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Journal articles on the topic 'Environmental Sustainability Education'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

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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2

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

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3

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Illeris, Helene. "Interrogations: Art, art education and environmental sustainability." International Journal of Education Through Art 8, no. 3 (October 25, 2012): 221–37. http://dx.doi.org/10.1386/eta.8.3.221_1.

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12

León-Fernández, Yolanda, and Eugenio Domínguez-Vilches. "Environmental management and sustainability in higher education." International Journal of Sustainability in Higher Education 16, no. 4 (July 6, 2015): 440–55. http://dx.doi.org/10.1108/ijshe-07-2013-0084.

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Purpose – This paper aims to analyse trends in implementing the main initiatives in the field of environmental management and sustainability in Spanish universities, taking as a reference point the guidelines adopted by a number of universities in countries most committed to sustainable development. Design/methodology/approach – An analysis of information available on the Internet and of data collected from a questionnaire completed by a significant proportion of Spanish higher education institutions was carried out. Findings – The research found that the Spanish university system follows international trends: it possesses permanent working structures, applies a variety of environmental management and sustainability tools and carries out other activities related to the environment and sustainable development. But there still appears to be scope for improvement in some aspects, including to increase the visibility of the efforts in the environmental area, and other aspects such as the varying terminology used to refer to similar tools and processes and, conversely, of the same nomenclature to refer to distinct concepts. Originality/value – This paper provides new data and updated information on sustainability in Spanish universities and some recommendations for improvement.

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13

Dogbey, James, Cassie Quigley, Megan Che, and Jeffrey Hallo. "Using Smartphone Technology in Environmental Sustainability Education." International Journal of Mobile and Blended Learning 6, no. 1 (January 2014): 1–16. http://dx.doi.org/10.4018/ijmbl.2014010101.

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This study engaged key stakeholders in an economically and environmentally fragile region in Kenya in a unique, interdisciplinary, and integrative approach to explore the extent to which the use of smartphone technology helps access the environmental values and sustainability perspectives of the people of the Maasai land. The results of the study indicate that the participants' environmental values and sustainability perspectives, exposed through photovoices, pertain mainly to issues regarding livestock grazing, deforestation, soil erosion, wildlife and human co-habitation, waste management, afforestation, and the conservation of the natural vegetation. A common theme permeating the participants' photovoices was their awareness of the intertwining effects of these major environmental issues on the environment. The results also suggest a strong understanding of ecological compositions and connections in the environment by the participants.

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Boca, Gratiela, and Sinan Saraçlı. "Environmental Education and Student’s Perception, for Sustainability." Sustainability 11, no. 6 (March 14, 2019): 1553. http://dx.doi.org/10.3390/su11061553.

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Environmental education and education for the environment today play an important role toward sustainability. Environmental education provided by higher education institutions has an important impact on training and preparing the future generation for a green society. The purpose of this study is to examine the relationship among perception, attitude, and environmental behavior of the university students enrolled in different specialization fields (engineering electrical, mechanical, and economic). A total of 358 students participated in this survey conducted at the North Center University of Baia Mare. To collect data to measure students’ environmental education, perception, students’ attitudes, and behavior a Likert scale was used. In this study, it was revealed that students receiving academic education are involved in activities regarding environmental protection (volunteer, warning, participation, recycling of materials) using the new product and “greener” alternative energy. As a result of the t-test performed, it was put forward that there was no difference in their level of perception regarding the importance of environmental education. As a result of the correlation analysis, a positive relation was identified between the perception, attitude, and behavior variables.

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15

Quinn, Sonya, William Gaughran, and Stephen Burke. "Environmental sustainability in engineering education – Quo Vadis?" International Journal of Sustainable Engineering 2, no. 2 (June 2009): 143–51. http://dx.doi.org/10.1080/19397030902947033.

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16

Kopnina, Helen. "Sustainability in environmental education: new strategic thinking." Environment, Development and Sustainability 17, no. 5 (September 20, 2014): 987–1002. http://dx.doi.org/10.1007/s10668-014-9584-z.

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17

Luomi, Mari, John T. Crist, Bushra Alam, and Muhammad Bilal Shakir. "Environmental sustainability in Qatar's Education City: Strategies, initiatives and education." QScience Connect, no. 2013 (March 2013): 41. http://dx.doi.org/10.5339/connect.2013.41.

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18

Skilbeck, Adrian, and Jeff Stickney. "Section 1 Environmental Sustainability Education in Teacher Education and Policy." Journal of Philosophy of Education 54, no. 4 (August 2020): 807. http://dx.doi.org/10.1111/1467-9752.12514.

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19

Thomas, Ian. "Post-sustainability and environmental education: remaking the future for education." Environmental Education Research 24, no. 6 (August 31, 2017): 921–23. http://dx.doi.org/10.1080/13504622.2017.1367365.

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20

Neff, Mark. "A Toolkit for (Technocratic) Environmental Sustainability." Science & Education 30, no. 5 (May 11, 2021): 1315–18. http://dx.doi.org/10.1007/s11191-021-00224-z.

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21

Newport, Dave, Thomas Chesnes, and Angela Lindner. "The “environmental sustainability” problem." International Journal of Sustainability in Higher Education 4, no. 4 (December 2003): 357–63. http://dx.doi.org/10.1108/14676370310497570.

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22

Mohammad Shehbaz. "Environmental Education and its Role in Achieving Environmental Sustainability in India." Journal of Chemistry, Environmental Sciences and its Applications 4, no. 1 (September 6, 2017): 25–29. http://dx.doi.org/10.15415/jce.2017.41004.

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This article explores the interactions of environment, education and development particularly in the context of India. Basic purpose of environmental education is to give next generation a vision for a better sustainable future full of prosperity. This article tries to give a brief analysis of strategies and policies promoting environment education to achieve the goals of environmental sustainability. The challenges to environment education as a tool to achieve sustainable environment are also studied along with suggesting policy prescription for making environment education effective in overcoming issues related to environmental sustainability.

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23

Kariuki, Scolastica, Barnard Boyo, Michael Bowen, and Purity Kiambi. "School curricullum and enviromental sustainability." Technium Social Sciences Journal 32 (June 9, 2022): 126–44. http://dx.doi.org/10.47577/tssj.v32i1.6604.

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Despite far-reaching environmental concerns, school curriculum in Kenya lacks adequate environmental sustainability address, yet global indicators show deterioration of the environment in developing countries is obviously leading to loss of biodiversity, rise in carbon levels, climate change (UNESCO. 2016) and overall poor-quality life. Research conducted on values education and environmental sustainability determined effective approaches to promote environment sustainability among school going children in Kenya. Inadequate environmental values education was hypothesized to lead to low awareness and action towards sustainability. To determine the extent to which Kenya’s education curriculum addresses environmental sustainability values for ESD, the findings form a basis for proposing innovation in EESD in school curricular. Mixed research design involved content analysis of the curricula and textbooks, descriptive surveys and expert interviews. Multistage sampling was applied among students and teachers from 8 former provinces of Kenya for administration of questionnaires to determine environmental content in educational materials, values and skills taught. Expert officials from KICD, MOEST, and UNEP were selected using purposive sampling for interviewing on required content, policy and adequacy. Findings indicated that EESD is not explicitly taught, does not adequately reflect in curricular objectives or textbooks, teaching on environment is mainly knowledge based and lacks experiential learning activities, heads of department (50%) have no training on environmental issues, students (51.8%) have not learnt enough of environmental issues, teachers (56%) are not motivated to teach about environment, and over 62% of teachers report the curriculum is insufficient to develop environmental values. MoE and NEEMA confirmed that values and policy on environmental sustainability are insufficiently taught, teachers are inadequately trained and initiatives on curriculum for environmental sustainability are inconclusive. Teaching and learning for EESD in Kenya is based on inadequate content, values and methodology. In conclusion appropriate EESD content, values and methodologies should be integrated in unfolding curriculum reviews for school. Key Words: School Curricular Environmental Education Environmental Education for Sustainable Development Environmental Sustainabilit

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24

Boyd, Diane. "education for sustainability: Hot topic." Nursery World 2022, no. 1 (January 2, 2022): 30. http://dx.doi.org/10.12968/nuwa.2022.1.30.

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25

Tilbury, Daniella. "Environmental Education for Sustainability: defining the new focus of environmental education in the 1990s." Environmental Education Research 1, no. 2 (January 1995): 195–212. http://dx.doi.org/10.1080/1350462950010206.

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26

Naranjo, Nélida Ramírez. "Environmental Issues and Social Work Education." British Journal of Social Work 50, no. 2 (January 31, 2020): 447–63. http://dx.doi.org/10.1093/bjsw/bcz168.

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Abstract Environmental issues have been well-documented in recent years, paying particular attention to the anthropogenic climate change impact. To date, research addressing the relationship between environmental issues, environmental justice and sustainability within social work education has been scarce. The importance of these topics in education, especially in social work programmes must be well understood and research being generated on these subjects must increase. The primary goal of this article is to help increase the conversation and debates about environmental issues, environmental justice and sustainability within the social work academic community. Social work scholars must analyse and discuss opportunities and difficulties that are presented by the necessity to make the subjects mentioned, key concepts of the core curriculum and base for social work education. The secondary goal is to describe practical ways that environmental issues, environmental justice and sustainability content can be integrated into social work education to better equip professionals with the tools to assist in the continuously growing global environmental issues.

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27

Zarina Sye, Sharifah. "Science Education in Primary School Towards Environmental Sustainability." Research Journal of Applied Sciences 6, no. 5 (May 1, 2011): 330–34. http://dx.doi.org/10.3923/rjasci.2011.330.334.

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28

Ling, Simon, Adam Landon, Michael Tarrant, and Donald Rubin. "Sustainability Education and Environmental Worldviews: Shifting a Paradigm." Sustainability 12, no. 19 (October 7, 2020): 8258. http://dx.doi.org/10.3390/su12198258.

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Higher education institutions are tasked with education for sustainable development, of which the environment is a central pillar. Understanding the demographic factors that influence the establishment of environmental worldviews allows educators to better contextualize sustainability content and discussion. Identifying pedagogies capable of creating learning spaces within which worldviews can shift offers similar opportunities. Using a quasi-experimental design and model building, this study identifies important social psychological antecedents of environmental beliefs, assesses the effectiveness of outbound mobility pedagogy at changing those beliefs and identifies important predictors of the nature and magnitude of those changes. Sustainable outbound mobility courses were effective at increasing environmental worldview compared to a control group. At program commencement, political orientation and business majors were negatively associated with environmental worldview, while female gender was the reverse. For sustainability education courses, only gender was retained as a significant predictor of the nature and change of environmental worldview by the course’s end. These results suggest that the factors associated with environmental worldview upon commencement of a course do not necessarily predict the malleability of that worldview in higher education students.

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Suryani, Adi, Soedarso Soedarso, Mohammad Saifulloh, Zainul Muhibbin, Wahyuddin Wahyuddin, Tony Hanoraga, Muhammad Nurif, Umi Trisyanti, Lienggar Rahadiantino, and Deti Rahmawati. "Education for Environmental Sustainability: A Green School Development." IPTEK Journal of Proceedings Series, no. 6 (December 30, 2019): 65. http://dx.doi.org/10.12962/j23546026.y2019i6.6347.

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30

Håkansson, Michael, Leif Östman, and Katrien Van Poeck. "The political tendency in environmental and sustainability education." European Educational Research Journal 17, no. 1 (March 8, 2017): 91–111. http://dx.doi.org/10.1177/1474904117695278.

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This article presents a categorisation of the different situations in which the political dimension of environmental and sustainability education can be handled and experienced in practice: the ‘political tendency’. Using a methodology inspired by Wittgenstein’s user perspective on language, we empirically identified situations that express the political tendency by looking for language games centred around the question of how to organise social life, recognising that this inevitably requires decision-making about different and competing alternatives. Classifying these situations resulted in a typology (the political tendency) that distinguishes ‘Democratic participation’, ‘Political reflection’, ‘Political deliberation’ (sub-divided into ‘Normative deliberation’, ‘Consensus-oriented deliberation’ and ‘Conflict-oriented deliberation’) and ‘Political moment’. Next, we discuss the developed typology from an educative perspective, showing that the distinguished situations in the political tendency differ as to how they enable the foregrounding and backgrounding of different educational goals: preparation, socialisation and person-formation (i.e. identification and subjectification as perspective shifting and subjectification as dismantling).

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31

Öhman, Johan. "New ethical challenges within environmental and sustainability education." Environmental Education Research 22, no. 6 (April 13, 2016): 765–70. http://dx.doi.org/10.1080/13504622.2016.1165800.

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32

Van Poeck, Katrien, Arjen E. J. Wals, and Ariane König. "Environmental and sustainability education in the Benelux region." Environmental Education Research 24, no. 9 (September 2, 2018): 1229–33. http://dx.doi.org/10.1080/13504622.2018.1471668.

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33

Vincent, Shirley, and Katelyn Dutton. "Integration of interdisciplinary environmental and sustainability education and research and urban sustainability." Journal of Environmental Studies and Sciences 7, no. 1 (December 4, 2014): 112–20. http://dx.doi.org/10.1007/s13412-014-0202-z.

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34

Galang, Angelina P. "Environmental education for sustainability in higher education institutions in the Philippines." International Journal of Sustainability in Higher Education 11, no. 2 (April 13, 2010): 173–83. http://dx.doi.org/10.1108/14676371011031892.

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35

Matias, Maria Auxiliadora de Freitas Bastos, Fúlvia Carolina Alves Correa, Maria da Rosa Capri, and Estaner Claro Romão. "SUSTAINABILITY IN ELEMENTARY EDUCATION." International Journal for Innovation Education and Research 8, no. 4 (April 1, 2020): 258–73. http://dx.doi.org/10.31686/ijier.vol8.iss4.2287.

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This work reports a didactic experience through the assumptions of Project-Based Learning, Interdisciplinarity and Significant Learning in the teaching-learning process in years initials of Elementary School, using the Design Science Reseach methodology. The study contextualizes the reflection about the necessary promotion of sustainable actions with the intention of mitigating environmental impacts. The general aim is to associate the concerns related to the Environment with the construction of events (Science Fair) and promote the integration between the curricular components and the school community. The analysis of the data showed that the student has a greater participation and involvement in daily activities when he builds his own knowledge. It can be concluded that the results obtained in this work prove the effectiveness of the adopted methodologies, which consequently contributed to the achievement of the proposed aims.

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36

Itard, Laure, and Maartje van den Bogaard. "Teaching Environmental Sustainability to Higher Education Students: Some Reflections." Open House International 35, no. 2 (June 1, 2010): 6–14. http://dx.doi.org/10.1108/ohi-02-2010-b0002.

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This paper deals with teaching environmental sustainability to students in higher education, focusing on the sustainability of buildings and the built environment and more specifically on energy. Integrating sustainability issues into the curricula of engineering education proves to be a big challenge. The main issues are: the fuzzy definition of sustainability; continuously advancing insights in environmental sciences and mono disciplinary versus multidisciplinary approaches. These issues are put into relation with theories and practice regarding curriculum development and change.

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Anđić, Dunja, and Sanja Tatalović Vorkapić. "Teacher Education for Sustainability: The Awareness and Responsibility for Sustainability Problems." Journal of Teacher Education for Sustainability 19, no. 2 (December 20, 2017): 121–37. http://dx.doi.org/10.1515/jtes-2017-0018.

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AbstractThe theoretical framework of the present research is based on the socio-psychological model of sustainable behaviour by Juárez-Nájera (2010). For the purposes of this paper, just part of the research is related to personal norms. The paper provides the results of the awareness of consequences and the attribution of responsibility for environmental/ sustainability problems among students of the four Faculties of Teacher Education in four countries, Bosnia and Herzegovina, Croatia, Slovenia, and Serbia. Research results indicate that students from Croatian and Slovenian Faculties of Teacher Education are characterised by a more pronounced awareness of environmental/sustainability problems than the students from Bosnia and Herzegovina and Serbia. The responsibility for environmental/sustainability problems is higher among the students of the Faculty of Teacher Education from Croatia and Serbia than among students from Bosnia and Herzegovina and Slovenia. It seems that a country is the major determiner of awareness and responsibility for environmental/sustainability problems. In general, the results of the present research provide significant guidelines for the reflection on the future of initial teacher education for sustainability and need for conducting interdisciplinary and cross-cultural research on personal norms and sustainable behaviour.

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Hamid, Suraya, Mohamad Taha Ijab, Hidayah Sulaiman, Rina Md. Anwar, and Azah Anir Norman. "Social media for environmental sustainability awareness in higher education." International Journal of Sustainability in Higher Education 18, no. 4 (May 2, 2017): 474–91. http://dx.doi.org/10.1108/ijshe-01-2015-0010.

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Purpose The explosion of social media use such as Facebook among higher education students is deemed to have great potential in widely disseminating environmental sustainability awareness. The paper aims to capture, summarise, synthesise and comment on the role of social media to garner interest of students and staff on environmental sustainability issues. Design/methodology/approach Systematic literature review technique is adopted, and three selected online databases were searched for relevant papers for review. Specific data were extracted from each paper, and the discussion section was based on the developed research questions. Findings Higher education needs to fully leverage the ubiquity of social media to extend how environmental sustainability is viewed by the students and staff. Sustainability practices conducted at the university level such as recycling, reduction of electricity and water consumptions and paper reduction in classroom and used to engage students on environmental matters. For staff, social media can be leveraged as to convey the university policy and assist in their quest to become full-fledged green universities. Research limitations/implications Some of the limitations of this research include the lack of keyword search using synonyms or related terms equivalent to the term “awareness”, lack of forward and backward searches, and the papers were searched until end of 2013 only. Future research needs to take advantage of the current limitations to investigate this topic and be empirically supported by theories using quantitative, qualitative or mixed-method-based research. Future studies could also develop relevant frameworks to propose an effective use of social media for creating environmental sustainability awareness in higher education. Practical implications Propagations of environmental sustainability awareness in higher education would be more effective with the use of social media. Social implications In principle, the increase of environmental awareness level would increase the students’ good behavioural conduct on environmental sustainability. Originality/value While the broad topic of environmental sustainability in higher education is widely discussed, the role of social media in shaping environmental sustainability awareness is still under researched. This situation provides a significant potential for exploration by sustainability researchers to craft their investigation on the effective role of social media in creating environmental awareness in higher education.

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Leonard, Kelsey. "Turtle Island (North America) Indigenous Higher Education Institutions and Environmental Sustainability Education." Journal of Comparative & International Higher Education 13, Summer (August 3, 2021): 90–133. http://dx.doi.org/10.32674/jcihe.v13isummer.3279.

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This article explores the environmental and sustainability programs of Indigenous Higher Education Institutions (IHEIs) in North America. There are 38 Tribal Colleges and Universities in the United States and 26 Indigenous post-secondary institutions in Canada. Deploying a critical discourse analysis, the study examines IHEI websites to document Indigenous environmental sustainability education (ESE) program offerings. The comparative analysis of IHEI programming in each national context finds that 41 out of 62 IHEIs in Canada and the United States have Indigenous ESE programs. Findings also indicate that ESE programs are more prevalent among IHEIs in the United States than in Canada. Moreover, IHEIs in the United States also offered greater diversity of program types, from certificates to graduate studies. The findings highlight the importance of IHEI environmental and sustainability education program design for centering Indigenous Knowledge in higher education through Indigenous-controlled institutions.

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40

Al-Nuaimi, Shaikha R., and Sami G. Al-Ghamdi. "Sustainable Consumption and Education for Sustainability in Higher Education." Sustainability 14, no. 12 (June 14, 2022): 7255. http://dx.doi.org/10.3390/su14127255.

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Sustainable consumption (SC) is the concept surrounding the use of products and services with minimal impact on environmental safeguarding resources for current and future generations. Since its implementation in 2015, SC is an expanding area of research as the increased occurrence of environmental impacts is observed globally. In this article, a literature review of sustainable consumption and education is presented as an in-depth review of relevant literature over the last 25 years. The review provides an understanding of the relationship, effect, and current concepts of sustainability education and consumption behavior. An analysis of the historical, geographical, and thematic characteristics of the relevant literature provided the scholarly context of the literature. An exploration into consumer behaviors on an individual and contextual level is presented, highlighting key factors for achieving sustainable consumption on the consumer level. A further review on the effect of education in general, and higher education on consumer behavior, is provided, noting the key findings for the support of sustainable education, as well as the anticipated barriers. In the conclusion, the effect of education on consumption is found to be positive and significant for pro-environmental consumption behaviors, and it is the main approach for implementing the ideals of sustainable consumption in the future.

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Muthersbaugh, Debbie, and Anne Kern. "Pre-Service Teachers' Use of Images in Integrating Environmental Sustainability Lessons." Journal of Teacher Education for Sustainability 14, no. 1 (January 1, 2012): 67–79. http://dx.doi.org/10.2478/v10099-012-0006-8.

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Pre-Service Teachers' Use of Images in Integrating Environmental Sustainability LessonsEnvironmental sustainability is a topic widely discussed in the field of science education, yet, few entities have committed to developing environmental sustainability education standards. The Washington State Department of Education has created K-12 Integrated Environmental and Sustainability Learning Standards (IESLS, 2009), which align with current research and practices in environmental and sustainability education. This study focuses on the perceptions of secondary pre-service teachers about the use of images to teach environmental sustainability topics integrated in their content area. The research explores the question what secondary pre-service teachers' perceptions of sustainability and using images to teach environmental sustainability topics in their content area are. The participants were comprised of secondary pre-service teachers enrolled in an instructional methodology course from a small university in the Pacific Northwestern United States. Teaching environmental sustainability and integrating lessons using images had a noticeable impact on pre-service teachers' perceived future teaching practices. Participants also changed beliefs over the course of the study about using images to teach environmental sustainability topics.

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Maxwell, Tom, and Peter Metcalfe. "Analysing Environmental Education Curricula: The Case of the IBO's Environmental Systems." Australian Journal of Environmental Education 15 (1999): 77–84. http://dx.doi.org/10.1017/s0814062600002639.

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AbstractThis paper uses a two part analysis of a new syllabus document developed by the International Baccalaureate Organisation (IBO) for its Diploma in the area of environmental studies. The environmental analysis Is based on the need for concepts to support sustainability. Key ideas in this model are natural systems of flows of energy, cycles of materials and webs of life and human impact on these natural systems. This analysis suggests that some concepts for sustainability, such as soil and water as basic resources, are not covered adequately and that the identification of the syllabus as a science precludes essential economic and social sciences considerations and the dominance of the methodology of manipulation. Using the Habermasian technical, practical and emancipatory interests as analytical categories, serious difficulties are identified. These include the likely lack of congruence of the syllabus with the advertised philosophy of the Diploma and the fundamental technical interest of control expressed in the syllabus. Taken together, It is probable that in many teachers' hands students may inadvertently learn about exploitation rather than sustainability of the environment. Modifications to the syllabus are proposed.

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Wang, Yijing, Mélodine Sommier, and Ana Vasques. "Sustainability education at higher education institutions: pedagogies and students’ competences." International Journal of Sustainability in Higher Education 23, no. 8 (May 2, 2022): 174–93. http://dx.doi.org/10.1108/ijshe-11-2021-0465.

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Purpose This study aims to examine whether the development of students’ sustainability competences is dependent on how courses are delivered at higher education institutions (HEIs). It further investigates to what extent such competences can affect students’ belief in the new environmental paradigm (NEP) and pro-environmental behaviors (PEBs). Design/methodology/approach The data was collected through an online survey conducted in 2021 among the students of an international research university based in The Netherlands. The final sample (N = 262) consisted of all the students who completed the survey and claimed that they had taken at least one course that addressed sustainability. Linear regression models were used to examine the relationship of sustainability education and students’ competences, as well as their pro-environmental attitudes and behaviors. Findings The findings reveal that the strength of universal, broadly applicable pedagogies is positively related to the development of students’ sustainability mindset/framework as well as their sustainability action/communication. The results also reveal that developing students’ competences on sustainability mindset/framework is directly related to their belief in the NEP and PEBs. Originality/value To develop an integrative pedagogical approach requires understanding how a HEI’s engagement in sustainability can impact students’ attitudes and behaviors, but little research has actually measured the development of students’ competences. This study fills this gap through empirically testing how different pedagogical approaches can affect students’ sustainability competences differently. This has important implications for systematically linking pedagogical approaches to teaching practices or concrete learning objectives.

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Karrow, Douglas D., Xavier Fazio, and David Zandvliet. "What’s In a Name? The Signifiers and Empty Signifiers of Environmental Sustainability Education: Implications for Teacher Education." Brock Education Journal 31, no. 2 (July 13, 2022): 109–30. http://dx.doi.org/10.26522/brocked.v31i2.917.

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The purpose of this article is to examine how signifiers and empty signifiers may contribute to the mainstreaming of environmental and sustainability education in teacher education. We argue that the moniker of environmental and sustainability education is an empty signifier in that it fails to convey meaning about what it signifies. Tracing the history of the pre- sustainability, sustainability, and post-sustainability field signifiers, and their respective sub- field signifiers (e.g., environmental education and education for sustainable development), we conduct a philosophical inquiry, augmented by a modified form of semiotic analysis, to expose the degree to which these signifiers are empty. The limitations and benefits of empty signification are explored through philosophical interpretation. Implications of empty signifier limitations are considered in teacher education and the manner in which they may contribute to the unsuccessful mainstreaming of environmental and sustainability education in teacher education. We conclude that a core or compulsory environmental and sustainability education course should be mandated in teacher education to ensure that all teacher candidates receive the education they require to educate future generations of children to live well on Earth.

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Nolet, Victor. "Preparing Sustainability-Literate Teachers." Teachers College Record: The Voice of Scholarship in Education 111, no. 2 (February 2009): 409–42. http://dx.doi.org/10.1177/016146810911100207.

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Background/Context This article explores sustainability as an emerging paradigm for pre-service preparation of teachers. Sustainability education, which is rooted in Deweyan ideas about the fundamental social purposes of schooling, attends to the tensions created by the interconnectedness of environmental, economic, and social equity systems. Sustainability education extends but does not replace environmental education or education for sustainable development, although the latter is considered a problematic idea. Purpose/ Focus of Study Nine themes that occur frequently in the sustainability discourse are explored as the basis for sustainability literacy, a complex construct validated through collection of multiple sources of evidence. Specific strategies for integrating sustainability education into the preservice preparation of teachers are linked to a framework for teacher learning that addresses curricular vision, understandings about teaching, dispositions, and professional practices. Research Design The article is an analytic essay that examines existing literature in the area of sustainability education and maps this work onto current research pertaining to the preparation of beginning teachers. Conclusions Sustainability education represents a new paradigm for the preparation of teachers. It can help new teachers develop a curricular vision that addresses the fundamental social purposes of education in the context of an uncertain 21st century. Sustainability education also can stimulate a conversation about the role of teacher education in the creation and solution of global environmental and social justice challenges.

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Montiel, Ivan, Raquel Antolin-Lopez, and Peter Jack Gallo. "Emotions and Sustainability: A Literary Genre-Based Framework for Environmental Sustainability Management Education." Academy of Management Learning & Education 17, no. 2 (June 2018): 155–83. http://dx.doi.org/10.5465/amle.2016.0042.

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Rickinson, Mark, and Marcia McKenzie. "The research-policy relationship in environmental and sustainability education." Environmental Education Research 27, no. 4 (March 11, 2021): 465–79. http://dx.doi.org/10.1080/13504622.2021.1895973.

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Mfumu, Kiala Muana, Aldino Miguiel Francísco, and Lino Ferreira Sardinha da Costa Neto. "ENVIRONMENTAL EDUCATION AND MANAGEMENT (COMBUSTIBLE WASTE): A SUSTAINABILITY APPROACH." International Journal of Biological and Natural Sciences 2, no. 3 (May 4, 2022): 2–18. http://dx.doi.org/10.22533/at.ed.813232228042.

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Urbańska, Magdalena, Przemysław Charzyński, Helen Gadsby, Tibor József Novák, Salih Şahin, and Monica Denise Yilmaz. "Environmental Threats and Geographical Education: Students’ Sustainability Awareness—Evaluation." Education Sciences 12, no. 1 (December 21, 2021): 1. http://dx.doi.org/10.3390/educsci12010001.

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Teaching geography creates an opportunity for the transfer of knowledge about environmental problems and ways of solving them. Teachers from the Czech Republic, Hungary, Poland, Romania, Turkey, and the United Kingdom indicated strengths and weaknesses of physical geography as well as the selected geographical concepts of: Maps/Cartography, Astronomy/The Earth in the Universe, Atmosphere, Hydrosphere, Endogenic processes, Exogenic processes, and Soils and biosphere. There was a variety in how confident students were around these topic areas. The main types of difficulties identified by the study were: too little time for implementation, difficult terminology, and lack of tools for the proper transfer of knowledge. Moreover, the attractiveness of individual issues for students also varies. The research clearly shows that students lack an awareness of problems related to the environment. There are considerable differences between the level of students’ knowledge about climate change or air and water pollution (relatively high awareness of global warming) and issues related to soil and vegetation cover (low awareness of soil depletion, soil pollution, changing the boundaries of the occurrence of plant zones, etc.). To make people aware of the importance of environment, we should take care of education in relation to global challenge and sustainable development.

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Walshe, Nicola, and Louise Sund. "Developing (Transformative) Environmental and Sustainability Education in Classroom Practice." Sustainability 14, no. 1 (December 23, 2021): 110. http://dx.doi.org/10.3390/su14010110.

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We are writing this editorial in the weeks preceding COP26; as we do, wall-to-wall coverage of events and speculation of what might (or might not) be achieved across mainstream and social media channels suggest that awareness of the impacts of climate change on planetary sustainability and human and nonhuman forms of life has never been higher [...]

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