Environmental Education Practice Research Articles

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.

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.

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.

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.

SECONDARY EDUCATION TEACHERS' VIEWS ON ISSUES RELATED TO WASTEWATER AND SOLID WASTE MANAGEMENT

This research investigated the views of secondary education teachers in Greece regarding waste management. A questionnaire was administered to 332 in-service secondary education teachers from various specialties to collect data on their views related to their ability and willingness to implement waste management topics, knowledge of waste management terms, and prioritization of waste management actions. The findings revealed that secondary education teachers expressed a moderate to low level of ability to implement educational activities related to waste management, with a wide distribution of views. They express that they felt more confident in implementing Environmental Education Programs (EEP) related to solid waste management than wastewater management. Teachers showed interest in participating in and organizing environmental programs, particularly for solid waste management. While teachers demonstrated a moderate level of basic knowledge of waste management, their understanding varied across different topics. Some terms were well-known, while others were less familiar. Teachers had a limited understanding of waste management principles and struggled to correctly prioritize waste management actions, with a significant percentage prioritizing recycling over waste minimization. These findings highlight the need for further education and training for secondary education teachers in Greece regarding waste management and environmental education. Improvements are necessary to bridge the gap between teachers' knowledge and understanding of waste management principles. This study emphasizes the importance of integrating waste management topics into teacher education programs and providing ongoing professional development opportunities. This research contributes to the literature by identifying areas for improvement in environmental education practices among secondary education teachers in Greece. The findings provide insights for curriculum development and teacher training programs. Future research should evaluate the effectiveness of environmental education initiatives aimed at enhancing teachers' knowledge and understanding of waste management principles.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0015/a.php" alt="Hit counter" /></p>

Characterizing environmental education practices in Ethiopian primary schools

Considering the profound roles of teachers in the formation of environmentally literate citizenry, the study analyzed how teachers view and convey environmental topics to young children. Guided by a phenomenological framework, data were collected using semi-structured interviews with 17 teachers in four primary schools of Ethiopia. The results suggest that the teachers were of the belief that the delivery of environmental content should be hands-on, place-based, and that students taking local actions. Despite the teachers favoring learner-centered and experience-based strategies, their self-reported teaching approach tended to be teacher-dominated and classroom-based. Large class size, training and capacity, and safety issues were identified as barriers to teaching environmental topics. Changes are needed if we genuinely wish to build civically engaged and capable youths who can confront the escalating environmental crises. Implications of the findings for teacher training, school practices, and further research are discussed.

A Study on the Perception of African Elephant (Loxodonta africana) Conservation by School Children in Africa and England (UK)

Environmental education (EE) applications can support wildlife conservation practices by improving school children’s understanding of environmental issues, including endangered species conservation, such as the African savanna elephant (Loxodonta africana). This study aimed to identify and assess school children’s perceptions of elephant conservation in three schools: South Africa, Kenya, and England. Questionnaires were completed by students at one school per location, with the age range of 10–16 (n = 364). The responses were then analysed independently and collectively using descriptive statistics (n = 364). School children feared elephants where elephants were native. The importance of elephants was not acknowledged by students in South Africa and England and included a lack of awareness of how elephants benefit other species. There was an unclear understanding of the threats to elephants. Collectively, a wildlife guide as a career choice was not highly valued. The results of this study have reflected key narratives of elephant conservation from selected countries; Kenya leading in anti-poaching and anti-trade campaigns, anti-poaching campaigns by various NGOs in the U.K., and elephant management around expanding populations in South Africa, which have given significant insights into areas of improvement for environmental education practices to support wildlife conservation globally. Furthermore, this new research has identified and compared school children’s awareness of elephant conservation on a greater spatial scale than what is currently understood, compounding the importance of understanding effective wildlife conservation in education.

Landscape changes in the city of Barbacena – Minas Gerais recorded in photographs as a didactic resource for Environmental Education processes: A proposal in the light of Historical-Critical Pedagogy

The present study proposes a critical pedagogical practice in Environmental Education, using as a teaching resource photographic sequences from the city of Barbacena-Minas Gerais, which captured the transformations in its urban environment, with the purpose of awakening in students a critical perception of their reality. local and then think about global issues. For this, the methodological perspectives of Tozoni-Reis (2009) were used about the guidelines in Environmental Education research and the analyzes of the selected photographs were constructed from the method described by Panofsky (1979) contemplating denotative and interpretive elements of the images. Based on analyzes and discussions based on the basic theoretical framework of this study, a proposal was built to be carried out by teachers working in Environmental Education in the light of the path proposed by Saviani (1983) for teaching processes supported by Historical-Critical Pedagogy. It was concluded that the proposed theoretical and practical path opens several possibilities for the generation of critical and sensitive stimuli considering scientific and popular knowledge. In addition, it will enable ties and approximation with the identity of values of the students' community, representing a singularity of community values, memories and singularities, contemplating Emotional and rational skills and building cultural resistances in counterpoint to global reality

“I had a spider in my mouth”: What makes students happy in outdoor environmental education programs

The study contributes to program design and evaluation practice in outdoor environmental education by identifying instructional strategies crucial for student satisfaction. Student satisfaction is a major factor in the overall success of outdoor environmental education programs. While the impact of these programs on student knowledge, attitudes, and behavior has been assessed often, student satisfaction has been subject of much less research. This study analyzes student satisfaction with four outdoor environmental education programs in the Czech Republic. The authors collected qualitative (N = 68) and quantitative (N = 323) data from the program participants after they had completed their respective programs. According to the results, the students appreciate a clearly defined program with meaningful activities. Also important is the role of the program leader and the students’ having the opportunity to influence the activities during their free time in the program. Student satisfaction can in some cases be decreased by challenging weather and by demanding social interactions with their peers.

Diagnosis of Water Quality in an Urban Wetland

Purpose: The objective was to evaluate the water quality based on physical and chemical parameters in different quadrants of an urban wetland and correlate variables that may show possible natural and anthropogenic polluting sources. Theoretical framework: Wetlands are essential ecosystems for the maintenance of ecological balance, biodiversity of organisms, and water reserves. Studies on water quality in urban wetlands are important for understanding their preservation level, elucidating the need for possible conservationist actions. Method/design/approach: The wetland area was divided into four quadrants; water samples were collected for analysis of physical and chemical. When possible, the results were compared with the limits established by the CONAMA Resolution 357/2005 (class 1), which deals with surface waters, and with the literature. Results and conclusion: The Quadrant 3, which presented riparian forest, invasive species, and high deposition of solid waste, showed a greater degree of environmental impact. Changes in several physical and chemical parameters indicate that the impairment of water quality in the evaluated wetland is mainly due to the anthropogenic action of the surrounding population. Research implications: The analysis of wetland water quality as an indicator of socio-environmental actions can be implemented and stimulate public power actions, ensuring its preservation. Originality/value: Studies in urban wetlands are rare. The irregular occupation on the banks denotes a socio-environmental issue. Wetlands are a valuable resource for environmental education practices in schools.

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.

환경교육강사의 교육 경험에 관한 연구

Environmental education aims to solve a variety of problems around all kinds of pending environmental issues. In South Korea, environmental education has developed in a dual system between school environmental education provided by environment teachers as part of the school's subject curriculums and social environmental education provided by environmental education instruction in the community outside the school. Today school environmental education has shrunk considerably while needs for environmental education in the community grow day by day. In this situation, environmental education instructors outside the school provide students with environmental education by visiting schools themselves as well as in the community outside the school, covering most of practical environmental education for students. In the area of education, there have been no full researches on environmental education outside the school and especially environmental education instructors providing the education. This study thus set out to investigate the educational experiences of environmental education instructors by selecting four environmental education instructors as research participants and conducting an in-depth interview with them in June~September, 2021.
 The findings show that environmental education instructors took various chances to begin providing education and there was a high degree of diversity in the content of education and the aspects of growth through educational experiences among the instructors. These findings once again demonstrated the value of diversity that environmental education should guarantee. The environmental education instructors all made many efforts to provide the right education on all sorts of discriminating environmental matters while pursuing diversity. A high level of spontaneity demonstrated by the instructors in the process became an important foothold for their self-growth. The uniqueness of individual environmental education instructors was reflected on environmental education in various ways, and their enriched educational experiences added further diversity to their unique educational capabilities. These findings raise a need for social and educational supports to help the content and methods of environmental education develop in a productive manner in harmony with the uniqueness of environmental education instructors. It is also needed to provide institutional supports for the management of environmental education to guarantee diversity and flexibility like today and, at the same time, ensure systematic long-term education.

Expert Teachers’ Perceptions of Their Students’ Environmental Literacy and the Practice of Environmental Education

Abstract Effective environmental education (EE) is urgent as climate change and environmental degradation are proceeding. More theoretical models to enhance the effectiveness of environmental education are constantly presented, but a comprehensive view from teachers’ perspectives is absent. This paper presents unique results from expert ENO Schoolnet Association’s (ENO) expert EE teacher group interviews from the World Summit of Students for Climate Event (WSSC). These educators represent over 40 nations. The group interviews explore the teachers’ perceptions of their students’ environmental literacy and teaching of EE. The data were analyzed with content analysis. The results point out that these expert EE teachers feel that most students fail to achieve operational environmental literacy. This paper examines the potential school-related and student-related barriers preventing this operational literacy. Furthermore, the EE provided by the teachers usually lacks behavioral literacy methods. At the same time, the teachers feel that these methods should be emphasized to ensure the effectiveness of EE. In the future, it would be useful to study environmental clubs’ potential to overcome some of the barriers and promote pro-environmental actions.

EDUCAÇÃO AMBIENTAL E O USO SUSTENTÁVEL DA ÁGUA NA AMAZÔNIA: UMA ANÁLISE DAS PERCEPÇÕES AMBIENTAIS DE ALUNOS DO ENSINO FUNDAMENTAL II NA ESCOLA MUNICIPAL FRANCISCO GUEDES DE QUEIROZ SITUADA NA CIDADE DE MANAUS-AM/BRASIL

The process of industrialization and urbanization development has led to environmental degradation and a gradual decline in the quality of life of the world's population. In the Amazon, this process acquires fundamental importance, especially in the context of water resources in urban spaces and one of the most necessary actions to build water management mechanisms is educational action. In this sense, environmental education reflects the importance of assigning relevance to individual and collective participation in maintaining the natural cycle of life in all its construction and application dynamics. In this way, educational institutions have the responsibility to train and guide students and communities to better understand their cultural concepts and expand the meaning of actions in the context of environmental education practices. Considering this context, the theme selected for this research was the sustainable use of water, with the main objective of analyzing the environmental perceptions of elementary school students in Manaus, Amazonas, on this theme in the Amazon. The descriptive research had a qualitative-quantitative approach and was carried out through digital platforms with students from the Francisco Guedes de Queiroz Municipal School. The work developed comprised a total of 89 students from the 6th and 7th year and a smaller group with 5 students from the 6th year. A questionnaire was applied, with structured, objective and subjective questions, sent by the Google Forms platform to the cell phones of the students' guardians. The results showed that students' perception on the subject is still limited, but it already reflects a view on the need for environmental protection. Environmental Education activities are fundamental for the insertion of themes experienced by students in the construction of knowledge and citizenship. This theme emphasizes the current need for environmental education in a systematized environment, which arouses the interest of students, bringing benefits to society, and which aims to form a responsible citizen. Therefore, in order to carry out environmental education in everyday school life, teaching and learning must be based on real knowledge, on the experience and coexistence of students, and seek to develop critical awareness and skills in the school community.

The structure of the institutional model of formation of youth ecological culture: regional aspects

Aim. To develop a justification of the structure of the institutional model for the formation of environmental culture of young people as a holistic structure that integrates the various actors in this process, as well as the available resources and implemented technologies to achieve the aims of sustainable regional development.Material and Methods. The empirical justification of the proposed model was based on 14 focus group interviews conducted in the Krasnodar region in 2022 with representatives of young people, expert sessions with representatives of institutional structures involved in the implementation of practices to form the ecological culture of young people (12 expert sessions), online questioning of young people (sample size 1600 respondents). The case-study method was used to analyse eco-oriented practices in the field of youth and educational policy.Results. The authors identified and characterised the main subjects involved in the formation of the ecological culture of young people, the set of technologies used (information and communication, game and project) and the resources and principles that determine the effectiveness of environmental education and educational practices. The authors propose a structure of the institutional model of the process and the results of formation and development of youth ecological culture, revealing its cognitive, value, emotional and activity components in the context of sustainable regional development.Conclusion. The universal nature of the structure of the proposed model allows us to extrapolate the main results in the system of pedagogical support of the development of youth ecological culture in the activities of educational providers, as well as creating a basis for their institutionalisation in the activities of the executive authorities and bodies working with young people, not only in the Krasnodar Territory but also in other regions of the Russian Federation.