Environmental Education Practice Research Articles

Pachamama Allied to Human Rights Education: Applicability of The Indigenous Worldview As An Eco-Legal Proposal For Interpretation and Way of Living

Objective: To propose an approach to teaching human rights and environmental education together, based on knowledge about Pachamama. Theoretical Framework: Legal documents that support human rights education and the concept of Pachamama. To this end, the authors Capra and Mattei (2018), Zaffaroni (2017), Benevides (2022) and Moraes (2018) were used, with the same aim of interconnecting the rights of nature with human rights. Method: To carry out this article, we started from bibliographical and documentary research, through studies of legislation and literature on the subject, using the hypothetical-deductive method. Results and Discussion: The research envisaged the proposal of a practice of Human Rights Education combined with practices of Environmental Education in order to promote the awareness and emancipation of the subject in harmony with nature, interpreting it as Pachamama. Research Implications: To direct a proposal through a State Bill to add a specific curricular component to work with Human Rights and the promotion of their culture combined with Environmental Education practices and knowledge about Pachamama in the early years of Elementary School, 8th and 9th grades. Originality/Value: This study contributes to innovation in the teaching of human rights in schools linked to a systemic view of nature, which considers human beings and values ​​their interconnection with the environment. The relevance and value of this research are evidenced by the way in which the law is applied from an eco-legal perspective.

Exploring Complexities of Political Ecology in the Research and Practice of Environmental Education

Abstract This paper explores educational fallout from the realisation that the world system has planetary boundaries as limits that are real and that require different thinking and governance concerning how human beings ought to inhabit the planet. It will be difficult to have billions of people think about global concerns when they are focused on their own well-being. And so it comes to governance, locally, with bigger things in mind. Environmental education rhetoric has already begun to expand thinking to engage world systems as groundings for the politics that underpins decision-making above and beyond levels of theory/praxis. The educational challenge will be to lay out background theory and guidelines as we find ways to engage politically the problems amidst the power and control of the people that we elect as “leaders” at each level of educational and political systems. However, the challenge has been taken up and environmental education has created openings for exploring complexities of political ecology within environmental education.

Relationship between Attachment to Nature and Environmental Education Practice

Relationship between Attachment to Nature and Environmental Education Practice

환경그림책을 이용한 가정연계 놀이가 5세 유아의 환경 감수성 및 환경 친화적 태도에 미치는 영향

Objectives The purpose of this study is to explore ways to cultivate children's environmental sensitivity and environment-friendly attitudes in early childhood education by examining the effects of home-linked play using environmental picture books on children's environmental sensitivity and environment-friendly attitudes. Methods This study aims to find out the effects of home-based play using environmental picture books on the environmental sensitivity and environmentally friendly attitude of 5-year-old children, and to find ways to foster environmental sensitivity and environmentally friendly attitude of 5-year-old children in early childhood education settings. Results It was found that home-linked play using environmental picture books had a significant difference in the environmental sensitivity and environmentally friendly attitude of 5-year-old children.This shows that home-linked environmental play using environmental picture books is effective in improving the environmental sensitivity and environmentally friendly attitude of 5-year-old children, and it suggests that continuous guidance linked to the home is necessary for the practice of environmental education for young children. Conclusions It is meaningful to verify the effectiveness of home-linked play using environmental picture books and suggests that it can be used for education to form environmental sensitivity and environmentally friendly attitudes as an effective play for young children in the actual early childhood education field.

Towards an Indigenous-Informed Multispecies Collaboratory

Abstract How does Australia’s latest Indigenous defeat relate to Environmental Education? The answer is direct complicity. This paper begins with the premise that the failure of Australia’s 2023 referendum on “The Voice to Parliament” is directly connected with education. The chapter builds on the proposition that local and Indigenous public knowledge could — and should — be the heart of environmental education. We apply a post-qualitative practice that is underpinned by innovative feminisms and the post-qualitative methods within a Multispecies Collaboratory, an experimental way of transforming our learning by attending to the responsive, relational world of all beings. We use this practice to think with while exploring socio-ecological relations, especially our own. Collaboratory colleagues include rivers with their kincentric ecologies, urban park ecosystems and backyard kin or families. Journaling, creative writing and photography record our learning journeys. The article concludes that continuing colonisation, epistemic violence and a culture of denial reinforce the dominant paradigm of silencing Indigenous voices. We argue that an Indigenous-informed onto-epistemology of living place can — and should — inform the heart and practice of environmental education, and an Indigenous-informed Multispecies Collaboratory is one way to deepen the multispecies engagement that underpins environmental education.

Environmental Education Practices in Indonesia: A Review

Environmental Education Practices in Indonesia: A Review

Assessing the Impact of Experiential Learning in Promoting Environmental Education and Sustainable Practices

This study investigates the effectiveness of experiential teaching and learning methods in enhancing environmental education among 2nd-grade students in Hyderabad, India. Utilizing a mixedmethods approach, this quasi-experimental study involved 30 students from two schools managed by different organizations. The intervention group engaged in experiential learning activities designed to improve their understanding of environmental issues and promote sustainable practices. Pre-test and post-test assessments, along with qualitative data from interviews, focus group discussions, and observations, were used. Quantitative analysis revealed significant improvements in post-test scores among students exposed to experiential learning compared to those following traditional methods. The mean pretest score of 9.97 increased to 16.80 in the post-test, indicating a notable enhancement in environmental knowledge. Qualitative data supported these findings, showing increased student engagement and critical thinking regarding environmental issues. The study demonstrates that experiential learning effectively fosters environmental awareness and sustainable practices among young students. The positive correlation between experiential learning interventions and improved educational outcomes highlights the potential for incorporating these methods into broader educational curricula to address environmental challenges comprehensively.

Between evidence and delusion – a scoping review of cognitive biases in Environmental and Sustainability Education

Exposing learners to sustainability-related topics can present affective–motivational challenges for learners, which may prompt cognitive bias. Cognitive bias directly influences how individuals perceive and process sustainability-related information, thereby also influencing sustainability-related behaviour and decision-making. Therefore, cognitive bias may also present a significant obstacle to the purposes of Environmental and Sustainability Education. Notwithstanding its potential relevance, there is no comprehensive understanding of how cognitive bias is currently addressed in Environmental and Sustainability Education. This review scopes scientific literature that addresses cognitive bias in Environmental and Sustainability education, based on SCOPUS, Web of Science and ERIC. We identified 21 articles that matched our search criteria. We identified four superordinate categories of cognitive bias that were addressed in the literature, including bounded rationality, confirmation bias, self-enhancement and ambiguity aversion. Moreover, we distinguished three perspectives from which cognitive bias is discussed in the literature: (i) education to mitigate bias associated with sustainability-related matters, (ii) bias as a barrier to Environmental and Sustainability Education and (iii) bias at the research-paradigm level. The list of identified biases provides evidence that cognitive bias may play an important role in Environmental and Sustainability Education scholarship and practices, which suggests that more research on this topic is needed.

Is Consuming Avocados Equally Sustainable Worldwide? An Activity to Promote Eco-Social Education from Science Education

The socio-environmental crisis in which we find ourselves makes it necessary to promote a citizenship capable of facing global challenges in an informed, critical, and participatory manner. Given the shortcomings of environmental education practices and the limitations of teachers to develop effective activities in their classrooms, it is necessary to review and redefine teacher training. In accordance with the case study research method, we present the results of the implementation of an activity for teacher training on environmental socio-scientific issues: the production and consumption of avocados in Spain. The aim is to find out how students use the evidence and what perspectives they integrate when making argued decisions, which will allow us to assess the didactic potential of the designed activity and contribute to the consolidation of the didactic dimension of eco-social education. The results show the students’ ability to use the evidence in a critical and reflective way, sometimes oriented toward the search for and proposal of solutions, and also their ability to address the problem using a systemic approach, integrating different perspectives, including political, economic, social, ecological, ethical, health, local, and global considerations. For this reason, the activity presented is considered suitable for promoting the didactics of eco-social education in teacher training.

Different tracks, same greenness? Environmental literacy models integrated with teachers’ environmental education practices for academic vs. technical/vocational high school students

Different tracks, same greenness? Environmental literacy models integrated with teachers’ environmental education practices for academic vs. technical/vocational high school students

Teachers’ belief and practice in environmental education: evidence from an Indonesian Islamic primary school

ABSTRACT Environmental education (EE) has been extensively implemented in various education settings for decades. However, a study investigating the belief and practice of EE in Islamic school contexts is rare. Thus, this interview study examines how Islamic primary school teachers’ belief of EE impacts on their pedagogical content knowledge and practices in promoting environmental literacy. Anchored in education for sustainability framework [Warwick (2016). “An Integrated Leadership Model for Leading Education for Sustainability in Higher Education and the Vital Role of Students as Change Agents.” Management in Education 30 (3): 105–111. https://doi.org/10.1177/0892020616653463], an interview protocol was designed. Three female teachers of an Islamic primary school in East Java, Indonesia, were recruited and interviewed to examine their beliefs and practices in the enactment of EE. The findings of the study show three key themes: (1) holistic education and experiential learning; (2) environmental literacy development; and (3) character formation and values education. This study provides practical contributions on how EE can be enacted to foster primary school students’ environmental literacy for sustainable school and community.

Promoting Learning About Local Food Security by Applying Environmental Education Processes to People in Central Part of Thailand

The objective of this research is twofold: firstly, to examine the level of local food security and the community members’ understanding of environmental education; and secondly, to develop a model that enhances local food security by implementing the environmental education practices of the community residents. Utilized mixed-methods research. Data were gathered via a questionnaire, a group discussion, and a workshop. A total of 378 respondents were chosen for the questionnaire using multi-stage selection, while 45 respondents were chosen using purposive sampling. Furthermore, a total of 32 community volunteers were extended an invitation to participate in the workshop. This study included descriptive statistics and content analysis. The findings indicate that the target communities have an average perception level of 3.19 regarding local food security, while their knowledge about the environment is at a high level of 4.01. The study identifies five key components for establishing local food security, namely: (1) learning local food identity; (2) inheriting local wisdom; (3) transmitting local food knowledge; (4) managing sources of local food; and (5) building local networks.

Practices of environmental education in primary school: a scoping review

This work presents the results of an exploratory systematic review involving quantitative, qualitative, and mixed-methods empirical studies in A-class (ANVUR) journals. The research’s objective was to identify effective educational practices and environmental education activities aimed at developing knowledge and promoting pro-environmental and eco-sustainable attitudes in primary schools (ages 6-12). Article selection was carried out through disciplinary and general databases, resulting in the identification of 14 articles meeting the selection criteria. The literature synthesis allowed for the identification, analysis, and description of some effectiveness traits useful in guiding research and educational practices toward ecological transition. Pratiche di educazione ambientale nella scuola primaria: una scoping review. Questo lavoro presenta gli esiti di una revisione sistematica a scopo esplorativo che coinvolge studi empirici quantitativi, qualitativi e mixed-methods in riviste di classe A (ANVUR). L’obiettivo della indagine è stato quello di individuare pratiche educative efficaci e attività didattiche di educazione ambientale finalizzate allo sviluppo di conoscenze e alla promozione di atteggiamenti pro-ambientali ed eco-sostenibili nella scuola primaria (6-12 anni). Il processo di selezione degli articoli è avvenuto tramite database disciplinari e generici e ha permesso di identificare 14 articoli rispondenti ai criteri di selezione. La sintesi di letteratura ha consentito di individuare, analizzare e descrivere alcuni caratteri di efficacia, utili a indirizzare la ricerca e la pratica didattica verso la transizione ecologica.

Exploring habits of mind associated with incremental learning theory to explain actions of teachers integrating environmental education

This study was launched after re-analyzing teacher narratives from an earlier study; the narratives were reflections on environmental education practices. The analysis involved using a framework that relates Habits of Mind to educational theories. An unsurprising outcome was finding Habits of Mind associated with mindfulness and constructivism. An unanticipated finding was to learn how incremental learning theory explains why teachers strive to include environmental education in their lessons. Although there has been environmental research related to growth and fixed mindsets, more studies in environmental education are needed to explore how incremental learning theory plays a role in the decisions and actions of exemplary environmental educators. Therefore, to begin this exploration, a new study was conducted using the framework to analyze interviews with ten currently practicing teachers. The findings give insights into the following Habits of Mind associated with incremental beliefs: wonderment and awe, continuous learning, striving for accuracy, risk-taking, and persistence.

Decolonialidade, Biocentrismo e Educação Ambiental

ABSTRACT The political emergence of indigenous peoples in Brazil in the 1970s/1980s brought contributions to both the environmental and environmental education fields. The aims of this paper are to investigate contributions from this emergence to the environmental debate, mainly as related to the resumption of the concept of biocentrism; and to address some implications of that resumption for Environmental Education. Results corroborate the resumption of the concept but question the claims that it is naïve. Epistemological, theoretical, and political questions are raised. Results also identify the resumption of the ontological aspect of the debate and raise questions about its implications for environmental education research and practices.

Challenges and Opportunities in the Practice of Environmental Education in the Amazon Context: a Legal-Constitutional Approach

This work aims to analyze the challenges and opportunities encountered in the practice of environmental education in the Amazonian context, adopting a legal-constitutional approach. The methodology used consists of a literature review and critical analysis of studies, laws, and legal documents related to environmental education and environmental protection in the Amazon region. The originality and relevance of this study lie in filling a theoretical gap by investigating how the legal-constitutional approach can contribute to the effectiveness of environmental education in the Amazon. Furthermore, the addressed theme holds great academic and social significance, considering the importance of the Amazon region for global biodiversity and the fundamental role of environmental education in awareness and environmental preservation. The main results indicate the need for greater integration between legal-constitutional aspects and the practice of environmental education in the Amazon region. The legal approach contributes to strengthening legal instruments for environmental protection and promoting greater awareness and engagement of society in preserving the Amazon. The theoretical and methodological contributions of this study are related to understanding the importance of the legal-constitutional framework as a fundamental support for the effectiveness of environmental education. Additionally, the social and environmental implications are significant, as effective environmental education can promote public awareness and encourage sustainable practices, thereby contributing to the preservation of the environment and sustainable development of the Amazon region.

Philosophical Aspects of Developing Environmental Education in the Continuing Education System

Objectives: The primary objective of this article is to explore the social significance of environmental education and the priority tasks associated with cultivating ecologically conscious behavior. The focus is on understanding the role of ethnogeographical factors and socio-economic influences in contributing to environmental challenges on a global scale. The article aims to highlight the importance of social aspects in shaping the ecological culture of ethnos, shaped by their living conditions in the natural environment.
 
 Methods: The research methodology involves an analysis of the development of environmental education, particularly in the context of improving ecological education. The study examines priority tasks related to the formation of ecologically conscious activities. Ethnogeographical factors and socio-economic reasons are scrutinized as crucial elements contributing to environmental issues during the process of global development. Additionally, the article delves into an analysis of foreign countries' experiences in environmental education, exploring the efficacy of studying and incorporating the practices of developed nations into the national education system.
 
 Results: The article presents findings related to the social aspects of the ecological culture of ethnos, emphasizing the impact of living conditions on its formation. The exploration of foreign countries' experiences provides insights into effective strategies for studying, researching, and implementing environmental education practices. The results underscore the relevance of incorporating successful approaches from developed nations into the national education system to enhance environmental awareness and consciousness.
 
 Conclusion: In conclusion, the article emphasizes the need for prioritizing the social aspects of ecological culture in the context of environmental education. It advocates for leveraging the experiences of developed countries as a valuable resource for enhancing the effectiveness of national education systems. The conclusion may further highlight the potential impact of improved environmental education on addressing global environmental challenges and fostering a more ecologically conscious society.

Fostering environmental personal norms: the role of environmental education in Nigerian pre-service teachers’ environmental knowledge, pro-environmental beliefs and behaviours

This research investigated the role of environmental education (EE) in acquiring environmental knowledge, pro-environmental beliefs and pro-environmental behaviours among a sample of pre-service teachers who undertook an EE course (n = 177) and those who did not undertake an EE course (n = 203) in a Nigerian university. Results showed that pre-service teachers who received the EE course had higher environmental knowledge and pro-environmental behaviour than their counterparts who did not take the EE course. Moreover, pre-service teachers who did not take the EE course had higher pro-environmental beliefs than their counterparts who received the EE course. However, the recorded mean differences were minor and not statistically significant. Also, the relationships between environmental knowledge, pro-environmental beliefs and pro-environmental behaviours were not significant. The implications of these findings call for EE policies and practices anchored on promoting personal environmental norms and citizenship and updated capacity building for EE educators.

Practices of the youth ecological culture formation: institutional conditions, problems and prospects of implementation

Introduction. The prerequisite for the study was the contradictions between the declared need to form environmental culture of youth and the lack of a unified approach to the interpretation of the essence of this category, its structure and the process of formation, between the expansion of the range of different actors carrying out environmental education activities in the youth environment, the growth in the number of their activities and the lack of systematization in this matter, as well as the objective lack of effective institutional algorithms for the formation and development of environmental culture of youth. The purpose of the study is to characterize the institutional conditions, key problems and prospects for the implementation of practices of formation of environmental culture of youth. Materials and methods. The research methods included the analysis of regulatory and legal documents on the topic of the study and expert survey of organizers of educational, educational and awareness-raising activities of environmental orientation for youth in the Krasnodar region. The expert survey was conducted in the form of a semi-structured interview on the basis of a questionnaire developed by the authors, including a set of open questions about institutional conditions, problems and prospects for the formation of environmental culture of youth and closed formalized questions that allow us to assess the current state of practice in the formation of environmental culture of youth. The selection of experts was carried out by the «snowball» method. Results. The study revealed the declarative nature of most of the existing legislative norms in the field of environmental culture formation among youth and the lack of an effective mechanism for their implementation, taking into account local conditions and peculiarities, especially with regard to the younger generation. The majority of experts expressed a consolidated opinion on the insufficient coverage of young people with practices of environmental education and awareness and insufficient use of the potential of various actors in the formation of environmental culture in the context of the need to increase staffing, develop interdisciplinary and project competencies of practice initiators and improve the effectiveness of intersectoral cooperation Conclusion. The most effective response to the current situation can be regular monitoring of the system of formation of environmental culture of youth and its institutional design to update the normativelegal, information-discursive, personnel and methodological support, as well as the creation of regional coordination centers for effective interdepartmental and intersectoral cooperation, taking into account the regional context.

Far-right narratives of climate change acceptance and their role in addressing climate skepticism

As research on far-right climate change communication focuses on climate skepticisms, little is known about how the far-right justifies climate acceptance—and what this might mean for environmental education and counter-communication. To initiate a discussion of communicative strategies through which far-right actors might become more accepting of climate mitigation, we, first, reconstruct the narrative structure underlying far-right climate acceptance. Drawing on insights this reconstruction provides and assuming that such acceptance contains lessons for persuasive communication with far-right skeptics, we, second, discuss a number of axioms for counter-communication to be used in environmental education and teaching practice.