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Journal articles on the topic 'Social and environmental education'

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Published: 4 June 2021

Last updated: 12 February 2022

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1

Freitas, Eduardo Silva. "Representações sociais, meio ambiente e saúde: por uma educação ambiental de qualidade." O Mundo da Saúde 30, no. 4 (December 5, 2006): 598–606. http://dx.doi.org/10.15343/0104-7809.200630.4.9.

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2

Posch, Peter. "Social Change and Environmental Education." Australian Journal of Environmental Education 13 (1997): 1–6. http://dx.doi.org/10.1017/s0814062600002755.

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3

Hutton, Drew. "Social ecology and environmental education." Australian Journal of Environmental Education 2 (June 1986): 11–14. http://dx.doi.org/10.1017/s081406260000433x.

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AbstractA world view is emerging in areas like peace education, environmental education, justice education and development education which cannot be understood simply by applying old assumptions to these areas. This world view involves a different ethical framework, a different epistemology and a different way of functioning in order to achieve goals. I call this new world view social ecology, a philosophy which has emerged as a result of the threats to our planet and which takes as its starting point such principles as ecological sustainability, non-violence, grass-roots democracy and social equality.

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4

Hursh, David, and Camille Anne Martina. "Education, Environmental Health and Social Justice." Policy Futures in Education 12, no. 7 (January 2014): 917–19. http://dx.doi.org/10.2304/pfie.2014.12.7.917.

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5

Dessai, Kissan G. G., and Manoj S. Kamat. "Social Network Intervention in Environmental Education." International Journal of Technology and Educational Marketing 3, no. 2 (July 2013): 49–62. http://dx.doi.org/10.4018/ijtem.2013070104.

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In the recent past Environmental Education (EE) has been introduced as one of the core course in the curriculum of higher education in India. The objective was to make every student aware of the biodiversity and infuse a pro-environmental attitude in them. The efforts to achieve this objective through traditional methods of classroom teaching, predefined syllabus and textbooks has not produced the expected results. We need an approach that will impart values and educate students to conserve and protect various elements of our of biological wealth. With so much of success of social networking sites such as Facebook, Twitter, Linkedln and YouTube amongst the young generation for information sharing and communication, one is compelled to think whether social networks and social media can be of any help in making courses such as Environmental Education (EE) more attractive and informative. With this guided inquiry we used Facebook’s information dissemination platform with an aim of creating and promoting learning environment for exploring, proposing strategies, resources, and information sources to students collaboratively. The preliminary results and feedback from student community are very encouraging and motivating, depicting deployment of environment friendly attitude in students.

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6

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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7

Rambaree, Komalsingh. "Environmental social work." International Journal of Sustainability in Higher Education 21, no. 3 (February 8, 2020): 557–74. http://dx.doi.org/10.1108/ijshe-09-2019-0270.

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Purpose Environmental social work (ESW) is an approach and a perspective in social work focusing on ecological and environmental sustainability and justice within the context of sustainable development (SD). This study aims to analyse students’ reflective tasks on challenges for ESW education and practice from a critical theory perspective. The purpose of this study is to discuss the implications of the findings for accelerating the implementation of SD in social work curricula. Design/methodology/approach The research participants comprised 49 master level students from four different cohorts studying the course “Social Work and Sustainable Development” at the University of Gävle, Sweden. The sample comprised only those students who had completed at least one of the three non-mandatory reflective tasks that were set within the course. The reflective tasks of the research participants were gathered as data for this study. A qualitative methodological approach with the help of ATLAS-ti V8.4 was used to analyse the gathered data. Findings This study discusses three primary results, which are categorised as “Being Boxed”, “Safe and Saviour Sweden” and “Politics and Power”. Based on the results, this study argues for a transformative and emancipatory pedagogy (TEP) in the teaching and learning of ESW to accelerate the implementation of holistic SD within the social work curriculum. Research limitations/implications This study is mainly based on the analysis of “problematic” discourses of some of the students. The majority of the students and their respective discourses are not considered. Moreover, it would have been interesting, and probably enlightening to explore the background of the students (such as gender, ethnicity and religion) and any concomitant beliefs or prejudices (whether consciously held or otherwise) that would need to be addressed for an effective social work outcome. For ethical reasons, the background of the students was not recorded and analysed in this study. Practical implications Based on the results, this study argues for TEP in catalysing environmentalism within the social work curricula. Social implications Social workers have a political mandate from their professional ethics to work for the protection of the planet and for the well-being of all – including non-humans. This study therefore argues for ESW education within social work curricula in promoting SD through social work practice. Originality/value Within the context of SD, there is a global call for social work education to shift from an anthropocentric to an eco-centric paradigm. However, ESW education is still in its infancy stage and very few universities are focusing in this particular area. This study therefore brings an important and well-needed layer of empirical evidence in considering the implications for catalysing environmentalism within the social work curricula.

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8

Shaw, Jane S. "Environmental education." Society 41, no. 1 (November 2003): 60–66. http://dx.doi.org/10.1007/bf02688205.

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9

Bay, Uschi. "Environmental Social Work." Social Work Education 32, no. 5 (August 2013): 693–95. http://dx.doi.org/10.1080/02615479.2013.797655.

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10

SUZUKI, Zenji. "Special issue : environmental education and social enlightenment.Present situation and issue of environmental education." Journal of Environmental Conservation Engineering 20, no. 4 (1991): 213–16. http://dx.doi.org/10.5956/jriet.20.213.

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11

Brown, Gregory, and Ann Sloan Devlin. "Vandalism: Environmental and Social Factors." Journal of College Student Development 44, no. 4 (2003): 502–16. http://dx.doi.org/10.1353/csd.2003.0037.

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12

White, Lesley. "Social Ecology as Innovative Tertiary Environmental Education." Australian Journal of Environmental Education 8 (1992): 59–75. http://dx.doi.org/10.1017/s0814062600003311.

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Social ecology as expressed by the Social Ecology Centre, (Faculty of Agriculture & Rural Development, University of Western Sydney, Hawkesbury), is an emerging field of learning concerned with improving the quality of the interrelationships between people and between people and the environment. The essence of this improvement is powerfully depicted by Albert Einstein, with this plea for people to widen their sense of compassion and concern to all life:A human being is part of the whole, called by us ‘Universe’ a part limited in time and space. He experiences himself, his thoughts and feelings as something separated from the rest, a kind of optical delusion of his consciousness. This delusion is a kind of prison for us, restricting us to our personal desires and to affection for a few persons nearest us. Our task must be to free ourselves from this prison by widening our circle of compassion to embrace all living creatures and the whole of nature and its beauty.Social ecology then is concerned with recognising and transcending this ‘optical delusion’ of which Einstein speaks.In 1992 the Social Ecology Centre will be offering, through the introduction of the Bachelor of Applied Science (Social Ecology) [B. App. Sc. (Soc. Ecol.)] program, a substantively new and different approach to environmental education at a tertiary level. The establishment of the B.App.Sc. (Soc. Ecol.) will provide for the first time learning opportunities in social ecology at undergraduate level.

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13

Fien, J. "Research directions in social and environmental education." Australian Journal of Environmental Education 1, no. 2 (June 1985): 21–23. http://dx.doi.org/10.1017/s0814062600004523.

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Social and environmental education are two sides of a coin. Each has similar student-centred goals that see an understanding of society or the environment and one's place within it as a medium for achieving some of the long term goals of education. The similarities between the two have not been recognised nearly as much as they could have been, though Disinger (1982) among others has recognized international, global, futures, population and values education (all long established themes in social education) as imperatives in environmental education. Both social and environmental education seek to help young people identify, understand and desire to resolve the problems that confront humanity.

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14

Nesmith, Ande, and Nora Smyth. "Environmental Justice and Social Work Education: Social Workers' Professional Perspectives." Social Work Education 34, no. 5 (July 4, 2015): 484–501. http://dx.doi.org/10.1080/02615479.2015.1063600.

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15

Grove‐White *, Robin. "Uncertainty, environmental policy and social learning." Environmental Education Research 11, no. 1 (February 2005): 21–24. http://dx.doi.org/10.1080/1350462042000328712.

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16

Teixeira, Samantha, and Amy Krings. "Sustainable Social Work: An Environmental Justice Framework for Social Work Education." Social Work Education 34, no. 5 (July 4, 2015): 513–27. http://dx.doi.org/10.1080/02615479.2015.1063601.

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17

TAKATSUKI, Hiroshi. "Special issue : environmental education and social enlightenment.Environmental education through "waste" problem." Journal of Environmental Conservation Engineering 20, no. 4 (1991): 217–22. http://dx.doi.org/10.5956/jriet.20.217.

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18

Koppelman, Kent. "Social Justice, Peace, and Environmental Education: Transformative Standards." Multicultural Perspectives 11, no. 4 (December 14, 2009): 232–33. http://dx.doi.org/10.1080/15210960903446267.

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19

Armstrong, Christine. "Social Metaphors and their Implications for Environmental Education." Environmental Education Research 3, no. 1 (February 1997): 29–42. http://dx.doi.org/10.1080/1350462970030103.

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20

Grange, Lesley Le. "Embodiment, social praxis and environmental education: Some thoughts." Environmental Education Research 10, no. 3 (August 2004): 387–99. http://dx.doi.org/10.1080/1350462042000258206.

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21

Mathews, M. R. "Some thoughts on social and environmental accounting education." Accounting Education 10, no. 4 (November 2001): 335–52. http://dx.doi.org/10.1080/09639280210121132.

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22

Brantmeier, Edward J. "Social justice, peace, and environmental education: transformative standards." Journal of Peace Education 9, no. 2 (August 2012): 207–9. http://dx.doi.org/10.1080/17400201.2012.697682.

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23

Korotkova, T. S., and D. I. Zakirova. "Environmental education and education for sustainable development: general and special." Bulletin of "Turan" University, no. 1 (March 31, 2021): 110–15. http://dx.doi.org/10.46914/1562-2959-2021-1-1-110-115.

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The ideological basis of education for sustainable development is primarily formed by environmental education. It is an essential component and the first step in the development of education for sustainable development. The article examines the relationship between environmental education and education for sustainable development, their standard features and distinctive features. Education for sustainable development is inextricably linked with environmental education. Each of these areas, being independent, can develop together with more effectively. The principles declared by the Tbilisi Declaration and faced with the shortcomings of environmental education can be implemented through education for sustainable development. Education for sustainable development can effectively use traditional environmental education's positive achievements, complementing economic, social, and cultural contexts. The new paradigm of sustainable development education involves solving many problems related to the formation of education as the leading social institution and the development of a new system of values. It is necessary to ensure close interaction of education with social, political and cultural processes,strengthen the connection between education and science, ensure informatization and greening of education, etc. However, it is necessary to solve the problem of understanding education for sustainable development as education about sustainable development.

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24

김남준. "A Study on Environmental Ethics Education in Moral Subject Education: centering on a Comparative Approach to Environmental Education in Social Studies Education(Geography Education), Science Education & Environmental Education." Journal of Moral & Ethics Education ll, no. 29 (December 2009): 181–216. http://dx.doi.org/10.18338/kojmee.2009..29.181.

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25

Sullivan, Kathleen. "Shaping Environmental Education Practices." Practicing Anthropology 17, no. 4 (September 1, 1995): 5–10. http://dx.doi.org/10.17730/praa.17.4.147548632hq40095.

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Language has very real and powerful material outcomes for people and for the environments which they construct and inhabit. Social constructions of the category "environment" shape environmental education practices and ultimately affect strategies for mitigating environmental problems and degradation. Anthropologists can play a key role in clarifying these categories of meaning and their ramifications by examining what issues are considered, how they are considered, and what priorities are established, and by noting the things that are omitted, consciously or unconsciously, from the discussion.

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26

Robottom, Ian. "Social critique or social control: Some problems for evaluation in environmental education." Journal of Research in Science Teaching 26, no. 5 (May 1989): 435–43. http://dx.doi.org/10.1002/tea.3660260508.

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27

Cnaan, Ram A., and Toorjo Ghose. "Doctoral Social Work Education." Research on Social Work Practice 28, no. 3 (July 27, 2017): 224–33. http://dx.doi.org/10.1177/1049731517718938.

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This article is intended to forecast major environmental changes that may impact social work doctoral education and assess what should be done in anticipation of these changes. We apply an open system and future studies perspective to guide our work. We present a set of predicted societal changes that will impact social work as a profession and doctoral education in particular. We then present and discuss major expected changes in higher education and further assess some of their potential impact on social work doctoral education. We conclude with a synthesis of how these pending changes may impact social work doctoral education and what can be done in anticipation of these changes.

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28

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

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Inhabitants of Planet Earth are experiencing environmental tensions brought about by the different problems plaguing the environment prompting the researcher to conduct a study on navigating environmental education practices in promoting environmental awareness and education. To answer this problem, the researcher employed a quantitative-qualitative method of research using the modified survey questionnaire from Eriko Arai and Shauna Sprules and the developed interview guide for the selected participants. Findings show that the majority is integrating environmental education, and it is evident in sciences, social studies, and values education. Integration, in this regard, was done weekly. On the other hand, activities that helped students learn about sound environment practices were lecturing, hands-on outdoor learning, and field trips that encourage the planting of trees, recycling, greening schoolyards, etc. Findings also reflected that the majority of the teachers did not discuss the different perspectives of environmental issues. When they discussed, they did not encourage students to form their views and ideas on different environmental issues. However, teachers were all eager to integrate environmental education despite barriers such as curriculum materials and teachers' competencies. Along this line, the study suggests for the development of instructional materials and training for teachers in the teaching and integration of environmental education in the different subject areas.

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Arcury, Thomas. "Applied Anthropology in Environmental Education." Practicing Anthropology 17, no. 4 (September 1, 1995): 3–4. http://dx.doi.org/10.17730/praa.17.4.f4520g0608jx5482.

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The environment and environmental problems have been prominent social, political, and public policy issues for more than three decades. The list of significant environmental concerns stretches from the effects of pesticides such as DDT, through nuclear waste and water and air pollution, to ozone depletion and acid rain.

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30

Sun, Lunxuan, Shuo Yang, Sumin Li, and Yongduo Zhang. "Does education level affect individuals' environmentally conscious behavior? Evidence from Mainland China." Social Behavior and Personality: an international journal 48, no. 9 (September 2, 2020): 1–12. http://dx.doi.org/10.2224/sbp.8488.

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We analyzed data from 8,710 participants in the 2013 China General Social Survey by using the instrumental variable method to assess the impact of the number of years of individuals' formal education on their environmental behavior. The results show that more formal education significantly increased individuals' public and private environmental behavior. Higher levels of formal education improved individuals' environmental knowledge and their environmental pollution awareness, which directly affected their environmental behavior. Having had more formal education was also associated with having a higher socioeconomic status and economic income, which increased the demand these individuals reported for a better environment and affordability of environmentally friendly actions, which indirectly affected their environmental behavior. Our findings indicate that a further increase in the supply of education may improve China's current environmental problems.

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31

Banks, Concetta. "Green Social Work: From Environmental Crises to Environmental Justice." Social Work Education 32, no. 5 (August 2013): 692–93. http://dx.doi.org/10.1080/02615479.2013.783301.

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32

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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33

Simionescu, Mihaela, Zuzana Horváthová, Nataliia Kovshun, and Nina Kushnir. "Social media, sustainability, and environmental protection in sustainable education." E3S Web of Conferences 208 (2020): 09002. http://dx.doi.org/10.1051/e3sconf/202020809002.

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This paper focuses on the perceptions of sustainability and environmental protection expressed by the users of social networks (such as Facebook or WhatsApp). Forming the perception of climate change and environmental protection is a part of sustainable education. Social networks and Internet-based technologies might contribute to the process of gaining, processing and exchanging the information on sustainable development and to help to shape the social environmental awareness. Our results demonstrate that people who are familiar with the concept of sustainability consider environmental protection to be very important compared to those who are not familiar with this concept. In addition, it appears that people without any significant knowledge about sustainability are not interested in environmental protection. These outcomes suggest that sustainable education might help people in changing their perspectives and considering environmental protection to be essential for the future.

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34

Clancy, Kate. "Reclaiming the Social and Environmental Roots of Nutrition Education." Journal of Nutrition Education 31, no. 4 (July 1999): 190–93. http://dx.doi.org/10.1016/s0022-3182(99)70440-1.

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35

Moyer, Joan, and Richard Peters. "Issues in Education: Nurturing an Environmental and Social Ethic." Childhood Education 70, no. 2 (December 1993): 72–73. http://dx.doi.org/10.1080/00094056.1993.10520995.

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36

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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Lotz-Sisitka, Heila. "Environmental education research and social change: Southern African perspectives." Environmental Education Research 10, no. 3 (August 2004): 291–95. http://dx.doi.org/10.1080/1350462042000258143.

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Plummer, Ryan. "Social–ecological resilience and environmental education: synopsis, application, implications." Environmental Education Research 16, no. 5-6 (October 2010): 493–509. http://dx.doi.org/10.1080/13504622.2010.505423.

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Krasny, Marianne E., Leigh Kalbacker, Richard C. Stedman, and Alex Russ. "Measuring social capital among youth: applications in environmental education." Environmental Education Research 21, no. 1 (November 13, 2013): 1–23. http://dx.doi.org/10.1080/13504622.2013.843647.

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Andrzejewski, Julie. "The Social Justice, Peace, and Environmental Education Standards Project." Multicultural Perspectives 7, no. 1 (January 2005): 8–16. http://dx.doi.org/10.1207/s15327892mcp0701_3.

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41

Zulkifli. "Social and Environmental Accounting Education and Sustainability: Educators' Perspective." Journal of Social Sciences 7, no. 1 (January 1, 2011): 76–89. http://dx.doi.org/10.3844/jssp.2011.76.89.

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42

Kapoor, Dip. "Environmental popular education and indigenous social movements in India." New Directions for Adult and Continuing Education 2003, no. 99 (2003): 47–57. http://dx.doi.org/10.1002/ace.109.

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43

Smerdon, Ernest T. "Education—Key to Dealing with Social and Environmental Objectives." Journal of Water Resources Planning and Management 115, no. 1 (January 1989): 43–47. http://dx.doi.org/10.1061/(asce)0733-9496(1989)115:1(43).

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44

Mathews, M. R. "Rejoinder: Some thoughts on social and environmental accounting education." Accounting Education 10, no. 4 (November 2001): 379–82. http://dx.doi.org/10.1080/09639280210121213.

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45

Spasić Stošić, Ana. "TEACHING CONTENTS OF SCIENCE AND SOCIAL STUDIES FOR THE PURPOSE OF ENVIRONMENTAL EDUCATION." Facta Universitatis, Series: Teaching, Learning and Teacher Education 1, no. 1 (July 31, 2017): 065. http://dx.doi.org/10.22190/futlte170328007s.

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Within the system of institutional education and training close attention is being devoted to environmental education in primary schools. In the last few decades we have witnessed a significant vulnerability of the environment, so environmental education of young people from an early age becomes a necessity that should be continuously studied and promoted. In addition to educational element, there is an increasing demand for the improved realization of environmentally educational component. This paper analyses the curriculum of the subject Science and Social Studies in the third and fourth grade of primary education with the aim of establishing the presence of contents related to environmental education and environmental awareness development among children. By analyzing the teaching contents of the subject Science and Social Studies, teaching units have been recognized that, directly or indirectly, indicate to pupils the significance of the environment protection, thus showing them their role in the process of environmental awareness development. The contents of the subject Science and Social Studies offer great possibilities for knowledge, skills and habits acquisition in the area of the environment protection and promotion.

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46

Beltrán, Ramona, Alice Hacker, and Stephanie Begun. "Environmental Justice Is a Social Justice Issue: Incorporating Environmental Justice Into Social Work Practice Curricula." Journal of Social Work Education 52, no. 4 (September 21, 2016): 493–502. http://dx.doi.org/10.1080/10437797.2016.1215277.

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47

Osti, Giorgio. "Ludic Scopes for Environmental Crisis and Education." Nature and Culture 14, no. 2 (June 1, 2019): 107–18. http://dx.doi.org/10.3167/nc.2019.140201.

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The article aims to add a ludic perspective to those generally used for studying environmental issues in social sciences. To introduce in the debate a play/game metaphor enriches the interpretations of environmental crisis and provides a further motivation to action. The ludic perspective has a sociorelational background. That tradition of studies helps in constructing a set of categories that are then applied to environmental education (EE). The choice of such a topic is motivated by two factors: EE is an aspect generally practiced but mistreated in the main theorizations, and EE is exemplary of the potentialities of the playing games metaphor, which are the desire to create, the acceptance of slow changes, the protection of an experimental bubble, and irony toward environmental issues.

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48

Stone, Nancy J., Conne Mara Bazley, Karen Jacobs, Michelle M. Robertson, Ronald Laurids Boring, Valerie Rice, and Barrett S. Caldwell. "Environmental Design in Education and Training." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 60, no. 1 (September 2016): 435–39. http://dx.doi.org/10.1177/1541931213601098.

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Increasingly, individuals are using more blended, hybrid, and online deliver formats in education and training. Although research exists about how the physical and social environment impact learning and training in traditional face-to-face settings, we have limited knowledge about how the environment affects learners when they are interacting with technology in their learning situations. In particular, concerns arise about levels of engagement, whether learning is enhanced, the impact or helpfulness of robotics, and how the social dynamics change. These five panelists bring expertise in education at the undergraduate and graduate levels, training within industry and the military, and the use of various teaching and training methods. The panelists will present their perspectives to several questions relative to how the environment can (or cannot) accommodate enhanced learning in education and training when technology is involved. Ample time will remain for audience participation.

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Pelicioni, Andréa Focesi. "Ambientalismo e educação ambiental: dos discursos às práticas sociais." O Mundo da Saúde 30, no. 4 (December 5, 2006): 532–43. http://dx.doi.org/10.15343/0104-7809.200630.4.2.

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Chung, Chi-Hung, Dickson K. W. Chiu, Kevin K. W. Ho, and Cheuk Hang Au. "Applying social media to environmental education: is it more impactful than traditional media?" Information Discovery and Delivery 48, no. 4 (June 23, 2020): 255–66. http://dx.doi.org/10.1108/idd-04-2020-0047.

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Abstract:

Purpose This study aims to explore how social media help promote environmental education and pro-environmental behaviours by analysing how young adults access social media and traditional media to obtain environmental information differently, how environmental ideas are disseminated through social media and how people perceive and realise environmentalism. Design/methodology/approach This is a qualitative study based on a semi-structured interview with student participants. The questions used in the interview were developed by on the integrated waste reduction model by Nishio and Takeuchi (2005) and the enhanced model proposed by Ho et al. (2019). Findings The results indicate that young adults agree and accept that living environmentally friendly lifestyles is an important goal. Although they acquire environmental information from social media, they seldom share or interact with those social media posts. This behaviour implies that they are information receivers when dealing with such contents. Originality/value The finding of this study provides insight for stakeholders on how to promote related knowledge and encourage people to be “greener” more often and construct a friendlier atmosphere for fostering more in-depth environmental discussions on social media.

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