Non-formal Environmental Education Research Articles

Opportunities for non-formal environmental education through the environment education programme

Opportunities for non-formal environmental education through the environment education programme

Exploring environmental stewardship among youth from a high-biodiverse region in Colombia

Nature degradation is rooted in the disruption of the human-land connection. Its restoration requires the regeneration of environmental stewardship as a way to live within environmental limits, especially for younger generations. In this study we used the implementation of a year-round, non-formal environmental education program during COVID-19 times to explore environmental stewardship in adolescents between 14- and 18-years old from the Sierra Nevada de Santa Marta, Colombia. Using a qualitative methodology, we mapped expressions of environmental stewardship among local youth. We found several barriers that can be challenged and levers that can be nurtured through inclusive, place-based and collaborative environmental education strategies to foster youth’s environmental stewardship in Colombian’s high-biodiverse regions.

FORMATION OF STUDENTS' ENVIRONMENTAL AWARENESS THROUGH SOCIAL MEDIA

Implementation of students' environmental education in the context of rapid economic and social development is one of the priority tasks of forming a society, which is impossible without the active participation of higher education institutions, as well as awareness of the need for environmentally friendly use of natural resources and a frugal attitude towards nature. Furthermore, students are the driving force that can influence the state of the environment in the future, so it is extremely important today to organize the educational process to familiarize children and youth with environmental issues. The basis for the implementation of an effective environmental education strategy is the maximum unification of efforts for an effective result based on the definition of reference positions in formal and non-formal environmental education, the formation of the child's ability to purposefully observe, study and correctly evaluate objects and phenomena in the process of observation from the point of view of environmental thinking. This article aims to identify the key features of forming environmental awareness in students through social media. Methodology. During this study, analytical and bibliographic methods were used to study the scientific literature on the development of environmental awareness, as well as synthesis, analysis of information, system-structural, comparative, logical, and linguistic methods, abstraction, idealization, induction, a deduction for studying and processing data, and a questionnaire survey conducted by the authors of the study online to practically clarify the most critical issues related to the formation of environmental awareness in students using social media. Results. The study identified the leading, most important theoretical aspects of the issue of environmental awareness, as well as the point of view of scientists and university professors on the critical aspects of this issue.

SWOT analysis for non-formal education through environmental volunteering involvement in Non-Profit Organizations

In the last ten years of economic and fiscal crisis, Non-Profit organizations across Europe provide a very important service through volunteering in relation to environmental education. Their role is mainly attributed to the use of non-formal education practices, which take place in schools and in local communities. Non-formal environmental education deals with a large audience and is focusing on increasing awareness, knowledge, skills, and actions of individuals and groups targeting environmental sustainability. It requires incorporating specific methodologies that cover environmental education objectives, various teaching methods, and evaluation techniques. The involvement of volunteers from different educational backgrounds creates the need for specific management and strategies. To determine the challenges and benefits of volunteering in Cyprus, a SWOT analysis was performed. Data was collected from various non-governmental organizations (NGOs) through questionnaires. Data collected revealed interesting and valuable results. Volunteers coming as placement from another European country for 3-12 months are highly committed, dedicated, and enthusiastic in relation to the weak youth voluntary participation of locals. Nevertheless, economic, social, and environmental opportunities indicators were collected which can be used for designing and improving future strategies. Furthermore, data showed that many Non-profits remain underfunded, understaffed, and unequipped. According to the survey, the non-formal education sector provided important support for the formal education system, leading to improved vertical integration from international policy to regional implementation. The findings show the potential of the informal sector to develop synergies in which the governmental sector may lack the ability to provide adequate educational resources to schools and communities.

SCHOOL BASED ENVIRONMENTAL EDUCATION PROGRAMMES IN THE SCENARIO OF ASSAM, INDIA: KEY TO SUSTAINABLE DEVELOPMENT

The present world is facing serious environmental issues, such as climate change, ozone layer depletion, global warming etc. which create threats to the entire ecosystem. In this connection, Environmental Education has been emerged as measuring tool to such environmental issues which has in turn established Environmental Education as the need of the hour. The sole purpose of Environmental Education is to attain Sustainable development. Considering this, the Government of India started promoting Environmental Education with various initiatives in the formal system of education. In this direction, the Government of Assam has also initiated School Based Environmental Education Programme. The present paper is an attempt to highlight the background of initiating the elevation of Environmental Education in India to attain sustainable development for the 21st century. In this paper, the authors have tried to explore various school based Environmental Education programmes undertaken by Government schools with special reference to the State of Assam, India. In exploring these programmes, the syllabi and academic calendar prepared by SCERT, Assam, Board of Secondary Education, Assam and Assam Higher Secondary Education Council have been taken as basis. Also, this paper will provide insight into the endeavour towards the school based environmental education programmes under Eco-Clubs in Assam, India. In the conclusion, suggestions are put forwarded for furthering sustainability through environmental education. KEYWORDS: Environmental Education, Sustainable Development, Formal Environmental Education Programmes, Non-formal Environmental Education Programme, National Green Corps, School Eco Clubs.

We are loaded for bear! The use of zoo holiday camp for environmental education.

Environmental Education in non-formal educational spaces emerges as a tool capable of making people aware of the importance of conserving natural resources. The present study aimed to evaluate the potential of a holiday camp as a tool to promote non-formal environmental education. For 5 days, a total of 19 children between 9 and 12 years old, participated in various activities held in a zoo, located in the city of Dois Vizinhos, Paraná. The research had a qualitative and descriptive character and the field diary and participant observation were used for data collection. The results indicate that the children were made aware of the importance of all animals to the ecosystem and at various times presented critical thinking about the problems caused by man to the environment. It is hoped that the activities developed can collaborate in the process of formation for change, in which people can change their relationship with the environment, not only in their daily attitudes, but as future citizens of rights who demand economic and social transformations for the conservation of natural resources.

Environmental education of the elderly – towards an active, inclusive and trust-based ecosystem

The aim of the paper is to develop a proposal for an Active, Inclusive and Trust-Based Framework of Environmental Education of the Elderly. It is based on the concept of environmental education, active and healthy ageing as well as generativity, and also takes into account trust in sources of environmental knowledge. In the course of quantitative research (n = 401) carried out among Poles 55+ in order to validate it, the perception of environmental issues, the awareness of and motivation for undertaking pro-environmental actions, and the credibility of sources of knowledge about environmental behaviour were examined. Elderly individuals in Poland express their belief in the need to take care of the natural environment. They are afraid that maintaining the status quo will cause permanent damage to the environment. In their opinion, pro-environmental behaviour is necessary to save the planet. These key conclusions have confirmed the correctness of the assumptions about the need for environmental education of the elderly, leading primarily to their environmental activation. Varied assessments of the credibility of sources of environmental knowledge indicate the need to assign them adequate priorities in the environmental education of the elderly. Our findings have important implications for shaping non-formal environmental education of seniors.

SYSTEM OF ENVIRONMENTAL EDUCATION FUTURE TEACHERS OF BIOLOGY IN HEE

The article analyzes the structure of environmental education of freelance students, reveals the specifics of methods of environmental education of future teachers in extracurricular activities, additional education and leisure. Also revealed the basic principles of modern approach to environmental education of student youth HEE, use of various functions of environmental education of student youth, analyzed the most important tasks of the process of student youth education and described various methodological approaches to environmental education of student youth. It is established that the system of non-formal environmental education is less related to the work of educational structures and develops in line with the activities of environmental, educational and public organizations. Work with students in this field is based on the practical and theoretical study of certain aspects of ecology and environmental management. The system of environmental education is characterized by the deepening of the environmental aspect of ecology, the involvement of wider sections of the population in the process of environmental education of the younger generation.

Longitudinal analysis of the environmental literacy of undergraduate students in Eastern Taiwan

Although higher education is crucial for training future professionals to deal with environmental challenges, there have been few longitudinal studies exploring how university students’ academic major influences their environmental literacy. This study identifies significant differences in environmental literacy among students from different colleges at a public comprehensive university in eastern Taiwan, both at the onset and towards the end of their studies. This analysis also shows how undergraduate students’ environmental literacy changes over time. It was found that freshman students in different colleges had similar environmental literacy levels except for science and engineering students. But after four years the environmental literacy gap between seniors in management and non-management students became obvious. In addition, seniors’ environmental literacy generally decreased or remained the same as that in their freshman year. The results suggest that to foster environmentally responsible citizens, educators in higher education should put more effort on cooperating with non-formal environmental education programs and connecting their teaching with environmental issues, action strategies, and inspiring visions. Finally, implications for program developers and policymakers in higher education are discussed.

Forest education as contribution to education for environmental citizenship and non-anthropocentric perspectives

Forest ecosystems play a fundamental role in mitigating global environmental changes. The development of environmentally sound behavior, and inter- and intragenerational equity can help counteract these global changes. One type of formal and non-formal environmental education is forest education, which aims to promote the achievement of sustainable development in forest-related ecosystems. We conducted an empirical study among forest educators in Austria, using a mixed-method approach, to investigate the potential of forest education to promote education for environmental citizenship. Our findings suggest that forest education and encounters with nature can lead to increased self-responsibility and contribute to critically reflect experience-based changes in behaviour. In conclusion, forest education is a useful tool for environmental citizenship education that contributes to improved understanding of forest ecosystems and non-anthropocentric perspectives for future development. However, forest education lacks funding, integration into formal education curricula, and the harmonization of framework conditions in non-formal education.

Empowering rural society through non-formal environmental education: An empirical study of environment and forest development community projects in Ethiopia

The study examined how non-formal Environmental Education (EE) is used in interventions aimed at empowering rural society in Ethiopia. The study focused on a relatively less explored area of how non-formal EE in the form of project-based learning was used to equip the community with skills and knowledge. Using qualitative data collection methods and thematic analysis as an analytical strategy, the study produced evidence of the importance of community programs for out-of-school youth and adults in the acquisition of fundamental skills and knowledge. Green campaigns were found to be essential to sustain the lives of rural communities. As demonstrated in the study, community projects designed to enhance learning are in sync with the relevant theory of project-based learning. Assisted by relevant conceptualization, the organization which motivated this study, develops insights for knowledge management for further implementation strategies. Its main objective is to empower poor communities and their institutions by ensuring environmental security and livelihoods. As crucial stakeholders, communities received knowledge and technical skills through experience sharing, training, and workshops. The findings also indicated that most of the members of the project community were illiterate prior to participating in the project activities demonstrating that they needed to acquire basic knowledge and skills to act. Many community members became part of the project due to the mobilization and awareness-creation campaign by the local development organization. However, there have been several roadblocks to the implementation of community projects. But most importantly, the study shows that the skills and knowledge imparted through EE were important for implementing community projects, helping to improve community participation in raising environmental quality, thus improving environmental performance, farming methods, and livelihood situations. We suggest that project-based learning could be used as a tool for community empowerment initiatives aimed at responding to and improving environmental and livelihood challenges.

Desarrollo de herramientas tecnológicas didácticas para la implementación de un programa de educación ambiental no formal

In Mexico, environmental problems require the intervention of all sectors of society, higher education institutions are an important axis to develop a sustainable society aware of environmental care. The educational community is undoubtedly one of the key sectors in contributing to the improvement of environmental quality, both because of its responsibility in educating citizens and because of the influence it has on the rest of society. Technological tools are new forms of communication and information in both public and private spheres, and must be integrated into educational systems as a didactic resource choice, which is why this document presents a project to use technological tools as part of a non-formal environmental education program, which will serve as a means of learning for environmental awareness and education that allow the regional conservation of the thorny ecosystem, mainly of the reserve that is located in the Mario Molina Technological University Lagos de Moreno Academic Unit. For the selection of the material that the program will contain, 68 children between 6 and 15 years old were surveyed, of which 84% do not know that it is a nature reserve and 90% are unaware of the ecological reserves of Lagos de Moreno; That is why as part of this non-formal environmental education program, one of the tools generated was the design and development of a web page that serves as an environmental education center for the ecological reserve, where it is intended that the Laguense population know the only endemic ecosystem of this municipal head. Another tool that was carried out was the development of didactic software represented by games aimed at obtaining knowledge of the flora and fauna that exist in the thorny forest of the ecological reserve of the Technological Mario Molina Lagos de Moreno Academic Unit, as well as the diversity of other thorn forests in other regions and with this tool strengthen the learning and awareness process about thorn ecosystems.

Екологічне виховання у неформальній освіті скандинавських країн

The article is devoted to the problem of environmental education in non-formal education in the Scandinavian countries.The main purpose of the article is to analyze the organizational and methodological features of environmental education in non-formal education in the Scandinavian countries and, based on a comparative analysis, to develop recommendations regarding the possibility of introducing certain progressive elements of foreign experience into extra-curricular education in Ukraine.It was found that the Scandinavian countries have gained significant experience in the field of education over the years of their development. Today, they have one of the most advanced education systems in the world, particularly in the field of non-formal environmental education. This fact is evidenced by regulatory and legal documents on environmental education.The experience of the Scandinavian countries proves that these countries have many common and distinctive points in the environmental education of students. It was found that the Scandinavian countries have gained significant experience in the field of education over the years of their development. Nowadays, they have one of the most advanced education systems in the world, particularly in the field of non-formal environmental education. This fact is evidenced by regulatory and legal documents on environmental education.The experience of the Scandinavian countries proves that these countries have many common and distinctive points in the environmental education of students.Based on the theoretical analysis of foreign sources, the meaning of the concept of “informal education” is determined, which is defined as any organized systematic educational activity conducted outside the formal system to provide certain subgroups of the population with selected types of education. Non-formal education programs may vary in length and may or may not award a certificate upon completion.It has been found that non-formal education in the Scandinavian countries is aimed at raising an ecologically conscious citizen who is well aware of environmental problems and is ready to take an active part in solving them.The article examines the forms and methods of environmental education and education of students, it is concluded that mainly group forms of education and education are used in non-formal education in the Scandinavian countries. The task of informal environmental education is to bring to the consciousness of every student the need for sustainable development, the solution of ecological problems of the environment with the help of methods of forming social consciousness and methods of stimulating morally appropriate and socially significant behavior and activities.The recommendations have been developed regarding the possibility of using the experience of Scandinavian countries in the educational process of extracurricular educational institutions of Ukraine.

SCENIC ART FOR SHARK CONSERVATION AND OCEAN HEALTH ALERT

This interdisciplinary research has the playful art as a tool to raise awareness about the conservation of sharks and the environmental health of the Ocean, in addition to the search for the demystification of some concepts bringing to light the biological and ecological importance that this emblematic group represents for the natural balance of the Blue Planet. In the months of June and July 2018 at the visiting aquarium in Paraíba, a space for the propagation of non-formal environmental education, it was sought through the theatrical play "Swimming in Safety, a Sea of Hope" to apply the way of doing and teaching the concepts of sustainability and environmental preservation since the choice of the team, the actors and scenographic materials. Through exploratory and participant research, photographic and video records, we investigated the reactions of the audience before, during and after the play. The evaluation process was permanent in order to make constant improvements. The play tried to highlight not only information about the characteristics and importance of preserving sharks, but also the main threats such as the practice of finning, which through a plot between the pirate and the shark and the echinoderms, it was possible to explain the defence systems that each being has, all of which are important, showing that sharks are worth much more alive than dead. The expertise and performance of artistic activities such as juggling, magic and balance contributed to the success of the play. The results prove that this type of multidisciplinary experience, which promotes learning through enchantment, should be encouraged because it will certainly constitute a basis for future attitudes, especially in children, since they will feel encouraged to protect nature, according to the premises of the Decade of Oceanic Science and Ecological Restoration.

Non-Formal Environment al Education and NGO-School Link for Environmental Awareness and Protection

The protection and improvement of human environment is a major issue which affects the wellbeing of people and economic development throughout the world. In this rapidly changing man-made environment the need of restoring the originality of natural environment becomes a deep concern for the whole mankind. Lack of awareness, proper knowledge among the common people regarding the conservation of environment and its resources can lead to different socio-ecological and environmental problems. Unless the environmental education is reached to the grass root level and cover all sections of people no efforts on environmental protection can be expected. Therefore environmental education is designed as a lifelong process covering all sections of people and it is expected that environmental education will provide a fundamental understanding of bio-physica1 environmental problems confronting man, how these problems can be solved with sound knowledge and attitude. The life-long environmental education is known as the non-formal environmental education and it is designed for any age group, participating in social, economic, cultural development of the community. The present study tries to discuss the importance of NGOs and its linkage with the secondary schools in environmental awareness and protection as the N0n-governmental Organizations constitute an integral part of non-formal environmental education.

Environmental ethics perspective in fostering environmental awareness in the bandung eco-camp community

Humans have a reciprocal relationship with the environment. Humans need the environment to sustain life. Thus the environment needs humans for its sustainability. However, some humans have the wrong attitude towards the environment, that cause environmental damage. To achieve a sustainable environmental balance and addressing the increasingly massive environmental damage, a change in humans' perspective is required. This study aims to foster environmental awareness through a non-formal environmental education approach in the Bandung-Indonesia Eco Camp community from an environmental ethics perspective. Good environmental knowledge should be manifested in the attitudes and actions of daily living habits. This study uses relevant secondary data through literature and documents to analyze the cultivation of environmental habituation in the non-formal education community. Data were analyzed using a descriptive qualitative analysis approach. Based on the research results, found that environmental ethics internalization as a moral foundation made humans aware of their interactions with the environment. Humans think, behave, and act ethically and philosophically towards nature making the potential for environmental damage smaller. This article contributes to the discussion of environmental knowledge changing the way humans perceive the environment.

Assessment of Applying Global Instruments in Nongovernmental Organizations for Environmental Security and Sustainable Development in Developing Countries

Background. Environmental challenges are overwhelming the global communities. Thus, the purpose of the study is to explore how instruments used by the nongovernmental organizations are applied for environmental security and sustainable development in Ethiopia. It addresses issues of how environmental education in context is working to instill the knowledge, skills, awareness, and attitudes of the stakeholders. Recent discussions of the African Union Summit 2020, Africa Agenda 2063, Davos 2020 World Economic Forum, United Nations Agenda 2030, and the Green Economy Strategy in Ethiopia have strongly sought to strengthen environmental education as an instrument of global and local sustainability of the environment and development. Here, the study collected pieces of evidence from environmental programs of a nongovernmental organization in Ethiopia. The study focused on a nonformal environmental education, based on the frameworks of the agreements and declarations where Ethiopia is a contracting party. The frameworks are guiding concepts to investigate the phenomenon. Methods. The study used a thematic analysis based on empirical studies. Specifically, empirical studies from primary and secondary sources on the implementation of environment and forest development programs of the organization are crucial to providing a concrete presentation. Results. Empirical pieces of evidence show that the organization plans, projects, and performance reports were found inconsistent with the frameworks of international agreements and national policy. The empirical study also shows that environmental education is not well considered and institutionalized in the organization's project planning. Environmental education strategies are not explicitly visible while planning the projects. Moreover, in some implementation strategies of the organization, there was inconsistency in using environmental education as a strategic instrument to improve environmental security and quality. Conclusion. The organization's environmental performance was deep-rooted to improve the status quo in the living community. However, the utilization of environmental education was discovered to be minimal. Thus, stakeholders and the organization take the advice to integrate into the entire cycle of the project.

Línea base para un programa de educación ambiental no formal en la microcuenca Xichú, Guanajuato

Los programas de educación ambiental con enfoque de cuenca se caracterizan por ser no formales y carecer de una línea base para su implementación, la cual surge conforme se realiza el proceso de gestión. El objetivo del trabajo fue la definición de una línea base para un programa de educación ambiental no formal en la microcuenca Xichú, Guanajuato. La metodología consistió en aplicar encuestas dirigidas a la población y entrevistas a informantes claves de instituciones, la academia y organizaciones no gubernamentales. En los resultados se determinaron nueve temas ambientales, se priorizaron las zonas funcionales alta y baja de la microcuenca, se seleccionó el Venado Cola Blanca como especie bandera y se definieron estrategias de enseñanza. No existe suficiente información ambiental pero sí motivación para participar en actividades del programa de educación ambiental. Se concluye con un trabajo que puede ser replicado y que funcione de apoyo en programas, proyectos y evaluaciones territoriales.

Impact of a Non-Formal Environmental Education Program on safe handling of pesticides among Mexican subsistence farmers: a participatory pilot study

Pesticides negatively impact human health and environment, resulting in a high number of deaths annually. The objective of the present study was to measure the impact of an educational intervention on safe handling of pesticides in subsistence farmers in rural communities in Mexico. In a participatory non-randomized controlled community trial subsistence farmers were surveyed on safe handling of pesticides at the beginning and end of the intervention. Two communities had the intervention which was a Non-Formal Environmental Education Program, while one community served as reference. We observed impact in knowledge and practices of safe handling of pesticides among farmers in the intervention communities. Perception of being trained by the program (OR:9.14 95%CI 2.4-35.3), knowledge of rubber boots as PPE and its use (OR:14 95%CI 3.1-64 and OR:7.1 95%CI 1.4-35.3); knowledge and correct final disposal of pesticide containers (OR:7.4 95%CI 1.8-30.2 and OR:6.6 95%CI 1.8-24.3); and washing hands with soap and water before eating food in the field (OR:10.5 95%CI 2.2-49.4) were positively associated with the intervention. Throwing and burning pesticide containers in the field was negatively associated with the intervention (OR:0.19 95%CI 0.05-0.68 and OR:0.07 95%CI 0.01-0.44). The Non-Formal Environmental Education Program had an impact on some indicators of safe handling of pesticides.

The architecture of the corporate training system in the system of non-formal environmental education for sustainable development in Russia

The purpose of the study is to analyse the readiness of the education system to educate employees and train the personnel reserve in the system of non-formal environmental education and awareness. Mission: To develop a new integrated policy of environmental education for sustainable development at the federal level in the Russian Federation. Objectives: to evaluate the possibility and necessity of introducing transversal educational courses for Master students and teachers of additional education on the themes of the environmental cluster of Sustainable Development Goals (SDG); to substantiate comparability of separate modules, practical works and course as a whole for preparing students in general education for implementing education for sustainable development; to integrate SDG-related topics into existing directions of environmental education and additional education in general education; to promote efficient training of staff reserve in the system of informal education for sustainable development. The main research methods: the end-to-end system modelling of adult education, continuous learning, and professional development systems using ASSURE design algorithm for economic and qualitative assessment of learning outcomes. A novel methodology for the adaptation of corporate training for the system of additional environmental education at the state level was developed and proposed for the first time.