Relevant bibliographies by topics / 960703 Environmental Education and Awareness

Academic literature on the topic '960703 Environmental Education and Awareness'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "960703 Environmental Education and Awareness"

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Dimante, Dzineta, Tatjana Tambovceva, and Dzintra Atstaja. "Raising environmental awareness through education." International Journal of Continuing Engineering Education and Life-Long Learning 26, no. 3 (2016): 259. http://dx.doi.org/10.1504/ijceell.2016.078446.

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Tambovceva, Tatjana, Dzintra Atstaja, and Dzineta Dimante. "Raising environmental awareness through education." International Journal of Continuing Engineering Education and Life-Long Learning 26, no. 3 (2016): 259. http://dx.doi.org/10.1504/ijceell.2016.10000180.

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Brennan, Andrew. "Environmental awareness and liberal education." British Journal of Educational Studies 39, no. 3 (August 1991): 279–96. http://dx.doi.org/10.1080/00071005.1991.9973891.

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Marpa, Eliseo. "Navigating Environmental Education Practices to Promote Environmental Awareness and Education." International Journal on Studies in Education 2, no. 1 (April 22, 2020): 45–57. http://dx.doi.org/10.46328/ijonse.8.

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Inhabitants of Planet Earth are experiencing environmental tensions brought about by the different problems plaguing the environment prompting the researcher to conduct a study on navigating environmental education practices in promoting environmental awareness and education. To answer this problem, the researcher employed a quantitative-qualitative method of research using the modified survey questionnaire from Eriko Arai and Shauna Sprules and the developed interview guide for the selected participants. Findings show that the majority is integrating environmental education, and it is evident in sciences, social studies, and values education. Integration, in this regard, was done weekly. On the other hand, activities that helped students learn about sound environment practices were lecturing, hands-on outdoor learning, and field trips that encourage the planting of trees, recycling, greening schoolyards, etc. Findings also reflected that the majority of the teachers did not discuss the different perspectives of environmental issues. When they discussed, they did not encourage students to form their views and ideas on different environmental issues. However, teachers were all eager to integrate environmental education despite barriers such as curriculum materials and teachers' competencies. Along this line, the study suggests for the development of instructional materials and training for teachers in the teaching and integration of environmental education in the different subject areas.
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Mahmood, Seeme. "Environmental education: Awareness, planning and management." Current World Environment 5, no. 2 (December 25, 2012): 351–54. http://dx.doi.org/10.12944/cwe.5.2.21.

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Tor, Hacer. "Increasing women's environmental awareness through education." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 939–42. http://dx.doi.org/10.1016/j.sbspro.2009.01.166.

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Nagra, Vipinder. "Environmental education awareness among school teachers." Environmentalist 30, no. 2 (April 22, 2010): 153–62. http://dx.doi.org/10.1007/s10669-010-9257-x.

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Castillo, Jane Salvador, and Bryan M. Nozaleda. "Environmental Education of Students Pursuing Higher Education: Probing on Climate Change Awareness." Journal of Climate Change 8, no. 3 (August 25, 2022): 41–49. http://dx.doi.org/10.3233/jcc220020.

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Several studies argued that the inclination of individuals to participate in activities aiming at environmental conservation emanates from their degree of awareness of the existing problem. Hence, this study examined the level of awareness of students of Batanes State College, Philippines, towards climate change and compare their knowledge to the individual backgrounds. The researchers used a survey questionnaire as the primary tool for gathering data. Mean and percentage were used to describe the profile of the respondents and their awareness of climate change while Chi-Square Test was used to determine the significant difference in the awareness of the respondents in terms of their profile. The results showed that the students demonstrated a moderate level of awareness of the occurrences, causes and consequences of climate change. When compared against their personal backgrounds, the result revealed that there is no significant difference in their level of climate change awareness. This moderate level of awareness towards climate change, despite the harsh weather conditions frequently experienced in Batanes, calls for intensifying the school’s efforts in raising awareness of the occurrence, consequences, and causes of climate change. Consequently, these actions will eventually improve the attitude and behaviour of the students to take active participation in the protection of the environment.
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Than, Nguyen Thi. "Awareness of Vietnamese Primary Schoolteachers on Environmental Education." International Research in Geographical and Environmental Education 10, no. 4 (December 2001): 429–44. http://dx.doi.org/10.1080/10382040108667456.

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Deniz, Deniz. "Sustainable Thinking and Environmental Awareness through Design Education." Procedia Environmental Sciences 34 (2016): 70–79. http://dx.doi.org/10.1016/j.proenv.2016.04.008.

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Dissertations / Theses on the topic "960703 Environmental Education and Awareness"

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MacEachren, Elizabeth J. "Craftmaking a pedagogy for environmental awareness /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ66359.pdf.

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Lasso, de la Vega Ernesto. "AWARENESS, KNOWLEDGE, AND ATTITUDE ABOUT ENVIRONMENTAL EDUCATION: RESP." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2648.

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Over the last 30 years, environmental education has been part of the curriculum in Southwest Florida public schools. Curriculum objectives, such as, environmental attitude, knowledge, and awareness (AKA), have been investigated in the literature as ways to improve the overall behavior of future citizens toward the environment. The purpose of this study was to evaluate the aforementioned objectives among the following groups: environmental specialists, high school instructors, high school students, and the parents of the corresponding students in three Southwest Florida counties during the 2003-2004 school year. An instrument was developed to measure the groups' levels of awareness, knowledge, and attitude as well as their levels of self-efficacy. The returned surveys represented responses from: 27 environmental specialists, 15 high school instructors, 224 high school students, and 222 parents. This study found statistically significant differences among the groups regarding the levels of awareness, knowledge, and attitude as related to environmental issues. The environmental specialists scored highest for all AKA components as compared to the lowest levels presented by parent awareness, parent attitude, and high school student knowledge. In addition, factors such as socioeconomic status, ethnicity, and preference of leisure activities resulted in differences among the groups regarding their levels of environmental AKA. This study supports the evaluation of AKA levels among participants as an appropriate approach to the evaluation of environmental curriculum objectives. In addition, the study suggests a simplified measurement of AKA as an attempt to unify the parameters measured by numerous instruments found throughout environmental education literature. The results of this study may assist environmental specialists, instructors, and school districts in the evaluation of environmental education curricula.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction
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Smith, Alison. "Raising environmental awareness through performance art." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession86-10MES/Smith_A%20MESThesis%202007.pdf.

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Lam, Chi-kei Jacqueline. "From awareness to action : problems of environmental education campaigns in Hong Kong /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23424898.

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Lam, Chi-kei Jacqueline, and 林哲奇. "From awareness to action: problems of environmental education campaigns in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31254937.

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Otterbine, Joseph R. "Youth-led Environmental Awareness: Initiatives Towards a Jain Faith Community Empowerment." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700090/.

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This project employs participatory action research methods in efforts to create a community specific environmental curriculum for the high school age youth at the only Jain faith community in the North Texas region. Aligned with the community’s goals, the youth led in deciding, creating, and carrying out initiatives that were aimed at increasing the level of awareness about environmental issues amongst community members. The research done by the youth aimed at looking at environmental issues through the lens of Jain doctrine. The final creation of a curriculum as a living document to be used by the youth in efforts to promote critical thinking skills and class discussion continues the participatory model. The curriculum encourages experiential and interpretative learning, which grants ownership of the topics to the youth themselves and ultimately empowering them to learn more and spread the importance of being environmentally friendly.
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Giap, Binh Nga. "The environmental awareness of secondary school students in Hanoi." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-227914.

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This article reports on a study of secondary school students in Hanoi. The author surveyed approximately 500 students from a sample of 10 secondary schools to assess levels of environmental awareness including environmental knowing, concerning and applying. Independent variables included region of school, and the gender of students. Although there are no region and gender differences in environmental awareness, the mediating relationships are found
Báo cáo đề cập kết quả nghiên cứu nhận thức của học sinh trung học cơ sở về khía cạnh môi trường trong các nhà trường tại Hà Nội. Tác giả đã tiến hành khảo sát 500 em học sinh từ 10 trường trung học cơ sở để đánh giá mức độ nhận thức về môi trường bao gồm các biến số: hiểu biết, vấn đề liên quan và áp dụng. Các biến số độc lập bao gồm khu vực và giới tính. Mặc dù không có sự khác biệt về khu vực và giới tính trong nhận thức về môi trường, mối quan hệ điều hòa giữa các biến số được phát hiện
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Bandoophanit, Thianthip, and Lupeng Ye. "University of Gävle Environmental Performance After ISO 14001 CertificationReflected by Students’ Environmental Awareness." Thesis, University of Gävle, Faculty of Engineering and Sustainable Development, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-7259.

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Environmental problems are seen as the first priority that all countries try to find as a solution to be more sustainable. These issues arise due to the lack of our responsibility to the world. Researchers agree on that the starting point in changing our society to be green is to increase environmental awareness (Jiang et al., 1999). Several sectors accept this idea like UNESCO which focuses on education as a tool to promote sustainable development (UNESCO, 2002).

 

Following UNESCO, our study investigates university students’ environmental awareness. The Authors hope that the outcome not only reflects university performance, but also helps to develop the environment in the future.  Hence, the authors selected the University of Gävle or HiG, as a case study because it is a best practice in Environmental Management System (EMS). Moreover, HiG received the ISO 14001 certificate and it has a continuous improvement program (Sammalisto, 2007, p.69). 

 

The study was started by reviewing research literatures concerning Environmental Management System (EMS), Sustainable Development (SD), Education for Sustainable Development (ESD) and Environmental Awareness. The authors found that there are few studies talking about students’ awareness in universities after being awarded ISO 14001. Notice that the research was seen only from environmental perspective (Flint, 2004).

 

To answer research questions, two surveys were adopted. The first part focused on teachers and officers (or staffs) who work on environmental issues. While, the second part focused on the students which were divided into Swedish and international.

 

The research outcomes indicate that HiG has a good EMS performance supported by annual environmental audits, regular policy revision and the attempts to minimize non-conformities. Conversely, when the authors pointed at student awareness, it shows that students have insufficient environmental knowledge. Moreover, some students have lower environmental awareness and act in a less ecological friendly way. Nevertheless, a knowledge problem was also found among several university staffs. This is because of the lack of communication about environmental issues inside the staffs community and lack of environmental education for students.

 

Whatever the university situation is, there are some groups of staff and students eager to develop themselves and their university. This point of strength could be the best driving force. It can push the university forward until the university reaches sustainable development and it brings the aware graduates into society.

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Mogotsi, Barulaganye Jones. "Implementation of local agenda 21's education, awareness and training component : a case study of Gaborone /." Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/508/.

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Dundar, Minesah. "Natur- och miljöarbete inom förskolan : en jämförande studie om två förskolors arbetssätt." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-9319.

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Teaching preschool children about the environment. A comparative study of how two preschools work with environmental issues. My investigations are based on qualitative interviews and observations carried out at two preschools, one of which has a nature and environment profile while the other works in traditional ways with these questions. I sought to explore the ways in which pedagogues in each preschool raise environmental awareness and, more generally, awaken an interest in nature in the children. The consequences of methodological similarities and differences will be considered. This term paper concludes that the difference between an environmental profile preschool and a traditional preschool working on environmental awareness is not large. The knowledge gained by children in the latter preschool surpassed that gained in the former. Another difference was the greater commitment shown by pedagogues working in the traditional preschool. The big difference had to do with the fact that in the traditional preschool more time was spent in talking about environmental issues that in the profile school.
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Books on the topic "960703 Environmental Education and Awareness"

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Environmental awareness. Aldershot, Hampshire, England: Gower, 1999.

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Webster, Ken. Energy: economic awareness and environmental education. Godalming: WWF, 1990.

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Webster, Ken. Energy: economic awareness and environmental education. Godalming: WWF, 1990.

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Webster, Ken. Energy: economic awareness and environmental education. Godalming: WWF, 1990.

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Webster, Ken. Energy: economic awareness and environmental education. Godalming: WWF, 1990.

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UK, World Wildlife Fund, ed. Energy: Economic awareness and environmental education. Godalming, Surrey: WWF-United Kingdom, 1990.

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Wilson, Lynn, and Carolyn N. Stevenson. Promoting climate change awareness through environmental education. Hershey PA: Information Science Reference, 2016.

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Les, Ray, ed. World energy issues: Activities to build awareness & understanding. [U.S.?]: ECO Publishing International, 2009.

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Sinha, Sudhanshu. Enviornment education, catching 'em young: Creating environmental awareness. New Delhi: India-Canada Environment Facility, 2007.

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Fredriksen, Biljana C., and Camilla Groth, eds. Expanding Environmental Awareness in Education Through the Arts. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4855-8.

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Book chapters on the topic "960703 Environmental Education and Awareness"

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Williams, Michael. "Environmental Education and Lifelong Learning: Awareness to Action." In The GeoJournal Library, 197–213. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-3814-3_13.

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Sarti, Mirella, and Sarah K. St. John. "Raising Long-Term Awareness: EU Environmental Policy and Education." In Education and Public Policy in the European Union, 165–81. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04230-1_8.

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Tlebere, Thabo, Brenda Scholtz, and André P. Calitz. "Using Social Media to Improve Environmental Awareness in Higher Education Institutions." In Information Technology in Environmental Engineering, 101–11. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25153-0_9.

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Al-Tawaha, Abdel Rahman, Mariyana Lyubenova, Kamelia Yotovska, Ali M. Qaisi, Ibrahim Al Rawashdeh, Josef Křeček, and Muhamad Aasim. "Awareness of Biological Diversity and Endangered Plant Species and Ecological Education." In Environmental Sustainability Education for a Changing World, 129–45. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66384-1_9.

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Miller, Lorrie, and Biljana C. Fredriksen. "Slow Spun: Connecting to Ancestors, Fibre-Producers, Fellow Humans and the Land Through Handcrafting of Wool and Alpaca Fibre." In Expanding Environmental Awareness in Education Through the Arts, 73–92. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4855-8_5.

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Yang, Jing. "Three Contemporary Artists’ Collaborative Crafting with Non-human Living Organisms." In Expanding Environmental Awareness in Education Through the Arts, 55–69. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4855-8_4.

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Illeris, Helene. "Ecological Awareness with and Through Human and More-Than-Human Efforts of Embracing a Former Gravel Pit." In Expanding Environmental Awareness in Education Through the Arts, 185–97. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4855-8_12.

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Aktaş, Bilge Merve. "Entangling with Materials: Crafting as a Way of Repairing Our Relationship with the Environment." In Expanding Environmental Awareness in Education Through the Arts, 93–108. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4855-8_6.

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Groth, Camilla, and Biljana C. Fredriksen. "Towards a Changed View on Crafts and Materiality: An Introduction." In Expanding Environmental Awareness in Education Through the Arts, 3–23. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4855-8_1.

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Mäkelä, Maarit. "Crafting in Dialogue with the Material Environment." In Expanding Environmental Awareness in Education Through the Arts, 109–23. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4855-8_7.

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Conference papers on the topic "960703 Environmental Education and Awareness"

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Ozyaral, Oguz. "ASSESSING PARENTS PERCEPTION OF ENVIRONMENTAL AWARENESS." In 13th SGEM GeoConference on ECOLOGY, ECONOMICS, EDUCATION AND LEGISLATION. Stef92 Technology, 2013. http://dx.doi.org/10.5593/sgem2013/be5.v2/s22.004.

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Budimansyah, Dasim, Susan Fitriasari, Dede Iswandi, Dwi Iman Muthaqin, and Nisrina Nurul Insani. "Green Constitution: Developing Environmental Law Awareness." In 2nd International Conference on Social Sciences Education (ICSSE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210222.031.

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Ramadhan, Putri Utami, and Dadang Sundawa. "Developing Citizens’ Environmental Awareness in Environmental Preservation in Slums Area." In 2nd Annual Civic Education Conference (ACEC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200320.049.

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Franchino, Rossella, Caterina Frettoloso, Giuseppe Guida, and Nicola Pisacane. "TEACHING EXPERIENCES FOR IMPROVING STUDENTS' ENVIRONMENTAL AWARENESS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1237.

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Duan, Shaojun. "Instilling Environmental Awareness into Literature Teaching." In 2018 2nd International Conference on Education, Economics and Management Research (ICEEMR 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iceemr-18.2018.113.

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Syaharuddin, Mutiani, and Hidayanti. "Strengthening Environmental Awareness Through Waste Bank Activities." In 2nd International Conference on Social Sciences Education (ICSSE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210222.077.

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Yildirim, Osman. "ENVIRONMENTAL AWARENESS OF THE YOUTH: RESEARCH FINDINGS." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b12/s2.037.

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Christidi, Zoe, and Eleni Christopoulou. "Environmental Awareness in Preschool Education via Educational Robotics and STEAM Education." In 2022 7th South-East Europe Design Automation, Computer Engineering, Computer Networks and Social Media Conference (SEEDA-CECNSM). IEEE, 2022. http://dx.doi.org/10.1109/seeda-cecnsm57760.2022.9932911.

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Nunes, Eunice P. S., Alessandro R. Luz, Eduardo M. Lemos, Cristiano Maciel, Alexandre M. dos Anjos, Luciana C. L. F. Borges, and Clodoaldo Nunes. "Mobile serious game proposal for environmental awareness of children." In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757353.

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Hernández-Sánchez, Cintia, Marta Sevillano-González, Javier González-Sálamo, and Javier Hernández-Borges. "MICROPLASTICS HOTSPOTS: A NEW WAY OF RAISING ENVIRONMENTAL AWARENESS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0940.

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Reports on the topic "960703 Environmental Education and Awareness"

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Fan, Li, and Veronica Mendizabal Joffre. The Gender Dimension of Sustainable Consumption and Production: A Microsurvey-Based Analysis of Gender Differences in Awareness, Attitudes, and Behaviors in the People’s Republic of China. Asian Development Bank, December 2020. http://dx.doi.org/10.22617/wps200401-2.

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Using microsurveys conducted in the People’s Republic of China over the past 2 decades, this paper explores the individual preferences among men and women toward sustainable consumption and production—the concept of doing more with less and decoupling economic growth from environmental degradation. The study finds that women exhibit greener living and working habits than men. However, women—regardless of education, rural–urban setting, or age—are impacted by time poverty, low political participation, limited awareness, gender norms, and, for younger and older women, financial limitations. To encourage and increase women’s capacity in shaping environmental solutions, economic and political gender gaps must be addressed and awareness on the impact of consumption needs to be strengthened.
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Hirami, Naotaka. Working Paper PUEAA No. 2. Green Policy driven activities at Hiroshima University. Universidad Nacional Autónoma de México, Programa Universitario de Estudios sobre Asia y África, 2021. http://dx.doi.org/10.22201/pueaa.002r.2021.

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The University of Hiroshima has decided to focus on how the organization of human societies and the problems generated by these, have impacted the environment, as well as the influence that these should have as factors in the so-called "green policies" in order to create sustainable development. It is through education, mainly in universities, that we seek to create not only awareness but also a research base on which to work and create support and working networks towards the labor and business sectors with an emphasis on environmental care. By creating an intersectional model, the necessary measures for environmental protection can be better understood and applied without neglecting human and economic development, which are equally important for the progress of societies. The activities presented by the University, and that seek to expand to Mexico, are a great opportunity to create such networks in the country and understand the development-environment interrelationship.
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