata school has integrated learning activities with the environmental education curriculum, and participatory-based environmental activities can improve students’ environmental care attitudes. The potential implication for policy and practice in the field is that humans will consciously prevent environmental problems from occurring.

Products Evaluation of Environmental Education Curriculum/Program Implementation in the University of Calabar, Nigeria

This study evaluates the implementation of the environmental education curriculum in the Department of Environmental Education, University of Calabar, Nigeria. Using the expost facto research design, nine objectives were pursued. These include: 6 strategic objectives, the curriculum content, career prospects of graduates, and lecturer’s pedagogic knowledge and problems militating against the effective implementation of Environmental Education (E.E). A sample of 969 graduates of Environmental Education from 1997-2021, were the respondents. The researchers used an open and closed ended questionnaire with a modified four-point Likert scale response options that they designed as an instrument to collect information. Simple percentages were used for data analysis. The results of the analyses show that the curriculum content of Environmental Education as in force today is not adequate. The knowledge and awareness acquired when they studied E.E. did not help them enough to solve their community environmental problems. However, Environmental Education built their skills and prepared them well to actively participate in solving current environmental problems. Some of the lecturers who taught these respondents at undergraduate levels have the requisite pedagogic knowledge of the subject matter but, the government who is a signatory to the implementation of Environmental Education is not serious about engaging these graduates. Overall, Thirteen problems were identified as factors hampering the effective implementation of Environmental Education curriculum, and 13 feasible solutions were proffered by the respondents. It was concluded that Environmental Education in the University of Calabar has achieved some level of success, despite the fact that there are some issues that needs to be addressed to get the complete success anticipated by the crafter of the program’s objectives. It was recommended among others that a regulatory body should be created to regulate the practice of Environmental Education in Nigeria.

Literasi Lingkungan melalui Pendidikan di MTs Muhammadiyah Gantung Belitung Timur, Bangka Belitung

The level and amount of environmental degradation has increased, along with the increase in population. Environmental problems that arise are not technical-technological problems, but rather a human behavior. Education is the only way to improve human behavior.  Environmental education needs to be introduced and developed in the society, especially through MTsM Gantung which has adequate educational equipment (infrastructure) (Mangrove Literacy House) and a good education history. However, both hardware and software need to be integrated in an integrated manner to be more effective and efficient.   The problem is, not all educational institutions specifically make environmental education an important subject in the learning process, so environmental education is needed as an effort to literacy and inculcate environmentally friendly behavior.  The method used in this Community Partnership Program (CPP) is Direct Action and Together Learning. Several management techniques were applied, including Participatory Rural Appraisal and Focus Group Discussion. This program was conducted from March to August 2022.  The program results showed that Environmental Education is a new knowledge that has never been known before. Environmental Literacy through education has well understood by teachers and students. The implementation of environmental education is agreed to be included in the curricular learning curriculum as local content, co-curricular as a support for natural science subjects, especially Biology, and extra-curricular as additional knowledge/competence for students. Environmental Education Infrastructure that could use as learning aids for Environmental Education, namely Mangrove Literacy Houses, Mangrove Rehabilitation Areas, Mining Areas, and natural science learning aids that already exist in schools.

National and regional experience in the implementation of environmental education for sustainable development and preservation of regional natural and cultural heritage

Aim. The article is to identify effective conditions for the development of ecological culture in Dagestan schools in the interests of sustainable regional development.Material and Methods. To achieve this goal, adequate methods were used, taking into account the specifics of each stage of the work: analysis of scientific literature (psychological-pedagogical, methodological and environmental), regulatory and programme-methodical documents about the problem; observation, pedagogical experiment, testing, study of pedagogical experience and methods of mathematical processing of experimental results (%2-criterion).Results. The development of the global environmental crisis has set before society the task of survival and ensuring the existence of mankind, in the context of the concept of "sustainable development of mankind", considered as development that meets the needs of the present and does not jeopardize the ability of future generations to meet their needs. This allows us to state the relevance of introducing effective models of environmental education for sustainable development (one-subject, multisubject and mixed) into school curricula. The results of the study show the effectiveness of various types of ecologisation (subject, inter-subject and meta-subject) and the "mixed model". A textbook on regional ecology (Ecology of Dagestan) was developed, taking into account the specifics of the laws of functioning of the ecosystems of the planet and the region. With the inclusion of regional ecology in the "mixed model", school environmental education for sustainable development has been completed.Conclusions. Environmental education in the interests of sustainable development and preservation of the natural and cultural heritage of the region is effective in the greening of school disciplines and the use of a "mixed model", and the inclusion of a national and regional component in their content.

Environmental Responsibility of the Population: Experience of Sociological measurement

The materials of surveys conducted within the framework of the «International Social Survey Programme» in 2020 - 2021 are analyzed. The main attention is paid to identifying the level of environmental responsibility of the Russian population in comparison with other countries participating in the project. On the basis of multidimensional analysis, integrative indicators were calculated that characterize the environmental responsibility of the population by taking into account social attitudes and behavioral practices. It is stated that in Russia the principles of environmental responsibility are relatively weakly expressed. Russians are much less prepared for additional material spending and self-limiting actions in order to preserve the environment. At the same time, the minimum level of involvement of the population in the practices of environmentally responsible behavior is fixed, which is partly due to insufficiently developed infrastructure. It is concluded that, despite the postulation at the state level of the need to form an ecological culture of the population, in Russia, in comparison with other states, low indicators of environmental responsibility are recorded. The factors of environmental responsibility of Russians are considered. The presence of a significant direct correlation between the severity of environmental responsibility attitudes and the personal income of the respondents was revealed. It is noted that in our country there is a feedback between personal income and practices of environmentally responsible behavior, which can be considered as evidence of the important role of the motive for financial savings. Education is considered as the main channel for the formation of environmental responsibility. It is stated that only in Russia there is no statistically significant relationship between the level of education and the components of environmental responsibility. Highly educated Russians, as well as poorly educated compatriots, demonstrate a low level of formation of environmental responsibility attitudes and involvement in environmentally responsible behavior. It is concluded that the implementation of environmental education in modern Russia faces significant problems.

Features of the Implementation of Environmental Education in the Urban Environment

This article discusses the features of the implementation of environmental education in the urban environment. The problems associated with limited access to natural resources and the lack of ecological zones in cities are considered. It also provides a variety of approaches to environmental education, offering methods that can help teachers and students to realize the importance of environmental conservation. The article also looks at some examples of good practice in environmental education in cities.

Knowledge, attitude, and habits on solid waste management of students at Nho Quan C High School

Recently, along with climate change, solid waste management has become one of the environmental challenges that many developing countries, including Vietnam, are experiencing especially. Current status of knowledge and attitudes of high school students about solid waste management. For this reason, the research team conducted research on the current state of awareness, attitudes and habits of high school students at Nho Quan C High School, Ninh Binh province regarding solid waste management. In this study, we utilized an online questionnaire to conduct the survey of 800 high school students grading from 10 to 12. The data was then analyzed by the application of Statistical Package for Social Sciences (SPSS) software. The study results show that 390 graders (accounting for 48.8%) recognized empty plastic bottles and more than one third of the total participants identified food packaging, milk containers, and used napkins as common types of solid waste present within the school campus. The data also illustrates that there is a certain difference among participants in terms of grade levels. Specifically, the higher graders are, the more pro-environmental activities they conduct and involve, for example, while almost all students at grade 10 (95.6%) felt satisfied or very satisfied with the waste treatment methods being implemented in the school campus, only about 86% students at both grades 11 and 12 had the same evaluation. The research suggests that it is important and necessary to continue and enhance the implementation of environmental education and communication programs at high schools on solid waste and related management practices.

Implementing Environmental Education in Unplanned Settlements: A Case of Misisi and Kuku of Zambia’s Lusaka City

The study aimed at finding prospects for the implementation of Environmental Education (EE) in Misisi and Kuku unplanned settlements of the city of Lusaka in Zambia. The main objective was to assess how existing environmental challenges in the selected settlements could be seen as prospects for the implementation of EE. The study further sought to investigate ways by which EE would be made more accessible to the inhabitants of these settlements. The research design was the descriptive survey. In selecting respondents, purposive sampling was used. The focus was on residents of Misisi and Kuku. To collect primary data, semi-structured interviews were used. This was supplemented by observations and focus group discussions on selected issues that needed clarifications. Data collected from the field was analysed using thematic analysis method and descriptive statistics. The study established that unplanned settlements experience a lot of environmental challenges which could help in the implementation of EE. Although residents of Misisi and Kuku carried out environmental interventions to address some of the challenges experienced, it was established that residents were less aware of Environmental Education. The study recommended that environmental challenges found in unplanned settlements were prospects for implementation of Environmental Education.

Effectiveness of environmental education implementation in promoting participation in sustainable solid waste management Behaviours among the grade 12 pupils of the Zambia’s Chipata City

The aim of this study was to evaluate Environmental Education (EE) effectiveness in promoting sustainable solid waste management behaviours (SSWMBs) among pupils of the Zambia’s Chipata City using Kirkpatrick’s evaluation model in order to ascertain progress, provide feedback on the level of achievement of promoting SSWMBs among pupils as outlined in the Zambian Biology school syllabus and to suggest areas of improvement to the continued EE implementation in Zambian schools. The study was based on cross-sectional exploratory case study design and it used quantitative approach. Quantitative data was collected using a survey questionnaire from 367 randomly selected Grade 12 school pupils from the 4 purposively selected secondary schools of the Zambia’s Chipata City. The study results revealed low levels of effectiveness of environmental education implementation in promoting SSWMBs among Grade 12 pupils of Chipata City, Zambia as only about a third of pupils were currently regularly participating in SSWMBs and the mean for pupil participation in each SSWMBs was less than 3, the mid- point score on a five point frequency score. The results imply that there were a number of barriers to promoting wide adoption of SSWMBs. To enhance the effectiveness of EE implementation in schools, barriers to wide adoption of SSWMBs need to be overcome while the required drivers such as making waste management infrastructure available in accessible locations and incentivising waste management behaviours needed to be put in place. The study recommends in-service training of teachers for them to be competent in the use of pedagogical approaches that would enhance pupils’ technical know-how, experience, skills and deeper understanding of SSWMBs during EE lessons.

Ecological education as a basis for social sustainable development

The purpose of this study is to analyse the impact of environmental education on the sustainable development of society, to determine the role and place of environmental education in the social and life processes of society development. The objectives of the study were: to analyse the state of environmental education, to study the problems and peculiarities of environmental education implementation in the context of globalisation. When conducting the research, general scientific methods of cognition were used. The method of information search allowed to collect the necessary material on the topic of research. The author made a theoretical analysis of empirical material. Research touches on the issues of the formation of environmental education in educational institutions. The article is devoted to the analysis of the perspective directions of the formation of the institute of environmental education, including the application of international practice. The paper explores the concept of developing ecological thinking, identifies promising vectors for the formation of environmental education, and sets the tasks of environmental education in the existing educational system. The author gives classification of ecological problems, and the directions of solution of the revealed problems are defined. The author summarises the material on the issues of environmental education and formulates proposals for the use of new forms of organisation of effective environmental work. It is proved that environmental education is the foundation of sustainable development of society.

Challenges to Environmental Education in Senior High Schools in Kumasi, Ashanti Region, Ghana

Purpose: The purpose of this study was to investigate barriers hindering successful Environmental Education implementation in Kumasi sub- region in Ghana.
 Methodology: The descriptive survey design was used as it came in handy in describing the existing conditions. Data was collected using questionnaires. Data was analysed using the Statistical Package for Social Sciences version 16 computer package. The findings of the study were presented in tables.
 Findings: The findings of this study revealed a positive relationship between independent and dependent variables. Specifically, it was noted that there was a positive correlation between teacher attitude, r (.45), student attitude, r (.53), administration support, r (.62) and curriculum design, r (.58) and implementation of Environmental education .
 Conclusion: The study concluded that teacher attitude, student attitude, administration support and curriculum design were barriers to implementation of environmental education in public day senior high schools in Kumasi sub- region.
 Recommendations: The study recommended the strengthening and clarity of policy guidelines towards environmental education and enhancement of mechanisms to enable administration support. The study also recommend training and empowerment of teachers in matters related to environmental education.

PENINGKATAN PENDIDIKAN DAN PENGELOLAAN LINGKUNGAN HIDUP MELALUI GERAKAN PEDULI DAN BERBUDAYA LINGKUNGAN HIDUP DI SEKOLAH

Environmental Education is an effort to increase the knowledge, skills, attitudes, and actions of caring individuals, communities, organizations and various parties towards environmental problems for sustainable development for present and future generations. The Movement for Environmental Care and Culture in Schools, hereinafter referred to as the PBLHS Movement, is a conscious, voluntary, networked, and sustainable collective action carried out by schools in implementing environmentally friendly behavior. Adiwiyata is an award given by the Government, provincial government, and district/city government to schools that have successfully implemented the PBLHS Movement. Whereas based on the provisions of Article 28H paragraph (1) of the 1945 Constitution of the Republic of Indonesia, it is affirmed that the right of the community to a good and healthy living environment, which is followed up by its implementation in Law Number 32 of 2009 concerning Environmental Protection and Management, including through environmental management measures, supervision and law enforcement, as well as public education or environmental education for the community. That for the implementation of environmental education as intended, it is necessary to carry out a movement for environmental care and culture in schools. The importance of cooperation between OPD (Regional Apparatus Organizations) in carrying out a program, whether it is a Central or Regional program. Basically, everything can't work independently. All require cooperation and understanding so that the goal will be achieved. This paper challenges the theory of economic capital. It is not enough just to have economic capital to improve environmental cleanliness in schools, but social capital is needed. As in the Eastern region, namely in the Greater Tangerang Area, where the people are more modern and the Regional Head is more concerned and committed. Through Perwal (mayor's regulation) schools are required to participate in the Adiwiyata program and there are separate sanctions if they do not participate in the Adiwiyata program. Sanctions can be in the form of the Principal being shifted or replaced. With the power of the Mayor/Regent's policy, everything becomes “CAN”. When forced, everything becomes "CAN".