Relevant bibliographies by topics / Environmental Sustainability Education

Academic literature on the topic 'Environmental Sustainability Education'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Environmental Sustainability Education"

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Padilla, María Paz Squella. "Environmental Education to Environmental Sustainability." Educational Philosophy and Theory 33, no. 2 (January 2001): 217–30. http://dx.doi.org/10.1111/j.1469-5812.2001.tb00264.x.

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Abraham, Martin. "Sustainability education." Environmental Progress 24, no. 4 (2005): 343–44. http://dx.doi.org/10.1002/ep.10116.

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Govender, Ivan. "Towards inclusive education for environmental sustainability at a University of Technology." Environmental Economics 7, no. 4 (December 9, 2016): 78–84. http://dx.doi.org/10.21511/ee.07(4).2016.08.

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The purpose of the study is to evaluate the efforts of Durban University of Technology to provide a more inclusive education for the transition towards an economic and sustainable environment. The paper is centred on assessing the current general education programme implemented by Durban University of Technology by exploring the general education environmental knowledge domains. In 2009, the Durban University of Technology Senate accepted the general education guidelines for curriculum renewal and stipulated the aims of general education as building a student-centeredness experience, preparing students for the complex and changing globalized environment and to cultivate responsible citizenship. Documentary analysis was undertaken to assess the graduate attributes and its incorporation into the general education modules. The general education policy documents, thematic clustering, module descriptors and study guides were inspected to establish the scope of the knowledge that would aid students to engage in a transitional and transformational world. The study findings highlighted that while the general education modules related to environmental sustainability, there was little evidence of the green economy being included in the general education curricula. DUT needs to progress towards becoming a sustainable university to enrich the students’ experiences in education in sustainable development (ESD) through committed leadership, being lecturer focused and developing a participatory monitoring and evaluation system for ESD. The study is of value to higher education and governmental institutions engaged in transformative learning and education policy development in environmental management and green economy. Keywords: green economy, general education, sustainable development, evaluation. JEL Classification: Q56, Q01.
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Sund, Per, and Jonas Lysgaard. "Reclaim “Education” in Environmental and Sustainability Education Research." Sustainability 5, no. 4 (April 16, 2013): 1598–616. http://dx.doi.org/10.3390/su5041598.

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Farrokhi, Mojtaba, Ali Nasr Isfahani, and Ali Safari. "Viable environmental-sustainability education and training." Human Systems Management 38, no. 1 (February 7, 2019): 87–97. http://dx.doi.org/10.3233/hsm-17203.

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Campoverde-Robledo, Flor Nohemy, and Juan Pedro Soplapuco-Montalvo. "Environmental culture in education for sustainability." Revista Científica de la UCSA 9, no. 2 (August 30, 2022): 112–28. http://dx.doi.org/10.18004/ucsa/2409-8752/2022.009.02.112.

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Sumner, Jennifer. "Environmental adult education and community sustainability." New Directions for Adult and Continuing Education 2003, no. 99 (2003): 39–45. http://dx.doi.org/10.1002/ace.108.

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Ralph, Meredith, and Wendy Stubbs. "Integrating environmental sustainability into universities." Higher Education 67, no. 1 (June 5, 2013): 71–90. http://dx.doi.org/10.1007/s10734-013-9641-9.

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Baillie, Caroline, and Victoria Remenda. "Education for Sustainability." Journal of Biobased Materials and Bioenergy 1, no. 1 (April 1, 2007): 163–70. http://dx.doi.org/10.1166/jbmb.2007.1990.

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Courses which are intended to help students learn 'attitudes' or ways of thinking, as well as or instead of the more common 'knowledge' and 'skills,' are notoriously difficult to get right—particularly for younger students. Most courses relating to environmental issues or sustainability are electives within general science or engineering programs or they are within specialized environmental degree programs. In this paper, we examine two compulsory core courses designed to help students develop an appreciation of sustainability of the environment, one within a common first-year program of 600 students and one within a second-year geological engineering program of 35 students. In the first-year course, the sustainability component is situated within a course on 'Professional Skills,' which is taught in an innovative week-long intensive module. Students in this course have difficulties with the teaching and learning approach as much as with the subject matter. In the second-year course the main focus is on sustainability and the environment, taught using enquiry-based learning, a similar, interactive, innovative approach. In this course students respond much better to the concepts and appear to enhance or transform their perspectives. Students may be considered to pass through a 'threshold.' We examine the factors which seem to prevent students from passing through the threshold and consider possible strategies for aiding the pathway.
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Manyasi, Beatrice Namusonge. "DEVELOPING COGNITION OF ENVIRONMENTAL SUSTAINABILITY THROUGH EDUCATION." International Journal for Innovation Education and Research 5, no. 7 (July 31, 2017): 88–100. http://dx.doi.org/10.31686/ijier.vol5.iss7.726.

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Environmental sustainability focuses on protecting environmental resources such as water, land, forests and biodiversity, among others. The relationship between human beings and nature is essential. Human beings need a healthy productive life without undermining the environmental needs of present and future generations. Social communities ought to develop their economy making intellectual decisions pertaining to the management of their natural resources so as not to compromise the needs of future generations. The study sought to establish the effectiveness of the approach used in teaching environmental education in secondary schools in Kenya by investigating the cognition of first year university students about environmental concerns and their effects. Qualitative research methodology was used. The techniques used to generate data were interviews and audio-recording. Findings revealed that respondents lacked cognition about how human beings negatively affect the environment and the challenges experienced by them as a result of the negative effects. The approach used in teaching environmental education in secondary schools in Kenya is not effective. It goes against the principle of using the preventive approach to protect the environment through education. It is essential to develop appropriate policies and reform the curriculum in basic education to enable learners to move from nature appreciation and awareness to education for an ecologically sustainable future. Environmental Education can be used as a context of integration for learning with other subjects including English Language Teaching.
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Dissertations / Theses on the topic "Environmental Sustainability Education"

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Miller, VirgÃnia Moura. "Environmental education for sustainability sustainability environmental education: the paths of Nursery School Teacher Izaldino in Maceià - AL." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10948.

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This work entitled "From Environmental Education for Sustainability to the Sustainability of Environmental Education: the paths of the Nursery School Teacher Izaldino in Maceià - AL" aims to: a) analyze how the EE is being deployed in the Nursery School Teacher Izaldino â CEMI, and what guarantees that it be implemented with Sustainability b) register the actions of ongoing training in EE developed by the Municipal Education Office of Maceià â SEMED, and the Environmental Education Program Lagoa Viva - PEALV also in MaceiÃ, and propose suggestions that contribute to the realization of EE in municipal schools. The methodology is qualitative in nature, characterized by a case study. In order to construct the theoretical framework, we reviewed the literature which discussed the Environmental Crisis, the prospect of Sustainability, Sustainability and Education, the ideological character of EE, the process of institutionalization of EE in Brazil, the Absences and Emergencies in Education and in Educators Development. Following, we present the Environmental in Childhood Education. Subsequently, we introduce some of the history, goals and actions developed by PEALV as well as the story of CEMI, analyzing how it has educated for Sustainability, and with sustainability in its pedagogical project for promotion of EE with insertion and integration in the community where the school is located. We also reflect on the conceptions of EE and environment school community (administrators, teachers, auxiliary staff and studentâs parents), and noticed some contradictions, part of the respondents feature a naturalistic view of the Environment and a behaviorist conception of EE. However, this fact has not compromised the sustainability of EE implementation in school. We could verify that the basic principles of ecological literacy (partnership, interdependence, the cyclical nature which in education, can also be understood as the cyclical exchange of information, flexibility, and diversity) proposed by Capra (1996), are present in school community of CEMI, showing by this, that the school is on the right way for the construction of Sustainability, and also, for the construction of Sustainable Educational Spaces
O presente trabalho intitulado ―Da EducaÃÃo Ambiental para a Sustentabilidade à Sustentabilidade da EducaÃÃo Ambiental: os caminhos da Creche Escola Mestre Izaldino em Maceià â AL‖ teve como objetivo: a) analisar como a EA està sendo implantada na Creche Escola Mestre Izaldino - CEMI e o que garante que ela seja implantada com Sustentabilidade; b) registrar as aÃÃes de formaÃÃo continuada em EA desenvolvidas pela Secretaria Municipal de EducaÃÃo de Maceià â SEMED e pelo Programa de EducaÃÃo Ambiental Lagoa Viva â PEALV em Maceià e c) propor sugestÃes que contribuam para a efetivaÃÃo da EducaÃÃo Ambiental na rede municipal de ensino. A metodologia utilizada caracteriza-se como qualitativa, por um Estudo de Caso. Para a construÃÃo do referencial teÃrico fez-se uma revisÃo da literatura onde discutiu-se a crise ambiental, a perspectiva da Sustentabilidade, Sustentabilidade e EducaÃÃo, o carÃter ideolÃgico da EA, o processo de InstitucionalizaÃÃo da EA no Brasil, as AusÃncias e EmergÃncias em EducaÃÃo e FormaÃÃo de Educadores, e o Ambiental na EducaÃÃo Infantil. Seguiu-se apresentando um pouco da histÃria e objetivos e aÃÃes desenvolvidas pelo Programa de EducaÃÃo Ambiental Lagoa Viva - PEALV. Contou-se a histÃria da CEMI, analisando como ela tem educado para a Sustentabilidade e com Sustentabilidade no seu projeto pedagÃgico de promoÃÃo da EA com inserÃÃo e integraÃÃo com a comunidade onde a escola està inserida. Fez-se tambÃm uma reflexÃo sobre as concepÃÃes de EA e de Meio Ambiente da comunidade escolar (gestoras, professoras, auxiliares de serviÃos gerais e pais/mÃes de alunos/as) e percebeu-se algumas contradiÃÃes, em que certa parte dos(as) entrevistados(as) apresentam uma visÃo naturalista de Meio Ambiente e outra uma concepÃÃo de EA comportamentalista, mas isto nÃo tem comprometido a sustentabilidade da implementaÃÃo da EA na escola. Pode-se verificar que os PrincÃpios BÃsicos da AlfabetizaÃÃo EcolÃgica (a parceria, a interdependÃncia, a natureza cÃclica â que na educaÃÃo pode ser entendido como o intercÃmbio cÃclico de informaÃÃo, a flexibilidade, e a diversidade) propostos por Capra (1996), estÃo presentes na comunidade escolar da CEMI, mostrando com isto que a escola està no caminho correto para a construÃÃo da Sustentabilidade, para a construÃÃo de um EspaÃo de Educadores SustentÃveis.
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Law, Man-suet Michelle, and 羅文雪. "Achieving corporate sustainability through environmental education and training." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206704.

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Education and training are recognized as the crux of developing green organizational cultures in the achievement of corporate sustainability. Should ecology training be linked with the practical work of corporate members? Should they “learn by doing” or “do by learning”? The present study covered the links between environmental education and training and its success in greening the employees and corporate cultures. It investigated the effectiveness of environmental training and models a suitable training approach in developing environmentally aware corporate cultures. The study first revealed the drivers and challenges of implementing environmental education and training in managerial perception. 13 environmental managers of sustainability leading corporations and governmental departments in Hong Kong were surveyed by either face-to-face interviews or mailed questionnaires survey. The role of environmental education and training in raising employees’ awareness toward a more sustainable manner has been fully recognized by the surveyed mangers. However, engaging employees in environmental learning was found to be the single biggest challenge among the managers. Managers have faced a dilemma when designing training content and training approaches. A wide range of rationales and determining factors were identified in the study. They were employee interests and motivation, training practicability and applicability, justification of resources and continuity of training impacts. A series of environmental education and awareness training programmes of The Hongkong and Shanghai Banking Corporation Limited (HSBC) were used as a case study. Evaluation of the training outcomes, in terms of changes in participants’ environmental knowledge, attitudes and behaviour, was surveyed by using self-completion questionnaires with retrospective post- and then-test design. Across the 47 responses, the results show that employees gained knowledge and changed their values and behaviour towards the environment significantly. The acquisition of knowledge and attitude change leads to the development of green behaviour both in the workplace and at home. Training design and approach, relevance and applicability of training content were found to have the greatest impact on the training outcomes. A combination of direct- and indirect- experiences in the training is also essential as the employees have direct contact with nature for affective-based attitudes while a proportion of indirect experience training is responsible for intellectual development. Training should be available for employees from each stratum in the company rather than only focusing on pinpointed management staff since it could promote a workable interface between employees and the corporation. Furthermore, organizational support including supervisory and peer support is vital to the training outcomes by encouraging employees to perform pro-environmental behaviour at work, in turn, greening the corporate culture. This study brings to the conclusion that, even though transition of sustainable corporate culture is a long process, it could be achievable in real-life businesses through utilizing an effective environmental education and training with properly designed strategies.
published_or_final_version
Kadoorie Institute
Master
Master of Philosophy
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Shobe, Amber R. "Insights into Perspectives on Environmental Sustainability." UKnowledge, 2015. http://uknowledge.uky.edu/cld_etds/19.

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As scientists become more aware of the imposing threats associated with climate change, university leaders are encouraged to become familiar with the principles of sustainability. Abundant research already supports the relevance of environmental sustainability in higher education; however, there exists a gap in the literature which investigates an understanding of environmental sustainability and the implementation of its practices. By examining colleges at the University of Kentucky, this study identifies organizational barriers to recognizing a thorough understanding of environmental sustainability at the departmental level. The results indicate that out of the eight colleges selected, two have no existing environmental sustainability programs or initiatives. Based on this research it is possible for departments to initiate self-assessment and situate themselves firmly inside an institutional vision of sustainability.
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au, sheehy@essun1 murdoch edu, and Lucy Ann Sheehy. "Goal Setting for Sustainability: A New Method of Environmental Education." Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20061101.85105.

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If current environmental problems are to be addressed and future environmental problems are to be prevented, significant changes are needed in the way people live. Environmental education has been identified as an important tool for encouraging people to make the changes needed for sustainability. However, environmental education has been largely ineffective in doing this. Education about the environment is being achieved, but education that creates the skills and motivation for action is not. The purpose of this research was to investigate the potential of goal setting to be used in environmental education programs to develop the skills and motivation required to change environmental behaviour and create positive environmental outcomes. Goal setting is one of the most replicable and reliable of psychology theories, with extensive evidence of its benefits for increasing performance and changing behaviour. The premise of this research was to take an already proven and well-established behaviour change theory and apply it within environmental education programs. The first step was to develop a framework, which enabled goal setting to be incorporated into a program. To do this the environmental behaviour change literature was reviewed and the components of successful environmental education were identified and incorporated into the framework. The goal setting literature was also reviewed to determine the characteristics of an effective goal and how goal setting could be facilitated to create greater goal achievement. As there has been little research on the community’s attitudes towards goal setting a questionnaire was developed to determine if the Perth community uses goals, the characteristics of those goals and how those goals may be linked to behaviour. The survey indicated that most people were already using goals in their daily lives and the majority of people would respond positively to the use of goal setting in an environmental education program. Thus, a new environmental education framework was developed which included providing action knowledge, teaching goal setting skills, setting goals and providing continued feedback and support. The proposed environmental education framework was then implemented and evaluated through two environmental education programs, Green Houses and Living Smart. The Green Houses program assessed the effectiveness of the framework for reducing household energy consumption and the effectiveness of different communication methods for delivering the framework. Personal communication through the workshop was the most effective method for changing behaviour, with workshop participants reducing their energy consumption by 17%. The website and booklet approach also had reductions in energy consumption (7% & 8%, respectively). The schools group was the only group not to achieve a reduction, suggesting that what the students learnt about energy saving was not being transferred to the home environment or impacting on their parent’s behaviour. The groups that set goals reduced their energy consumption by an additional 5% compared to the corresponding control groups and maintained those savings for a significantly longer period of time. The Living Smart program then assessed the effectiveness of the framework for creating behaviour change across a range of sustainability topics. As a result of the program, participants significantly increased both their environmental knowledge and sustainable behaviours. A control group that received the same environmental information as the Living Smart group, but no goal setting skills, only increased their environmental knowledge. This demonstrated that environmental information alone is not sufficient for changing behaviour. The qualitative evaluation identified that goal setting facilitated behaviour change in participants because it gave them direction and strategy and increased their motivation and commitment to changing their behaviour. Importantly, the goal setting process worked equally well across all the sustainability topics, suggesting that the tool works for a variety of behaviours, not just energy conservation. In conclusion, the goal setting process and framework created effective behaviour change that was maintained longer than when goal setting is not used. The goal setting process and framework can be delivered effectively through a range of communication strategies and can be applied effectively to a range of environmental behaviours. Therefore, goal setting is an effective and valuable behaviour change tool that has great potential across a range of environmental education programs to create positive environmental outcomes in, for and about the environment.
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Sheehy, Lucy Ann. "Goal setting for sustainability: a new method of environmental education." Sheehy, Lucy Ann (2006) Goal setting for sustainability: a new method of environmental education. PhD thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/307/.

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If current environmental problems are to be addressed and future environmental problems are to be prevented, significant changes are needed in the way people live. Environmental education has been identified as an important tool for encouraging people to make the changes needed for sustainability. However, environmental education has been largely ineffective in doing this. Education about the environment is being achieved, but education that creates the skills and motivation for action is not. The purpose of this research was to investigate the potential of goal setting to be used in environmental education programs to develop the skills and motivation required to change environmental behaviour and create positive environmental outcomes. Goal setting is one of the most replicable and reliable of psychology theories, with extensive evidence of its benefits for increasing performance and changing behaviour. The premise of this research was to take an already proven and well-established behaviour change theory and apply it within environmental education programs. The first step was to develop a framework, which enabled goal setting to be incorporated into a program. To do this the environmental behaviour change literature was reviewed and the components of successful environmental education were identified and incorporated into the framework. The goal setting literature was also reviewed to determine the characteristics of an effective goal and how goal setting could be facilitated to create greater goal achievement. As there has been little research on the community's attitudes towards goal setting a questionnaire was developed to determine if the Perth community uses goals, the characteristics of those goals and how those goals may be linked to behaviour. The survey indicated that most people were already using goals in their daily lives and the majority of people would respond positively to the use of goal setting in an environmental education program. Thus, a new environmental education framework was developed which included providing action knowledge, teaching goal setting skills, setting goals and providing continued feedback and support. The proposed environmental education framework was then implemented and evaluated through two environmental education programs, Green Houses and Living Smart. The Green Houses program assessed the effectiveness of the framework for reducing household energy consumption and the effectiveness of different communication methods for delivering the framework. Personal communication through the workshop was the most effective method for changing behaviour, with workshop participants reducing their energy consumption by 17%. The website and booklet approach also had reductions in energy consumption (7% and 8%, respectively). The schools group was the only group not to achieve a reduction, suggesting that what the students learnt about energy saving was not being transferred to the home environment or impacting on their parent's behaviour. The groups that set goals reduced their energy consumption by an additional 5% compared to the corresponding control groups and maintained those savings for a significantly longer period of time. The Living Smart program then assessed the effectiveness of the framework for creating behaviour change across a range of sustainability topics. As a result of the program, participants significantly increased both their environmental knowledge and sustainable behaviours. A control group that received the same environmental information as the Living Smart group, but no goal setting skills, only increased their environmental knowledge. This demonstrated that environmental information alone is not sufficient for changing behaviour. The qualitative evaluation identified that goal setting facilitated behaviour change in participants because it gave them direction and strategy and increased their motivation and commitment to changing their behaviour. Importantly, the goal setting process worked equally well across all the sustainability topics, suggesting that the tool works for a variety of behaviours, not just energy conservation. In conclusion, the goal setting process and framework created effective behaviour change that was maintained longer than when goal setting is not used. The goal setting process and framework can be delivered effectively through a range of communication strategies and can be applied effectively to a range of environmental behaviours. Therefore, goal setting is an effective and valuable behaviour change tool that has great potential across a range of environmental education programs to create positive environmental outcomes in, for and about the environment.
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Sheehy, Lucy Ann. "Goal setting for sustainability: a new method of environmental education." Thesis, Sheehy, Lucy Ann (2005) Goal setting for sustainability: a new method of environmental education. PhD thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/307/.

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If current environmental problems are to be addressed and future environmental problems are to be prevented, significant changes are needed in the way people live. Environmental education has been identified as an important tool for encouraging people to make the changes needed for sustainability. However, environmental education has been largely ineffective in doing this. Education about the environment is being achieved, but education that creates the skills and motivation for action is not. The purpose of this research was to investigate the potential of goal setting to be used in environmental education programs to develop the skills and motivation required to change environmental behaviour and create positive environmental outcomes. Goal setting is one of the most replicable and reliable of psychology theories, with extensive evidence of its benefits for increasing performance and changing behaviour. The premise of this research was to take an already proven and well-established behaviour change theory and apply it within environmental education programs. The first step was to develop a framework, which enabled goal setting to be incorporated into a program. To do this the environmental behaviour change literature was reviewed and the components of successful environmental education were identified and incorporated into the framework. The goal setting literature was also reviewed to determine the characteristics of an effective goal and how goal setting could be facilitated to create greater goal achievement. As there has been little research on the community's attitudes towards goal setting a questionnaire was developed to determine if the Perth community uses goals, the characteristics of those goals and how those goals may be linked to behaviour. The survey indicated that most people were already using goals in their daily lives and the majority of people would respond positively to the use of goal setting in an environmental education program. Thus, a new environmental education framework was developed which included providing action knowledge, teaching goal setting skills, setting goals and providing continued feedback and support. The proposed environmental education framework was then implemented and evaluated through two environmental education programs, Green Houses and Living Smart. The Green Houses program assessed the effectiveness of the framework for reducing household energy consumption and the effectiveness of different communication methods for delivering the framework. Personal communication through the workshop was the most effective method for changing behaviour, with workshop participants reducing their energy consumption by 17%. The website and booklet approach also had reductions in energy consumption (7% and 8%, respectively). The schools group was the only group not to achieve a reduction, suggesting that what the students learnt about energy saving was not being transferred to the home environment or impacting on their parent's behaviour. The groups that set goals reduced their energy consumption by an additional 5% compared to the corresponding control groups and maintained those savings for a significantly longer period of time. The Living Smart program then assessed the effectiveness of the framework for creating behaviour change across a range of sustainability topics. As a result of the program, participants significantly increased both their environmental knowledge and sustainable behaviours. A control group that received the same environmental information as the Living Smart group, but no goal setting skills, only increased their environmental knowledge. This demonstrated that environmental information alone is not sufficient for changing behaviour. The qualitative evaluation identified that goal setting facilitated behaviour change in participants because it gave them direction and strategy and increased their motivation and commitment to changing their behaviour. Importantly, the goal setting process worked equally well across all the sustainability topics, suggesting that the tool works for a variety of behaviours, not just energy conservation. In conclusion, the goal setting process and framework created effective behaviour change that was maintained longer than when goal setting is not used. The goal setting process and framework can be delivered effectively through a range of communication strategies and can be applied effectively to a range of environmental behaviours. Therefore, goal setting is an effective and valuable behaviour change tool that has great potential across a range of environmental education programs to create positive environmental outcomes in, for and about the environment.
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Lam, Wai-nam. "Learning for environmental sustainability : the green school experience /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35081296.

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Lynam, Abigail. "Embracing Developmental Diversity| Developmentally Aware Teaching, Mentoring, and Sustainability Education." Thesis, Prescott College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629433.

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This research examined the personal, professional, and developmental impact of introducing a constructive developmental perspective to faculty and students in a post-secondary program in sustainability education and leadership development. It also explored the relationship between adult development and sustainability education, teaching, and mentorship. There is increasing emphasis on integrating human interiors (values, beliefs, worldviews) in sustainability work. However, little research has examined the relationship between adult development and sustainability education. The purpose of this research was to explore deepening the transformative nature of learning and leadership development in graduate education through the use of a developmental framework and assessment, and to contribute to advancing the application of adult developmental research to adult learning and sustainability education. The site of study was Prescott College, and the sample of 11 included four Ph.D. faculty and seven students. This mixed-methods study included semi-structured interviews, a five-month action inquiry process, and a pre and post developmental assessment. The findings demonstrate that sustainability is significantly different for individuals assessed at different developmental stages; learning about adult development is transformative developmentally, personally, and professionally; a developmental awareness may deepen the transformative impact of graduate sustainability education and leadership development; and teaching about adult development is more effective when it is developmentally responsive. Integrating a developmental awareness into graduate and sustainability education is recommended to support learning and growth at all stages of development, support the development of the educators themselves, and support skill development for working well with diverse groups.

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Brodie, Carol Ann. "Environmental sustainability programs in higher education: Policies, practices and curriculum strategies." Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2505.

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The purpose of this mixed-methods study was to describe and analyze the policies and practices at selected universities in response to the environmental sustainability movement, as defined by the Talloires Declaration. A survey was conducted of sustainability coordinators at 26 institutions of higher education. Interviews were then conducted at three selected schools in the Western United States. From the data many themes emerged, including the region where the schools reside, culture, people that help or hinder, factors about the sustainability movement, regulations and mandates, financial considerations, physical characteristics of the schools, school atmosphere and politics, tactics used to implement environmental sustainability, and personality characteristics. The importance of leadership was a key finding in this study, as was the commitment of resources, regional culture, and communications.
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Heilmayr, Robert. "Sustainability Reporting At Higher Education Institutions." Scholarship @ Claremont, 2006. http://scholarship.claremont.edu/cmc_theses/979.

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Multiple declarations, governmental and non-profit organizations and universities have issued a call for proper reporting of social and environmental impacts and initiatives within academia. Such reporting can increase awareness of environmental and social impacts, encourage development of sustainable policy and build a campus culture more committed to sustainability. Sustainability reporting at Higher Education Institutions (HEIs) has the added benefit of being a powerful teaching aid. This paper follows multiple lines of inquiry in order to determine whether HEIs are taking advantage of the opportunities afforded by sustainability reporting. The analysis evaluates the history of sustainability reporting at HEIs and compares the practices of HEIs to those in other sectors. We use the Pacific Sustainability Index to methodically evaluate and rank the social and environmental reporting of 20 HEIs. We find that sustainability reporting is generally less rigorous in academia than other industries. The analysis emphasizes the need for greater institutional support for sustainability reporting at HEIs.
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Books on the topic "Environmental Sustainability Education"

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Jickling, Bob, and Stephen Sterling, eds. Post-Sustainability and Environmental Education. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51322-5.

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Karrow, Douglas D., and Maurice DiGiuseppe, eds. Environmental and Sustainability Education in Teacher Education. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25016-4.

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Mauri, Ahlberg, and Leal Filho Walter, eds. Environmental education for sustainability, good environment, good life. Frankfurt am Main: P. Lang, 1998.

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Leeuwen, J. van. Sustainable education on engineering sustainability. [Armidale, N.S.W.]: University of New England, 1999.

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Corcoran, Peter Blaze, Joseph P. Weakland, and Arjen E. J. Wals, eds. Envisioning futures for environmental and sustainability education. The Netherlands: Wageningen Academic Publishers, 2017. http://dx.doi.org/10.3920/978-90-8686-846-9.

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Pénzesné Kónya, Erika, Martin Haigh, and Josef Křeček, eds. Environmental Sustainability Education for a Changing World. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66384-1.

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So, Winnie Wing Mui, Cheuk Fai Chow, and John Chi Kin Lee, eds. Environmental Sustainability and Education for Waste Management. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9173-6.

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Education for sustainability: Becoming naturally smart. London: Routledge, 2012.

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Elshof, Leo. Sustainability and technological education. Toronto, ON: Ontario Institute for Studies in Education of the University of Toronto, 1999.

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Jones, Paula. Sustainability education: Perspectives and practice across higher education. London: Earthscan, 2010.

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Book chapters on the topic "Environmental Sustainability Education"

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McPhee, Ms Sally. "Environmental Education." In The Palgrave Handbook of Global Sustainability, 1–21. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-38948-2_78-1.

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Higgins, Peter, and Beth Christie. "Environmental and Sustainability Education." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_356-1.

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Higgins, Peter, and Beth Christie. "Environmental and Sustainability Education." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1179-6_356-2.

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Grange, Lesley Le. "Environmental Education After Sustainability." In Post-Sustainability and Environmental Education, 93–107. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51322-5_7.

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Higgins, Peter, and Beth Christie. "Environmental and Sustainability Education." In Encyclopedia of Teacher Education, 630–36. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_356.

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Gamage, Siri. "Environmental education for sustainability." In Environment and Sustainable Development, 31–49. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003093503-3.

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Shephard, Kerry. "Environmental Education in New Zealand." In Education for Sustainability, 41–58. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1940-6_4.

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Paden, Mary. "Education for Sustainability and Environmental Education." In Innovations in Science Education and Technology, 7–13. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-1-4615-4277-3_2.

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Mwaura, Grace M., Louise Michelle Fitzgerald, and Priyanka deSouza. "Environmental and Sustainability Clubs." In Encyclopedia of Sustainability in Higher Education, 547–55. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11352-0_238.

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Mwaura, Grace M., Louise Michelle Fitzgerald, and Priyanka deSouza. "Environmental and Sustainability Clubs." In Encyclopedia of Sustainability in Higher Education, 1–9. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-63951-2_238-1.

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Conference papers on the topic "Environmental Sustainability Education"

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Castellanos, Pedro Mauricio Acosta, Ascension Hernandez Encinas, Araceli Queiruga Dios, and Alejandra Castro Ortegon. "Analysis of environmental sustainability educational approaches in engineering education." In 2020 15th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2020. http://dx.doi.org/10.23919/cisti49556.2020.9140919.

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Junior, Antonio Pereira, GUNDISALVO PIRATOBA MORALES, and NORMA ELY SANTOS BELTRÃO. "EVOLVING CONTEXT ON ENVIRONMENTAL EDUCATION AND SUSTAINABILITY." In III Congresso On-line Internacional de Sustentabilidade. Revista Multidisciplinar de Educação e Meio Ambiente, 2022. http://dx.doi.org/10.51189/iii-coninters/9761.

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Ku, C. K., Y. W. Chen, T. S. Kao, and S. C. Chien. "The environmental education strategy of integration of universities, NGOs and elementary schools to develop Taiwan’s energy education program." In Sustainability Today. Southampton, UK: WIT Press, 2011. http://dx.doi.org/10.2495/st110151.

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Dirawan, Gufran Darma. "The Ecological and Economic Sustainability of Environmental Education." In 8th International Conference of Asian Association of Indigenous and Cultural Psychology (ICAAIP 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icaaip-17.2018.34.

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Herlina, Disman, Sapriya, and Nana Supriatna. "An Environmental Sustainability-Based Ecopreneurship Learning Process." In 2nd International Conference on Social Sciences Education (ICSSE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210222.027.

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"Urban Green Spaces and Sustainability." In Conference of the Youth Environmental Alliance in Higher Education. Michigan Technological University, 2020. http://dx.doi.org/10.37099/mtu.dc.yeah-conference/2020/all-events/12.

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Janakiraman, Shamila. "Digital Games for Environmental Sustainability Education: Implications for Educators." In TEEM'20: Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3434780.3436649.

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Elliott, Paul. "Building an Environmental and Sustainability Education Community of Support." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1580929.

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Aziz, Azmahani Abdul, Khairiyah Mohd Yusof, Aziatul Niza Sadikin, Amirmudin Udin, Jamaludin Mohamad Yatim, and Muhammad Azril Hezmi. "Effective use of Problems in Learning Environments for Attaining Environmental Sustainability Outcomes." In 2017 7th World Engineering Education Forum (WEEF). IEEE, 2017. http://dx.doi.org/10.1109/weef.2017.8467062.

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Mares-Nasarre, Patricia, Jose A. Gonzalez-Escriva, Ignacio Villalba, and Josep R. Medina. "LEARNING ENVIRONMENTAL SUSTAINABILITY IN TRANSPORTATION AND LOGISTICS ENGINEERING." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.0350.

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Reports on the topic "Environmental Sustainability Education"

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Lawrence, Andrea. Sustainability Education as a Framework for Enhancing Environmental Stewardship in Young Leaders: An Intervention at Tryon Creek Nature Day Camp. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.555.

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Putriastuti, Massita Ayu Cindy, Vivi Fitriyanti, Vivid Amalia Khusna, and Inka B. Yusgiantoro. Crowdfunding Potential: Willingness to Invest and Donate for Green Project in Indonesia. Purnomo Yusgiantoro Center, August 2022. http://dx.doi.org/10.33116/pycrr-1.

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Highlights • Individual investors prefer to have an investment with high ROI rather than a low-profit investment with environmental and social benefits. • Males invest and donate more money than females in terms of quantity and frequency. • People with a level of education above an associate degree (D3) have a significantly higher level of willingness to invest and donate to green project, compared to people with a lower level of education. • In general, people with a higher income level have a higher willingness to invest. However, there is no proof on the relationship between level of income and willingness to donate. • The age increases have a positive correlation with the willingness to invest in green project. Nevertheless, people >44 years old are more interested in donating than investing. • The younger generation (<44 years) tends to pick higher returns and short payback periods compared to the older generations (>44 years). • The respondents tend to invest and donate to the project located in the frontier, outermost, and least developed region (3T) even though the majority of the respondents are from Java, Madura, and Bali. • A social project such as health and education are preferable projects chosen by the respondents to invest and donate to, followed by the conservation, climate crisis, region’s welfare, and clean energy access. • Clean energy has not been seen as one of the preferred targets for green project investors and donors due to the poor knowledge of its direct impact on the environment and people’s welfare. • The average willingness to invest and donate is IDR 10,527,004 and IDR 2,893,079/person/annum with desired return on investment (ROI) and payback period (PP) of 5–8% 24 months, respectively. • Respondents prefer to donate more money to reward donations than donations without reward. • There is an enormous potential of crowdfunding as green project alternative financing, including renewable energy. The total investment could reach up to IDR 192 trillion (USD 13.4 billion)/annum and up to IDR 46 trillion (USD 3.2 billion)/annum for donation. • The main bottlenecks are poor financial literacy and the lack of platforms to facilitate public participation. • COVID-19 has decreased willingness to pay and invest due to income reduction and the uncertain economic recovery situation. However, it makes people pay more attention to the sustainability factor (shifting paradigm in investment).
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Ahmed AlGarf, Yasmine. From Self-Awareness to Purposeful Employment: Guiding Egyptian youth using arts-based learning. Oxfam IBIS, August 2021. http://dx.doi.org/10.21201/2021.7932.

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Alwan wa Awtar (A&A), a partner of the Youth Participation and Employment (YPE) programme, implements a youth programme supporting young people to shape their prospects through professional and soft skill development, safe learning space and non-formal education. A&A has learned important lessons throughout its journey. A safe learning environment, flexible learning techniques, visual and performing arts in education and participatory management are key approaches for successful youth programmes. During the COVID-19 period, many of the professional development programmes have been delivered online, which was a good example of adaptation to changing circumstances that ensured the sustainability and continued effectiveness of the programme.
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Davies, Will. Improving the engagement of UK armed forces overseas. Royal Institute of International Affairs, January 2022. http://dx.doi.org/10.55317/9781784135010.

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The UK government’s Integrated Review of security, defence, development and foreign policy, published in March 2021 alongside a supporting defence command paper, set a new course for UK national security and highlighted opportunities for an innovative approach to international engagement activity. The Integrated Review focused principally on the state threats posed by China’s increasing power and by competitors – including Russia – armed with nuclear, conventional and hybrid capabilities. It also stressed the continuing risks to global security and resilience due to conflict and instability in weakened and failed states. These threats have the potential to increase poverty and inequality, violent extremism, climate degradation and the forced displacement of people, while presenting authoritarian competitors with opportunities to enhance their geopolitical influence. There are moral, security and economic motives to foster durable peace in conflict-prone and weakened regions through a peacebuilding approach that promotes good governance, addresses the root causes of conflict and prevents violence, while denying opportunities to state competitors. The recent withdrawal from Afghanistan serves to emphasize the complexities and potential pitfalls associated with intervention operations in complex, unstable regions. Success in the future will require the full, sustained and coordinated integration of national, allied and regional levers of power underpinned by a sophisticated understanding of the operating environment. The UK armed forces, with their considerable resources and global network, will contribute to this effort through ‘persistent engagement’. This is a new approach to overseas operations below the threshold of conflict, designed as a pre-emptive complement to warfighting. To achieve this, the UK Ministry of Defence (MOD) must develop a capability that can operate effectively in weak, unstable and complex regions prone to violent conflict and crises, not least in the regions on the eastern and southern flanks of the Euro-Atlantic area. The first step must be the development of a cohort of military personnel with enhanced, tailored levels of knowledge, skills and experience. Engagement roles must be filled by operators with specialist knowledge, skills and experience forged beyond the mainstream discipline of combat and warfighting. Only then will individuals develop a genuinely sophisticated understanding of complex, politically driven and sensitive operating environments and be able to infuse the design and delivery of international activities with practical wisdom and insight. Engagement personnel need to be equipped with: An inherent understanding of the human and political dimensions of conflict, the underlying drivers such as inequality and scarcity, and the exacerbating factors such as climate change and migration; - A grounding in social sciences and conflict modelling in order to understand complex human terrain; - Regional expertise enabled by language skills, cultural intelligence and human networks; - Familiarity with a diverse range of partners, allies and local actors and their approaches; - Expertise in building partner capacity and applying defence capabilities to deliver stability and peace; - A grasp of emerging artificial intelligence technology as a tool to understand human terrain; - Reach and insight developed through ‘knowledge networks’ of external experts in academia, think-tanks and NGOs. Successful change will be dependent on strong and overt advocacy by the MOD’s senior leadership and a revised set of personnel policies and procedures for this cohort’s selection, education, training, career management, incentivization, sustainability and support.
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Games in Environmental Sustainability Education. Purdue University, March 2021. http://dx.doi.org/10.5703/1288284317297.

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Inter-American Development Bank Sustainability Report 2020: Global Reporting Initiative Annex. Inter-American Development Bank, March 2021. http://dx.doi.org/10.18235/0003100.

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The Global Reporting Initiative (GRI) sets global standards for sustainability reporting, relying on best practices for reporting on a range of economic, environmental, and social impacts. This is the IDBs fifth GRI annex, prepared as a supplement to the IDB Sustainability Report. The annex reports on both corporate and operational topics using standardized indicators. The following material topics are included in the annex: active ownership, anticorruption and ethics, biodiversity, climate resilience, employment and labor relations, energy, engagement and coordination, feedback mechanisms, financial inclusion, gender equality and diversity, greenhouse gas (GHG) emissions, health and safety, human rights, indirect economic impacts, market presence, material use, monitoring and evaluation, responsible portfolio, supply chain management, training and education, waste, and water.
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