Journal articles: 'Green education'

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Vandervoort, Frances S. "Green Education." Science 275, no. 5302 (February 14, 1997): 909.2–912. http://dx.doi.org/10.1126/science.275.5302.909a.

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Schmidt, K. F. "Education: Green Education Under Fire." Science 274, no. 5294 (December 13, 1996): 1828–30. http://dx.doi.org/10.1126/science.274.5294.1828.

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Ware, S. A., J. J. Breen, T. C. Williamson, P. T. Anastas, Conrad Stanitski, Stanley E. Manahan, John C. Warner, Michael C. Cann, and Ralph E. Taylor-Smith. "Green chemistry education." Environmental Science and Pollution Research 6, no. 2 (June 1999): 106. http://dx.doi.org/10.1007/bf02987562.

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Hjeresen, Dennis L., Janet M. Boese, and David L. Schutt. "Green Chemistry and Education." Journal of Chemical Education 77, no. 12 (December 2000): 1543. http://dx.doi.org/10.1021/ed077p1543.

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Cole, Andrew. "Margaret Green – education pioneer." Nursing Standard 31, no. 41 (June 7, 2017): 26. http://dx.doi.org/10.7748/ns.31.41.26.s24.

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Mursid, Ali, Daliana Fehabutar, Desi Wulandari, and Hasan Nuurul Hidaayatullaah. "The Research Agenda of Green Education in Enhancing Environmental Concern and Green Consumption." Studies in Learning and Teaching 2, no. 1 (April 30, 2021): 1–4. http://dx.doi.org/10.46627/silet.v2i1.60.

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This research aims to provide an analysis of arguments regarding environmental education and environmental concern in the future. Based on the importance of educating the public or society about environmental awareness, several research agendas are recommended for future research, namely 1) Psychological theory such as motivation, both intrinsic and extrinsic factors, can be adapted to clarify the motivation of students or the community in taking environmental education which has an impact on environmental behavior, 2) Sociological theory such as social identity theory will be interesting to explain the behavior of student or community related to green concern, 3) stimulant organism response theory, 4) Concerning green consumption, 5) Research topics on green education and green concern that adapt cultural theory will be interesting and be a comprehensive perspective.

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Griswold, Wendy. "Community Education and Green Jobs." Adult Learning 24, no. 1 (December 27, 2012): 30–36. http://dx.doi.org/10.1177/1045159512467322.

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Bastin, Loyd D., and Andrew P. Dicks. "Advances in green chemistry education." Green Chemistry Letters and Reviews 12, no. 2 (April 3, 2019): 101. http://dx.doi.org/10.1080/17518253.2019.1621059.

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Chamberlain, Steven P. "Evelyn Green and Perry Green." Intervention in School and Clinic 38, no. 5 (May 2003): 297–306. http://dx.doi.org/10.1177/10534512030380050501.

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Luomi, Mari, Muhammad Bilal Shakir, John T. Crist, Bushra Alam, and Dana Qarout. "Environmental sustainability in education city: Green beacon or green island?" Qatar Foundation Annual Research Forum Proceedings, no. 2012 (October 2012): EEPS9. http://dx.doi.org/10.5339/qfarf.2012.eeps9.

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Fachrudin, Hilma Tamiami, Khaira Amalia Fachrudin, and Wahyu Utami. "Education Activities to Realize Green Campus." Asian Social Science 15, no. 8 (July 23, 2019): 38. http://dx.doi.org/10.5539/ass.v15n8p38.

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The application of green concepts on campus starts from the formulation of the vision and mission, ratification of policies and development processes. The main problems in the effort to realize a green campus include a lack of involvement and individual awareness of sustainability issues and campus users are unaware of the sustainability that occurs on campus. Individual awareness and involvement of staff and students are needed to create a green campus. The purpose of this study was to analyze what educational activities should be carried out to increase awareness of realizing a green campus. There are several educational activities regarding green concepts aimed to campus users. Education activities such as courses on sustainable environment, research, seminars, student organizations in environmental activities, green campus promotions/campaign and paperless became independent variables in this study. This study uses quantitative methods with Factor analysis. The research was conducted at the Universitas Sumatera Utara. Data was collected by distributing questionnaire forms with respondents as many as 400 students. The results showed that education, practical and seminar activities about the importance of green concepts, green campus campaigns, and green applications on campus such as paperless needed to be done in raising awareness to realize a green campus.

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Khairin, Fibriyani, Eko Sukoharsono, Roekhudin, Bambang, and Hariadi. "THE “Green” TERM AND ACCOUNTING EDUCATION." International Journal of Accounting and Business Society 28, no. 2 (August 1, 2020): 1–16. http://dx.doi.org/10.21776/ub.ijabs.2020.28.2.1.

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Purpose – This paper aims to uncover the meaning of "green" through the point of view of accounting educators. Design/methodology/approach – Ecophenomenology is used as a methodology to uncover the meaning of “green” by involving three professors from several universities in Indonesia who focus on sustainability and green accounting as informants. Findings – This research shows that accounting educators provide a deeper meaning related to green, which in addition to considering the triple bottom line (3P) concept also includes values/beliefs as spiritual elements in it. "Green" is specifically interpreted as a process of harmony in life. Practical Implications – Finding of this research contributes to construct green accounting education’s form that not only focuses on the concept of business with 3P aspects but there is a spiritual aspectalization, so that accountants resulting from such education have a holistic view of their environment. Originality/value – Terminology in the field of green accounting is experiencing rapid development both in terms of meaning and new terms that emerge. Not much research has paid attention to the definition and meaning of the term yet, especially the term "green" itself. Whereas, the term and it’s meaning might impact to the development of green accounting education.

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Khairin, Fibriyani, Eko Sukoharsono, Roekhudin -, Bambang -, and Hariadi -. "THE “Green” TERM AND ACCOUNTING EDUCATION." International Journal of Accounting and Business Society 28, no. 2 (August 1, 2020): 1–16. http://dx.doi.org/10.21776/ub.ijabs.2020.28.2.1.

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Purpose – This paper aims to uncover the meaning of "green" through the point of view of accounting educators. Design/methodology/approach – Ecophenomenology is used as a methodology to uncover the meaning of “green” by involving three professors from several universities in Indonesia who focus on sustainability and green accounting as informants. Findings – This research shows that accounting educators provide a deeper meaning related to green, which in addition to considering the triple bottom line (3P) concept also includes values/beliefs as spiritual elements in it. "Green" is specifically interpreted as a process of harmony in life. Practical Implications – Finding of this research contributes to construct green accounting education’s form that not only focuses on the concept of business with 3P aspects but there is a spiritual aspectalization, so that accountants resulting from such education have a holistic view of their environment. Originality/value – Terminology in the field of green accounting is experiencing rapid development both in terms of meaning and new terms that emerge. Not much research has paid attention to the definition and meaning of the term yet, especially the term "green" itself. Whereas, the term and it’s meaning might impact to the development of green accounting education.

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Ibe-Ariwa, Koodichimma Chinazom. "Green Technology Sustainability and Deployment of Cloud Computing in Higher Education." Journal of Social Media Studies 1, no. 2 (February 22, 2015): 151–60. http://dx.doi.org/10.15340/2147336612873.

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Wongchantra, Prayoon. "The learning activities of green university for environmental education undergraduate students." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 385–91. http://dx.doi.org/10.18844/prosoc.v4i1.2280.

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Wakefield, Julie. "Environmental Education. Green Lessons Boost Grades." Environmental Health Perspectives 109, no. 6 (June 2001): A255. http://dx.doi.org/10.2307/3455012.

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Chakraborty, Arpita, Manvendra Pratap Singh, and Mousumi Roy. "Green Curriculum Analysis in Technological Education." International Journal of Progressive Education 14, no. 1 (February 11, 2018): 122–29. http://dx.doi.org/10.29329/ijpe.2018.129.9.

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Barnes, Laura L. "Green buildings as sustainability education tools." Library Hi Tech 30, no. 3 (August 31, 2012): 397–407. http://dx.doi.org/10.1108/07378831211266546.

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PurposeThe purpose of this paper is to provide an overview of green building technologies and practices and illustrate how public libraries can use them as tools to teach their communities about sustainability and foster behavior change.Design/methodology/approachThrough literature searches, case studies analysis, and individual phone and e‐mail interviews, the author identified ways that public libraries can use their buildings to demonstrate green technologies and practices and show their patrons how to apply them at home, at work, and in the community.FindingsEducation is a component of LEED certification. Many LEED certified libraries publicize a list of the green technologies used in their building projects. Some sponsor programs related to the green building and include permanent displays in the library to explain how the technology works. The Fayetteville Public Library went beyond these basic techniques to not only improve the sustainability of their operations but also become a community test bed for a renewable energy project.Originality/valueThis paper sheds light on how building projects can be used not only to educate the public about green technologies and practices, but also inspire others to begin using similar techniques at home, at work, and in the community.

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Putney, Dawn, Robert C. Morris, and Peter R. Sargent. "Developing Green Curriculum towards Sustainable Education." International Journal of Technology and Educational Marketing 6, no. 1 (January 2016): 34–51. http://dx.doi.org/10.4018/ijtem.2016010103.

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This article looks at a variety of topics affecting the development of a “Green School Curriculum” from kindergarten through high school. It places emphasis on teacher planning, involvement, and commitment, as well as offering a number of lessons and learning insights that support an “inquiry-based” curricular design. From elementary to middle to secondary classrooms this can help teachers explore instructional possibilities with numerous on-line sites to visit and probe in detail. A final emphasis is placed on the importance, utilization and incorporation of technology into today's schools highlighted through numerous resources and professional development.

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Drissner, Jürgen, Hans-Martin Haase, Mara Nikolajek, and Katrin Hille. "Environmental education in a ‘green classroom’." Resonance 16, no. 2 (February 2011): 180–87. http://dx.doi.org/10.1007/s12045-011-0023-2.

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Mets, Tõnis, Jack Holbrook, and Siim Läänelaid. "Entrepreneurship Education Challenges for Green Transformation." Administrative Sciences 11, no. 1 (February 14, 2021): 15. http://dx.doi.org/10.3390/admsci11010015.

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Associated with global climate agreements and the European Union’s focus on climate-neutral goals by 2050, the development of Green Transformation competencies in society has become topical. This viewpoint paper proposes a conceptual model for applying Entrepreneurship Education (EE) to designing an integrated transdisciplinary, Green Transformation Competence framework. In line with this, EE is seen as a tool for developing an active, informed, responsible, yet sustainable, living ecosystem-oriented and green orientation of citizens in the education system. Nevertheless, this viewpoint recognises several challenges for further research.

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Wax, Heather. "Big green innovator." IEEE Women in Engineering Magazine 3, no. 2 (December 2009): 17–18. http://dx.doi.org/10.1109/mwie.2009.934539.

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Ray, David. "Green." College English 50, no. 5 (September 1988): 515. http://dx.doi.org/10.2307/377484.

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Zovinka, Edward P., and Anne E. Stock. "Microwave Instruments: Green Machines for Green Chemistry?" Journal of Chemical Education 87, no. 4 (April 2010): 350–52. http://dx.doi.org/10.1021/ed800150e.

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Farrell, Michael. "Green Paper: Notes on the Green Paper: an Initial Response." British Journal of Special Education 25, no. 1 (March 1998): 13–15. http://dx.doi.org/10.1111/1467-8527.t01-1-00047.

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Sağdıç, Ali, and Elvan Şahin. "A Closer Look into Turkish Elementary Teachers Regarding Their Beliefs on Education for Sustainable Development." International Electronic Journal of Environmental Education 6, no. 2 (June 15, 2016): 141. http://dx.doi.org/10.18497/iejee-green.42181.

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Dyer, Ken. "Environmentalism as Social Purpose in Higher Education: A Green Education Agenda." Australian Journal of Environmental Education 13 (1997): 37–47. http://dx.doi.org/10.1017/s0814062600002810.

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AbstractThis paper considers some recent ideas about tertiary environmental education and about environmentalism as an emerging social purpose of universities. It shows that total reliance on education about the environment results in unacceptable views of the environment, environmental education and environmental problems'. The paper considers approaches to teaching, arguing for one which assumes that learners construct their own concepts of the environment It distinguishes between current discipline-based teaching in universities and the more holistic Green Education. The paper concludes with a list of characteristics of Green Education which follow from the arguments presented.

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Shock, Maurice. "The Government's Green Paper." Higher Education Quarterly 39, no. 4 (September 1985): 289. http://dx.doi.org/10.1111/j.1468-2273.1985.tb02053.x.

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Hernandez, Alexander A. "Green IT Adoption Practices in Education Sector." International Journal of Sociotechnology and Knowledge Development 9, no. 3 (July 2017): 1–16. http://dx.doi.org/10.4018/ijskd.2017070101.

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Green IT is a resource efficient and effective consumption to reduce organizations processes impacts to the environment using information technology. This article aims to explore GIT practices of higher education institutions in the Philippines, where a qualitative multiple-case study is used. The study found that higher education institutions Green IT adoption covers the use of paperless and digital archiving systems, resource efficient IT equipment, responsible electronic waste disposal, recycling and reuse, and initiated awareness programs to educate the employees about Green IT and sustainability. The study also found that these practices are in its early stage of adoption in higher education institutions in the Philippines. This article also presents practical and research implications to further the uptake of Green IT in higher education institutions.

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Gilliam, Cortland. "White, Green futures." Ethics and Education 16, no. 2 (March 12, 2021): 262–75. http://dx.doi.org/10.1080/17449642.2021.1896640.

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Ware, Sylvia A. "Greening the curriculum. American Chemical Society education programs." Pure and Applied Chemistry 73, no. 8 (August 1, 2001): 1247–50. http://dx.doi.org/10.1351/pac200173081247.

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The American Chemical Society (ACS) Education and International Activities Division is currently working with the U.S. Environmental Protection Agency to produce a series of green chemistry educational materials. To date, products include a searchable, online annotated bibliography of green chemistry references; a collection of cases describing real-world green chemistry solutions; and a Web site for green chemistry materials and information. Various workshops, short courses, and symposia have been provided to share the green chemistry story. Two planning conferences of green chemistry experts have been held to provide direction to the project. In addition to an overview of the above products and services, the project goals and future plans will be described, and the ways in which green chemistry concepts are being integrated across the ACS educational programs in general.

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Juan, Yi-Kai, and Tseng-Wei Chao. "Game-Based Learning for Green Building Education." Sustainability 7, no. 5 (May 7, 2015): 5592–608. http://dx.doi.org/10.3390/su7055592.

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Kudryavtseva, Olga, N. Vershinin, E. Kortelev, M. Kochurov, A. Chemis, A. Chernichin, and E. Chunosova. "The Impact of Education on Green Behavior." Scientific Research of Faculty of Economics. Electronic Journal 10, no. 1 (March 28, 2018): 74–93. http://dx.doi.org/10.38050/2078-3809-2018-10-1-74-93.

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Even though ecological issues are becoming more urgent nowadays, humanity still has not switched to the path of sustainable development. The objective of this article is to define whether such indicator as level of education can have a significant impact on green behavior, which implies efficient use of natural resources, recycling and green consumerism. Via principal component analysis we've proven that education may indeed have positive impact on the waste rate. However, results have turned out to be not sustainable enough, which requires further investigation.

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Baranova, I. "Role of education in “Green economy” formation." Актуальные направления научных исследований XXI века: теория и практика 3, no. 4 (October 27, 2015): 67–69. http://dx.doi.org/10.12737/14219.

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Sacco, Margherita Maria, Elena Liliana Vitti, and Alberto Parola. "Developing European Key Competences with Green Education." European Journal of Sustainable Development 9, no. 3 (October 1, 2020): 324. http://dx.doi.org/10.14207/ejsd.2020.v9n3p324.

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Building&Learning Project is action-research focused on the environmental consequences of technology. The didactic design is structured on the classic program proposed for the scholar discipline Technology for the first grade of secondary school; it tries to answer to the requirements of the National Plan for a Digital School (PNSD). Our first aim is to overcome the diktat “teach how to use the media” and reach the capacity to “teach with the media”, to avoid the danger of a “technocentric illusion” and to get the purpose to develop the competences proposed by Europe and Italy. Our teacher-researcher prepared every lesson to help the students to: a) get the disciplinary aim; b) understand the process and the consequences that every technology brings with itself; c) apply the theory in a practice activity. Every lesson is divided in two phases: the theoretical part is based on the method of Cooperative Learning, while the second part is a practice activity where students build with LEGO Education Kit a model that forecasts the application of the theory. After the first period, we introduced also a Story-telling part because the students showed great difficulty in expressing the theory explained. Keywords: European key competences - Media Education – Cooperative Learning – Sustainability education – STEM

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Weida, Nicholas A. "Does Graduate Medical Education Also Follow Green?" Archives of Internal Medicine 170, no. 4 (February 22, 2010): 389. http://dx.doi.org/10.1001/archinternmed.2009.529.

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Smith, Larry J. "Selling Green: Environmental Education or Environmental Brainwashing?" Review of Education, Pedagogy, and Cultural Studies 20, no. 2 (January 1998): 141–54. http://dx.doi.org/10.1080/1071441980200203.

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Mintu, Alma T., and Héctor R. Lozada. "Green Marketing Education: A Call for Action." Marketing Education Review 3, no. 3 (October 1993): 17–23. http://dx.doi.org/10.1080/10528008.1993.11488420.

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Louw, Willa Petronella. "Green curriculum: Sustainable learning in higher education." International Review of Research in Open and Distributed Learning 14, no. 1 (January 8, 2013): 1. http://dx.doi.org/10.19173/irrodl.v14i1.1310.

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<p>The United Nations (UN) constituted 2005–2014 as the decade for educational sustainable development when bridges have to be built between academic institutions and their communities. In this article I will therefore do a literature search from 2005–2011 on what it means to be a sustainable university with a sustainable curriculum by looking at case studies from other higher education institutions in order to begin to give guidelines for such an endeavour in an open and distance learning (ODL) institution. Thereafter I will focus on recommendations on how to transform present study material into a green curriculum by using a qualification in Human Settlements as a case study.</p>

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Wang, Mei-Yan, Xiao-Ya Li, and Liang-Nian He. "Green chemistry education and activity in China." Current Opinion in Green and Sustainable Chemistry 13 (October 2018): 123–29. http://dx.doi.org/10.1016/j.cogsc.2018.07.001.

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Sarbassova, Saule, Sairan Abdugalina, Roza Burganova, Kazna Shaikheslyamova, Banugul Abdrasheva, and Gaziza Jamaliyeva. "Development of green environmental: policy in education." E3S Web of Conferences 284 (2021): 11009. http://dx.doi.org/10.1051/e3sconf/202128411009.

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The need to overcome the environmental problems of our time has set a task for pedagogical theory and practice: on the basis of the biosphere approach, to prepare an environmentally literate person who understands the importance of life as the highest value, who is able to determine his place in the world, participate in environmental protection, rationally use natural resources, make conscious decisions in the spheres of life where the interests of man as a living being, society and the environment overlap. In the system of training an environmentally literate person, an important role belongs to educational organizations of all levels, which can be considered as the initial link in enriching a person with knowledge about the natural and social environment, familiarizing him with a holistic picture of the world and forming a scientifically grounded, humane attitude towards society. Environmental education is designed to provide the young generation with scientific knowledge about the relationship between nature and society, to help understand the multifaceted significance of nature for society in general and for each person in particular, to form an understanding that nature is the primary basis of human existence, and man is a part of nature, to educate a conscious attitude towards it, a sense of responsibility for the environment as a universal value, develop creative activities to protect and transform the environment, cultivate love for nature. Environmental education and upbringing is a systematic pedagogical activity that is aimed at developing the environmental culture of a person. Environmental education of a person is a continuous process of learning and development throughout his life, which is expressed in the formation of an ecological culture, which manifests itself in an emotional and positive attitude towards nature, in compliance with certain moral norms, in a system of value orientations.

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Wang, Qiang, Xiao Ping Feng, Bei Tian, and Ying Ling Chen. "Green Campus Culture Construction of Green University." Advanced Materials Research 869-870 (December 2013): 980–85. http://dx.doi.org/10.4028/www.scientific.net/amr.869-870.980.

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Green campus culture is a new type of campus culture, emphasizing the relationship between people and the environment is coordinated sustainable, profound and abundant. Green campus is an important aspect of the green university, an important way of promoting sustainable development and achieving the comprehensive development. Green culture construction should be carried on from several aspects: management, education, environment, activities and internationalization, etc, so as to give full play to its educational function.

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Uyanık, Gökhan. "Effect of Environmental Education Based on Transformational Learning Theory on Perceptions towards Environmental Problems and Permanency of Learning." International Electronic Journal of Environmental Education 6, no. 2 (June 15, 2016): 126. http://dx.doi.org/10.18497/iejee-green.59815.

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Nesbitt, Darin R., and Elizabeth Trott. "Democratic Paradoxes: Thomas Hill Green on Democracy and Education." Paideusis 15, no. 2 (October 28, 2020): 61–78. http://dx.doi.org/10.7202/1072681ar.

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This paper provides an account of the paradoxes of teaching democracy, the paradoxes of being a citizen in a liberal democracy, and the insights that can be gained from the model of citizenship that T.H. Green promoted. Green thought citizenship was predicated on the twin foundations of the community and the common good. Freedom for Green means individual self-determination coupled with recognition of the dependency relations between individuals and the community. Green is noteworthy not only as a theorist but also as an active contributor to the development of public schools in England. A consideration of his arguments provides a model for educating citizens, addresses the paradoxes of democracy in education, and reveals elements of his philosophy that are relevant to educational issues today.

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Srivastava, Anugamini Priya, Venkatesh Mani, Mohit Yadav, and Yatish Joshi. "Authentic leadership towards sustainability in higher education – an integrated green model." International Journal of Manpower 41, no. 7 (April 10, 2020): 901–23. http://dx.doi.org/10.1108/ijm-08-2019-0404.

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PurposeSustainability in higher education has drawn the attention of various scholars. However, to date, very few studies have examined the human side of green employee behaviour towards sustainability. Thus, to address this gap, this study aims to analyse the effect of green authentic leadership towards sustainability in higher education, with the intervening impact of green internal branding and green training.Design/methodology/approachThe study examined the data collected from faculty and their immediate heads from private higher education institutions. Tests for reliability, validity and internal consistency of measures followed by exploratory factor analysis were conducted for each measure. The hypotheses were tested through hierarchical regression analysis while confirmatory factor analysis was done to test the fit of the model.FindingsThe results supported the fit of the proposed model and showed positive and significant effect of green authentic leadership on the sustainability in higher education. Further, green internal branding had a mediating effect between green authentic leadership and sustainability and green training showed a significant moderating role between green authentic leadership and sustainability relationship.Originality/valueThe study contributes to ongoing research in the field of green employee behaviour, green HRM practices and sustainability in higher education. Further, the study provides practical implications to enable higher education institution to work towards sustenance effectively.

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Possner, Adam. "The Green One." Academic Medicine 87, no. 7 (July 2012): 974. http://dx.doi.org/10.1097/acm.0b013e318257528e.

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Hack, Karen, and Virginia Flynn. "Green beans: Gardening with two's." Day Care & Early Education 13, no. 1 (September 1985): 14–17. http://dx.doi.org/10.1007/bf01627153.

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Boyask, Ruth. "Public education unbounded." New Zealand Annual Review of Education 26 (July 1, 2021): 11–17. http://dx.doi.org/10.26686/nzaroe.v26.6853.

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Green School New Zealand is a private school whose school fees confirm for critics the inequity of private education, but the school may contribute to an alternative vision of public education if its commitment to sustainability is recognised as a public good. Conventional understanding of public education is challenged by contemporary political and democratic theory on the nature of publics. While public education generally refers to education funded by the state, if public education is limited to education provided by the state it restricts the good that it can do because the state is not equitable in whose interests it serves. Concepts of public education need updating to reflect understandings of varied publics and the individuals of which they are comprised (pluralist publics); the freedom of publics in subjectivity and sovereignty (unbounded publics); and the mutuality and equality of relations within publics (publicness). Green School New Zealand undoubtedly works against public interests in some respects; however, its focused concern for the environment represents an emergent publicness that is not apparent in schools that are more closely bound to the priorities of the state. When we recognise their public dimensions, schools like Green School New Zealand may help with rethinking public education and how we develop new systems of education that act for the good of pluralist, unbounded but connected publics.

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Fleischman, Richard K., and Karen Schuele. "Green accounting: A primer." Journal of Accounting Education 24, no. 1 (January 2006): 35–66. http://dx.doi.org/10.1016/j.jaccedu.2006.04.001.

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Pérez Montero, Ana. "Green Campus." International Multidisciplinary Journal CREA 1, no. 1 (July 15, 2020): 1–2. http://dx.doi.org/10.35869/ijmc.v1i1.2843.

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Green Campus es un programa internacional, creado por la FEE (Foundation for Environmental Education) para universidades de todo el mundo que persigue la mejora de la sostenibilidad en las facultades participantes. Green Campus ofrece una metodología que, a partir de un diagnóstico inicial y de la creación de un comité ambiental, pretende implicar a toda la comunidad universitaria en acciones de mejora de las facultades. Aquellas facultades que consiguen implementar esta metodología, mediante un plan de acción propio y alcanzar los objetivos propuestos, son premiadas con una Bandera Verde.

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Journal articles on the topic 'Green education'

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