Integration Of Environmental Education Research Articles

Innovations in the Development of Environmental Care Character of Vocational High School in the 21st Century

This research explores groundbreaking innovations in fostering environmental stewardship within school institutions during the 21st century. In today's world, there is an increasing global emphasis on sustainable living and environmental stewardship, which necessitates the integration of these values into the educational structure, especially at the primary level. By examining various pedagogical strategies, curriculum enhancements, and community engagement initiatives undertaken by educators in Vocational High Schools (SMK), particularly SMK Negeri 1 Ampek Angkek, this study aims to foster a deep sense of environmental responsibility among students. Through a comprehensive review of contemporary practices, this research aims to identify successful models and best practices that contribute to effective environmental character development. The findings from this study not only offer valuable insights for educators and administrators at SMK Negeri 1 Ampek Angkek, but also contribute to a broader discussion on the integration of environmental education into the primary and religious education systems in the 21st century. Ultimately, this exploration serves as a catalyst for advancing environmental literacy and advocacy within educational settings, empowering students to become conscientious stewards capable of addressing the ecological challenges of our time. By nurturing a generation of environmentally conscious individuals, educational institutions can play a pivotal role in fostering a sustainable future for all.

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.

Promoting Eco-Friendly Consumption Behavior in Vocational High School Students: A Comprehensive Case Study of Educational Approaches

Background: Students can be taught eco-friendly consuming habits through classroom learning activities with the help of teachers and other school-related activities. The study's focus is a case study completed at a vocational high school. We seek to understand the broad-reaching consequences that this teaching strategy might evoke by examining the potential implications of integrating environmentally responsible consumption practices within an educational framework. Through a thorough case study, we aim to shed light on how incorporating environmentally responsible consuming practices into schooling could support more general educational goals and encourage sustainable habits. Internalizing this through character education entails setting models and developing routine behaviors based on school policies and extracurricular activities in addition to integrated environmental education. This supports the long-term integration of these ideals into students' personalities. Method: This research uses a survey methodology and is explanatory. The SPSS (Statistical Package for Social Science) was used to analyze the data. 95 respondents make up the sample size for the sampling method, which uses proportionate random sampling. Result: According to the research's findings, integrating character education and general education are impacted by internalizing environmentally responsible consumption habits.

Challenges and opportunities in building environmental awareness in the Keduang Watershed Region in Indonesia

Watersheds are ecosystems which are crucial for water quality, biodiversity, and overall environmental sustainability. Increasing pressure from human activities such as deforestation, water pollution, and changes in land use has begun to threaten the sustainability of watersheds throughout the world. This research discusses the challenges and opportunities in building environmental awareness in a watershed region. A qualitative research method with a phenomenological approach is used to understand the experiences, attitudes, and actions of the watershed community in relation to environmental issues. The research results show the challenges faced include a lack of understanding about the watershed ecosystem, insufficient access to information technology, economic problems, and poor local leadership to support environmental preservation. An integrated environmental education program, together with community participation and development of technological innovation may offer an effective solution. Strong environmental awareness in watershed regions not only supports environmental preservation but also creates sustainable economic opportunities, strengthens environmental resilience, and improves the life quality of the community. Therefore, building environmental awareness in watershed regions is not only the job of local communities but also the shared responsibility of various stakeholders, which is needed to achieve sustainability of the river ecosystem and the broader environment.

South african integrated environmental education curriculum trajectory

An integrated environmental education curriculum has proven to be a highly effective approach in cultivating students' knowledge, skills, attitudes, and values that are essential to becoming responsible and engaged citizens who are cognizant of their impact on the environment. The inclusion of environmental education in the school curriculum is a strategic means of fostering a generation of environmentally conscious citizens who are committed to protecting and conserving the environment. By doing so, a wider awareness and appreciation of environmental issues can be instilled in students, paving the way for them to become agents of change for a sustainable future. This qualitative interpretivism study employed semi-structured interviews to purposefully seek the view of ten school principals on the pathways of incorporating environmental education into the school curriculum, hinged on phenomenological design to understand the lived experiences of respondents. The study's findings indicate the presence of Environmental Education themes across various aspects of the educational system, including textbooks, extracurricular activities, school code of conduct, and classroom teaching and learning. However, the curriculum does not command a uniform teaching technique to incorporate Environmental Education into classroom teaching and learning, leading to a hybrid teaching strategy adopted by most teachers. The selection of Environmental Education content to teach in class is based on the teachers' personal experience and the learners' interests. Regrettably, the integration of Environmental Education into teaching and learning is limited, and both teachers' and learners' perceptions and understanding of it are uninspiring. The study highlights the need for a more structured approach to incorporate EE into the curriculum to ensure its effective integration into the educational system. This approach would help to address the limited understanding and perceptions of both teachers and learners and ensure a more comprehensive and engaging learning experience.

Promoting Environmental Education for Elementary School Students Around Limestone Mining Area, Gunungkidul Regency, Indonesia

<p class="abstrak">Indonesia has many environmental problems, especially those related to mining. It becomes essential to provide environmental education to the younger generation. However, the environmental education curriculum has not been explicitly found in the body of formal education in Indonesia. The study area is in Gunungkidul Regency, Indonesia where the limestone mining industry has expanded in almost all areas. The purpose of this study is to assess the environmental impacts of limestone mining activities and align the possible integration of environmental education in the study area. To gather data about the environmental impacts of limestone mining activities, a desktop study, field investigation, and interviews with local communities were conducted. Analysis of the Indonesian curriculum and interviews with elementary school teachers were conducted to align the possible integration of environmental education. The environmental impacts of limestone mining activities in the study area include air pollution, water contamination, drought, soil erosion, and road damage. We provide some suggestions for learning materials including an Introduction to environmentally friendly mining activities (Science subjects, grade 4, thematic 3), an Introduction to air pollution impacts in the mining area on human breathing (Science subjects, grade 5, thematic 2), and Introduction about mining activities impacts on the air, water, and soil (Science subjects, grade 5, thematic 8). It is recommended that teachers not only teach theory but also practice and environmental observation.</p>

Environmental Concerns and English Language Teaching in Saudi Context: Perceptions and Practices

The present study aims to analyze the English language teachers’ perceptions and practices in Saudi Arabia from the perspective of environmental education. The drive is firstly to record and scrutinize teachers’ perceptions regarding the incorporation of environmental education as part of ELT. Secondly, it explores whether or not they integrate environmental concerns into their teaching materials and practices. For this purpose, mixed-method research was used using a questionnaire and a focus group interview as tools of the study. The findings reveal not-up-to-par responses with respect to the attitudes of ELT teachers toward the integration of environmental education in the ELT curriculum. Moreover, their current practices also lack such focus in their classrooms though they apprehend its significance in light of contemporary environmental concerns. The study suggests that this needs to be focused on a preliminary basis by the concerned stakeholders to educate and equip the ELT teachers for the purpose.

How To Integrate Environmental Education: Analysis of Teachers’ Perspectives in Integrated Islamic Science Schools

The serious environmental issues require a variety of teaching and learning approaches towards environmental solutions. Environmental education is crucial in solving the environmental issues and enhance ethical behaviour towards the environment. However, since environmental education is conducted across the curriculum, the application of environmental education depends on the creativity of the teacher. Therefore, this study aims to explore the implementation approaches of environmental education in Integrated Islamic Science Schools based on the teachers’ perspectives. This qualitative study was conducted using interview from 9 teachers from two Integrated Islamic Science School; four science teachers, four Islamic education teachers and an advisory teacher of Geography and Environmental Club. Data from teacher's interview transcriptions has been analyzed according to the theme of environmental education approach that were implemented by teachers. The findings show that the implementations of environmental education in the Integrated Islamic Science Schools have been implemented through formal and informal education. The integration of environmental education was also supported by the administrators through learning activities in the classroom and co-curriculum. This efforts hopefully will foster student's awareness in changing the environmental behavior.

Profile of Problem Solving Ability of Integrated Students in Environmental Education on Global Warming

Problem solving ability is one aspect of higher order thinking skills. This study aims to determine the profile of students' problem solving abilities in integrated environmental education on global warming material. This research is a quantitative descriptive study to obtain the required data and to analyze the level of problem solving abilities of students. The research subjects were 34 students of class XI MIPA SMAN in Jombang. The test instrument used in the form of 12 questions type description which refers to the indicator of problem solving ability used by Lestari. The results showed that the problem solving ability of students on global warming material was included in the medium category. Efforts to improve problem solving skills can be done through integrated physics learning in environmental education.

Integrating Environmental Education into Maritime English Curriculum for Vocational Learners: Challenges and Opportunities

This research delves into the vital intersection of Vocational Education, English for Specific Purposes (ESP), and English as a Second Language (ESL) within the domain of Maritime English. The specific subtheme of the research is “English Maritime - Integrating Environmental Education into Maritime Curriculum: Challenges and Opportunities.” The primary objective is to conduct a descriptive qualitative research analysis of existing literature to support the teaching and guidance of Maritime English, particularly for vocational learners. This research is conducted within the educational setting of the Vocational School at IPB University. In a world where maritime industries play a pivotal role in global trade and environmental consciousness is on the rise, the role of language acquisition, particularly in maritime contexts, is paramount. The integration of environmental education into the Maritime English curriculum presents a unique opportunity to address linguistic complexity, resource development, instructor competence, and time constraints. Simultaneously, it offers enhanced communication skills, global relevance, environmental responsibility, and alignment with industry trends. These findings have substantial implications for curriculum development, instructor training, flexibility, and industry engagement, contributing to more responsible maritime practices.

‘Care for Environment, Care for Each Other’: Environmental Values and GESI (Gender Equality and Social Inclusion) Institutionalization among Secondary Education Students in Kepulauan Riau Province, Indonesia

This study evaluates Kepulauan Riau-Indonesia's efforts to infuse international environmental norms into the curriculum of coastal schools, crucial due to their vulnerability to climate change. The study explores whether this integration not only heightens environmental awareness but also nurtures empathy among students, fostering care for their peers and society. A survey of 400 secondary education students in Kepulauan Riau was conducted, gauging attitudes toward environmental issues and Gender Equality and Social Inclusion (GESI). The research aimed to assess the impact of the integrated curriculum on students' values and perceptions of others in the realm of environmental concerns. DiD analysis and ANCOVA revealed a significant link between the integrated curriculum and positive student values. Environmental education not only enhanced environmental awareness but also fostered empathy and care for peers and society. The integration of environmental education and GESI principles transformed students into socially responsible individuals, nurturing a sense of community. Educational institutions embracing environmental values play a transformative role. Schools integrating environmental education and GESI principles cultivate values transcending self-interest, fostering genuine empathy and care. This integration not only shapes environmentally conscious citizens but also nurtures a society characterized by compassion and solidarity, emphasizing the critical role of education in fostering social and environmental responsibility.

Integration of Environmental Education into English Writing Lessons in A Malaysian Chinese Independent High School

Integration of Environmental Education into English Writing Lessons in A Malaysian Chinese Independent High School

Reflections on the Integration of Environmental Education by a Primary School Teacher

The integration of environmental education is embedded with challenges such as inadequate knowledge of what environmental education entails. This situation was not different to what was encountered during the researchers’ training to be a teacher from the schools where they acquired their teaching practice. It was observed that there was minimal or no integration of environmental education in the teaching and learning process. Therefore, this paper reflected on how a primary school teacher integrated environmental education in teaching and learning. The findings from this paper may assist teachers in developing a positive approach to the process of ongoing attempts and the will to integrate environmental education. It may expose the kinds of knowledge other teachers have of what environmental education entails and its integration in school subjects as well as the instructional strategies that they use. The focus on the challenges and the opportunities may excite teachers in that those who have similar circumstances would use the findings from this paper as a launch pad to work on their strengths or weakness in the endeavor to integrate environmental education.

Designing and Validating an Integrated Environmental Education Curriculum Model for General Medicine

Background: Concerns about the environment have persisted over decades, and governments determinedly pursue the issue of environmental education. Designing an integrated curriculum is an effective approach to learning, participation, behavior, and critical thinking. Objectives: The presented study aimed to propose and validate an integrated model of environmental education curriculum for general medicine. Methods: This study was conducted using a mixed method (quantitative and qualitative). Data were collected using a questionnaire and via interviews. By using the Morgan’s table, the target population was determined to be 280 in Isfahan University of Medical Sciences (15 professors and 265 students). Results: The students had inadequate knowledge and low positive attitudes toward environmental education. Given the maximum consistency of the data obtained and the curriculum models provided by Silver and Alexander and Taylor and Kelvin, the integrated environmental education curriculum model was designed in 11 stages, including needs assessment, objectives, content, area determination, learning materials and resources, learning-teaching strategies, implementation and the role of professors, grouping, time, place, and evaluation. The proposed model was validated based on experts’ comments, and the content validity ratio was considered appropriate. Conclusions: Considering the integrated features of the proposed model, it applies to all stages of medical education and could foster effective interactions between students and environmental education during the seven-year study period, which confirms the efficacy of the model if implemented correctly. Considering the subjects of environmental education based on health-centered environment and the effects on physical, mental, and social health, the proposed model recognizes the contents of the current medical curriculum (i.e., disease prevention and treatment and the position of integration in organizing the content). In addition, it selects the contents of the model, which are reflected in its integrated approaches. The model composes of thematic knowledge, efficient knowledge, and functional knowledge in environmental education in medicine in the form of an integrated curriculum.

INTEGRATION OF ENVIRONMENTAL EDUCATION (EE) IN TEACHER EDUCATION PROGRAMS: TOWARD SUSTAINABLE CURRICULUM GREENING

Environmental education (EE) is vital in addressing global environmental problems. Educational institutions are integrating EE into their curricula, but studies indicated the need for its intensification. This mixed method study assessed the integration of EE in Teacher Education Programs (TEPs) in Region III, Philippines. Respondents were 10 program deans,10 chairs, 171 teachers, and 344 students. Data were gathered using validated questionnaires. Findings revealed that the New Teacher Education Curriculum (NTEC) integrated EE in program outcomes and performance indicators; in mandated courses -Physical Education (PE) and National Service Training Program (NSTP); and in Science Technology and Society (STS), a General Education (GE) course. Likewise, teachers integrated EE in their lessons and in community extension programs. Seminars/webinars included environmental care and promoted environmental awareness in social media. As to support for EE integration, administrative, physical facilities and financial support were provided. On student outcomes, positive findings were shown on attitude towards environment care, but application of knowledge and skills needs improvement. Students’ knowledge was significantly correlated to attitude (Pearson’s r value is.593 and p value <.05) as well as skills acquisition and attitude (Pearson’s r value is .647 and p value <.05). Teachers’ challenges in the EE integration included inadequate environmental knowledge and lack of time to lead students in environmental action. The study concludes that EE is integrated into the TEPs but the outcomes on the learners’ knowledge and skills acquisition still need strengthening. Also, EE should be integrated in professional education courses, not only in GE and mandated courses. Keywords: assessment, integration of environmental education, mixed method, sustainable curriculum greening, teacher education programs

Integration of Mathematics and Environmental Education: Change in the Views of 5th Grade Students Toward Sustainability

"Abstract: Combining mathematics and environmental issues may be a valuable way not only to increase environmental awareness of students but also provide real life context to the mathematics lessons. In this study, it was aimed to explore changes in the views of 5th grade students toward sustainability with the help of the tasks integrating environmental education and mathematics education contents. Based on this aim, as convenient sample, a fifth-grade classroom in a private school in Tukey selected and students attending to this classroom participated in the study. Environmental education issues and mathematical contents were integrated in students’ tasks and these developed tasks were applied as a regular part of the teaching processes of this classroom. Before and after applications, semi structured pre-interviews were carried out with nine students randomly selected from the classroom and the data obtained from these interviews and researcher teacher’s observations were analyzed qualitatively. The findings as the changes in students’ views were combined under 3 categories; students’ views about environmental problems; students’ own individualized role in environmental problems and students’ views towards integration of environmental education and mathematics. This study may provide valuable contributions both to the mathematics education and science education fields in this regard. "

A Structural Model of the Teaching Practice and Pro-Environmental Behavior in Elementary Mexican Students

Almost four decades after having integrated environmental education in primary education in Mexico, it is important to prove the relationship between the environmental behavior shown by students and the environmental education they perceive, therefore, a structural equations model was designed and tested with information provided by 217 sixth grade students. The model showed regression coefficients between the practice of environmental education and its causality directly and positively with values (0.035), skills (0.333), attitudes (0.269), and pro-environmental behavior (0.290). It is confirmed that the environmental education that is taught in a transversal way in schools is significant and that teaching practice should be promoted in the use of materials, institutional support and didactic resources focused on promoting environmental attitudes, skills, and values in children.

Managing Attitudinal Constraints towards the Environment: A Panacea for Effective Waste Management in Port Harcourt and Its Environs

The management of people’s attitude towards the environment in today’s world has become an issue of global concern as it has been identified as the only way out to achieving a clean, safe and healthy environment. This study examined the waste situation presently in Port Harcourt as well as the constraints to environmental management in Port Harcourt and it was reported that most people have adopted wrong attitudes that impacts on the environment knowingly or unknowingly and hence these overtime have become a way of life that have overtime crept into the society as a lifestyle not minding its attending consequences and as a result puts a limitation to managing environmental challenges. The study also examined environmental and health implications of poor attitudes to waste management and it was discovered that arising from poor attitudes to the environment, the quality of the environment has deteriorated and that this have helped in increasing the spread of communicable diseases among residents and also flooding and other environmental challenges. The study however stated that poor air quality affect human health through adverse health conditions which affects the gastrointestinal linings, respiratory tract diseases and other ill health. Arising from the study enlightenment campaign for all at schools, churches, communities and Local Government levels, adoption and integration of environmental education into the present day school curriculum at all levels and the enforcement of environmental laws on indiscriminate waste disposal will serve as a panacea for effective waste management in Port Harcourt.

Insights into the integration of environmental education in the senior phase

The aim of this paper was to explore how and why senior phase teachers are capable or incapable of integrating environmental education in teaching and learning process. From anecdotal evidence during the work integrated learning process, it was observed that teachers do not necessarily integrate environmental education, and this became the purpose of the study to find out why they do not. Consequently, a research method used was qualitative interpretative multiple case study design in one of the districts of the Mpumalanga province in South Africa. We selected three teachers who separately teach life orientation, natural sciences, and technology in grade 7 as participants from the schools. Data collection tools were interviews and observations. Teachers were interviewed in their schools and some of their lessons were observed. Data was analysed using a typology approach. We inferred from the results and findings of the paper that these teachers had problems with the integration of environmental education. The problems ranged from the lack of understanding of what is environmental education to misconceptions of the concepts of environment and environmental education. With these challenges it is not surprising that even the ones that could integrate were not aware that they did integrate environmental education. It is therefore suggested that it was not a lost cause at all as they had glimpses of how to integrate environmental education which argues well for the recommendation that the micro foundation of in-service interventions to capacitate teachers on how to integrate environmental education across all the subjects should be done. Further studies are recommended on the effectiveness of the in-service workshops that focuses on the integration of environmental education.

Review on School Based Environmental Club Impact on Student and General Environment

Environmental clubs plays an important role in creating environmental awareness for the future generation. Environmental clubs performs activities to save the environment, through activities like planting trees, increasing pollution impact on environment. Environmental clubs is a platform on which knowledge about environment is gained early during childhood. They offer programs and activities to encourage others to reduce pollution, plant trees, and more through voluntary group which promotes the participation of students in learning about, and improving their environment. Therefore, this paper was sets out to review the impact of school based environmental club on student and environment in general. The findings of those reports related to the selected topic and an objective was organized from student and environmental perspectives from different published and unpublished materials found. The review result concluded as it is a wonderful opportunity to create awareness, build attitudes and help students take up activities in real world in which the constraints of the classroom and curriculum will not allow. An Environmental clubs can thus help to extend boundaries and scope of the formal educational system encouraging creativity, and improving students for constructive action. The environmental activity performed by environmental club a group contributes for environmental conservation at varies level from increasing awareness for community to direct intervention in conservation works. Although environmental club contribution is evident there is also number of challenges related financial and knowledge gaps. So increasing funding, training on Environmental Education, integration of Environmental Education in all primary and secondary school curriculum, support from government and other donors should be with the environmental club to expect more result. Keywords: - environmental club, environment, Environmental education, impact, student DOI: 10.7176/CER/12-6-02 Publication date: June 30 th 2020