Showing papers on "Environmental education published in 2023"

Sensitivity analysis of trends in environmental education in schools and its implications in the built environment

Abstract: Environmental education research is diverse, complex and multidisciplinary, with interrelated approaches and contexts. This paper aims to analyse the existing previous initiatives, their organisation in different areas, and the current action strategies for improving management and implementing sustainable criteria and circular economy guidelines. The analysis methodology follows sequential phases: (i) analysis of the bibliographic records of the research field; (ii) performance analysis and mapping of scientific production; and (iii) comparison between the different policy frameworks on Environmental Education and Education for Sustainable Development. This paper analyses the research trends in this field for the period 1968 to 2021. Morever, documents from 21 countries are analysed under various socio-economic contexts to obtain a comprehensive discussion to be replicated through proposals for action in environmental education in the coming years. The analysis shows that Environmental Education started to be included in educational programmes in the early years, taking as a reference green building practices. Over the years, it has evolved through education in consumption habits, promoting the local economy, the reduction of the environmental footprint, and the need to develop inclusive frameworks that address the use of technologies.

Environmental degradation, economic growth, and energy consumption: The role of education

Abstract: The growth-energy-environment relationship has been debated over the last decades. The devastating impacts of economic growth and energy consumption on the environment have concerned environmental stakeholders worldwide. Although education has been identified as an essential determinant of environmental degradation, its moderating role is overlooked in the literature. This study examines the direct and moderating roles of education in the growth-energy-environment relationship in 23 African countries. The panel mean group (MG), pooled mean group (PMG), fully modified ordinary least squares (FMOLS) and the Driscoll–Kraay standard errors are used for the analysis. The study finds that the direct and moderating roles of education aggravate environmental degradation. The findings also reveal that the marginal impacts of energy consumption are contingent upon education and increase environmental degradation. The study recommends transforming the school curriculum to foster environmental awareness, competence, and mindset to improve the environment in Africa.

Designing Immersive Virtual Reality Simulation for Environmental Science Education

Abstract: Recently, severe environmental changes, such as global warming, climate change and environmental pollution, have become expected, and thus environmental education is becoming essential. The purpose of environmental education is to instill awareness in students to recognize and solve environmental problems. Virtual reality provides students with a spatial and temporal experience similar to reality, and it can increase their understanding of knowledge through immersion and interaction compared to traditional learning. In previous studies, virtual reality for education has mainly focused on experience, but it is difficult to find examples for environmental education. Hence, this research proposed an immersive virtual reality simulation for environmental education based on the virtual ecosystem model. It also presented two applications developed based on this simulation. This research aims at encouraging students’ active participation and motivation to solve the environmental problems while experiencing the results of interaction related to environmental factors in a virtual environment.

Connecting technologies and nature: Impact and opportunities for digital media use in the context of at-home family environmental learning

Abstract: Abstract Individuals increasingly rely on digital media technologies to learn about and access new information. Yet, despite the dramatic rise in electronic media use among youth and adults, our understanding of its impact, opportunities, and challenges within environmental education remains limited, especially in home contexts. Using a learning ecology framework, we conducted a two-week diary study with 58 diverse adult caretakers, asking them to engage in environmental learning moments with their children. Drawing on qualitative reports of those moments, we found that families relied heavily on digital technologies to support their child’s environmental learning, frequently to supplement other activities or spark rich discussions. Findings illustrate how the digitalization of environmental education can extend beyond passive screen time. Overall, this study reveals the critical role of family conversations and shared digital technologies in supporting environmental learning.

Seeing microplastic clouds: Using ecomedia literacy for digital technology in environmental education

Abstract: Abstract Connecting environmental and digital media education with the guiding metaphor of water, this article explores ecomedia literacy, a methodology that prompts students to perform a holistic analysis and systems thinking of gadgets using four zones of inquiry: ecoculture, political ecology, ecomateriality, and lifeworld. Ecoculture involves studying the discourses, symbols, and stories associated with gadgets. Political ecology relates to the ideological aspects of gadgets and how their production chain is facilitated by social structures. Materiality corresponds with how the gadget is made and what materials it’s composed of. Lifeworld is the phenomenological experience of the gadget and how it impacts sensory, cognitive, and emotional experience. This article reflects on student research performed utilizing ecomedia literacy and the insights they generated about the environmental impacts of their personal gadgets.

What people learn from death: exploring citizen scientists’ learning outcomes in Taiwan Roadkill Observation Network from an environmental education perspective

Abstract: Citizen science is a key approach in scientific research that involves crowdsourced data collection for environmental monitoring and conservation. Participants in citizen science can gain scientific knowledge, change their pro-environmental attitude and behavior. Taiwan Roadkill Observation Network (TaiRON) was founded in 2011 and has a community of approximately 20,000 members. To collect data for further biological research, participants adopt a simple approach: taking pictures of roadkill and uploading them to a database. While many studies have explored citizen science learning outcomes, this study examines how a program with a unique participant task – photographing road kill – has an impact on participants pro-environmental learning. The learning outcome with the largest change was environmental attitude, suggesting that the participants’ feelings, awareness, and values regarding the environment changed after joining TaiRON. The reasons for the attitude changes could be attributed to the characteristics of TaiRON’s work: participants collect data from animal carcasses, prompting them to reflect deeply on the value of life. The second key learning outcome was behavioural intention, which means participants were driven to action to mitigate roadkill occurrence. Our results provide an example of evaluating learning outcomes in citizen science and also contribute to promoting environmental literacy.

A Zero-Waste Campus Framework: Perceptions and Practices of University Campus Community in Malaysia

Abstract: This paper will explore the university campus community’s perspective towards the realization of a zero-waste campus. A qualitative approach is employed to identify the factors influencing the campus community’s awareness and participation in solid waste management (SWM). Perceptions, attitudes, beliefs, opinions, and ideas of Universiti Sains Malaysia (USM) campus community members are explored in focus group discussions (FGD) to determine the main factors influencing their zero-waste pro-environmental behaviour (PEB). The in-depth interview (IDI) is used to learn more about the university campus community’s perspectives on the themes defined by the FGD. The instruments were developed based on the adaption and adoption of previous studies, especially in reference to Kollmuss and Agyeman’s 2002 Model of Pro-Environmental Behaviour and a modified Knowledge-Attitude-Practices model. The findings show that environmental goals, environmental education, personal waste-related experience, environmental policy, environmental self-awareness, reinforcement contingencies, community engagement, social responsibilities, exemplary leadership, and social media influence the campus community’s zero-waste PEB. A framework based on an adaptation of Kollmuss and Agyeman’s model of pro-environmental behaviour is proposed to promote sustainable pro-environmental behaviour towards a Zero-Waste Campus.

Using Species Knowledge to Promote Pro-Environmental Attitudes? The Association among Species Knowledge, Environmental System Knowledge and Attitude towards the Environment in Secondary School Students

Abstract: Simple Summary The Earth’s biodiversity is currently declining rapidly. To counteract this loss, it is important to create awareness of nature and the environment in society. According to scientists and conservationists, the basis of such awareness is knowledge of animal and plant species. This study investigated the level of species knowledge of students and the relationship between species knowledge and environmental knowledge as well as attitudes towards the environment. The study concludes that students know more vertebrate species than invertebrate species and that high species knowledge has a positive effect on environmental knowledge and attitude towards the environment. Promoting species knowledge is therefore one way to create more awareness about biodiversity. Abstract Scientists and conservationists suggest species knowledge as a possible starting point when it comes to creating deeper knowledge and awareness of nature, the environment, and biodiversity. The aim of this work was to analyze secondary school students’ species knowledge of vertebrates and invertebrates. This is one of the first studies that also draws on invertebrates. Furthermore, we investigated whether knowledge of species forms a basis for the formation of environmental knowledge and attitude towards the environment. For this purpose, a questionnaire on species knowledge was developed. In addition, a questionnaire was used to measure environmental system knowledge, and the 2-MEV Attitude Scale to measure attitude towards the environment. The questionnaires were completed by 103 seventh and eighth-grade (age: 12–13) students of a secondary German school (Gymnasium, highest stratification level). The students identified more vertebrates than invertebrates (50.15% vs. 36.7%). The structural equation model with the latent variables species knowledge, environmental system knowledge, and attitude towards the environment showed that species knowledge has a highly significant influence on the two other latent variables. More precisely species knowledge explained 28% of the variance in environmental systems knowledge and 17% of the variance in attitude towards the environment. This study can therefore draw attention to the relevance of teaching species knowledge in the sense of Education for Sustainable Development, in order not to promote decreasing biodiversity through dwindling species knowledge.

Digital technologies and the COVID-19 pandemic: Opportunities and challenges for environmental educators in Barcelona

Abstract: Abstract The COVID-19 lockdowns forced environmental educators to increase the use of digital technologies, bringing to the forefront the need for critical research on the implications for teaching practice. Through interviews in Barcelona, we explore how environmental educators perceived related opportunities and difficulties and how these connect with their competencies in environmental education. Non-formal educators reported a more comprehensive range of digital tools than those in formal settings and particularly highlighted the difficulty of sustaining the impact on environmental learning when replacing face-to-face methods with digital technologies. Interviewees commonly perceived motivational challenges. We discuss how these experiences were less related to educators’ previous use of digital technologies and more to mastering specific competencies that can help them deal with emotions.

How Should We Teach Nature Protection? Self-Determination and Environmental Attitudes

Abstract: Environmental attitudes are supportive for learning about the environment and for pro-environmental engagement. The question, then, is how to strengthen and establish environmental attitudes. Based on a sample of 429 middle and high school students, we investigated the effect of self-determination-based motivation on environmental attitude. While high levels of self-determination (i.e., intrinsic motivation) positively affected pro-environmental attitude (β = 0.40), low levels of self-determination (i.e., external regulation) negatively affected attitude (β = –0.31). Our data further pointed to a distinct trajectory of self-determination and inclusion of nature throughout adolescence (high scores for 12-year-olds that decline to a minimum around 15–16-years old); a trend that has already been shown for environmental attitude. Such a dip might help derive teaching recommendations in environmental education, e.g., by supporting high scores in time to attenuate a decline. Further teaching recommendations include strengthening students’ self-determination through their basic needs (autonomy, competence, and relatedness).

Education and the marine environmental issue: A historical review of research fields and the popularization on conservation and management of the sea and ocean in Brazil

Abstract: Abstract Worldwide initiatives have been promoting awareness on marine environmental issues. In Brazil Maritime Mentality Program arises from political disputes over the right to use maritime spaces, Coastal Marine Environmental Education shares the same theoretical basis as Environmental Education and Ocean Literacy appears in the USA and became globally widespread after its inclusion as one goal of Ocean Decade. Based on a literature review this article gives a panorama of the history, working groups, institutional links, theoretical framework and impact of the published material of these three working fields. The conclusion is that the conceptual framework of all three is limited and do not address the deep causes of environmental degradation which is the current social-political-economic system.

The determinants of environmental knowledge sharing behaviour among accounting educators: a modified theory of planned behaviour

Abstract: Purpose This study aims to explore the determinants of environmental knowledge sharing behaviour among accounting educators through the lens of an extended theory of planned behaviour (TPB). Design/methodology/approach A total of 95 accounting educators responded to a questionnaire survey. The data comprising information on attitude, subjective norm, perceived behavioural control, possession of environmental knowledge and locus of control, as exogenous latent variables and intention to share and environmental knowledge sharing behaviour as endogenous latent variables, were analysed using the SmartPLS modelling technique. Besides the survey, interviews were conducted for triangulation purpose. Findings Except for subjective norm, all hypotheses are supported. The findings from the interviews reveal that environmental knowledge sharing activities have put educators in a peculiar position in terms of sharing environmental knowledge, as carrying out environmental activities has not been taken seriously and also seen as not the norm among the faculty members. Research limitations/implications This study focuses on accounting educators from five Malaysian public universities and deepens the understanding of their behaviour in sharing their environmental knowledge. Practical implications This study provides findings that can be useful for higher education institutions to strategize themselves in delivering environmental sustainability awareness in campus, which may enhance their efforts towards achieving sustainable development. Social implications This study provides findings that there is a need to inculcate environmental knowledge sharing among educators. Such knowledge sharing may generate good environmental norms, which may result in better environmental awareness. Originality/value This paper contributes to the literature by exploring the main determinants of accounting educators’ environmental knowledge sharing behaviour and extending the TPB by considering two additional variables.

A hidden curriculum for environmental topics in medical education: Impact on environmental knowledge and awareness of the students

Abstract: Objective: Climate change constitutes a major challenge. The higher education sector plays an important role in regard to climate change and the adaptation to its consequences. Various approaches toward the integration of environmental subject areas to higher education teaching have already been described in other studies, but there is a lack of data supporting the effectiveness of these approaches in changing not only the environmental knowledge of students, but also their awareness. To address this, the present study tracked whether student attitudes about the environment could be changed by implicitly addressing medically relevant environmental topics as part of an online seminar. Methods: Second semester students of molecular medicine attending a mandatory 14-hour online seminar, which was required to obtain additive key qualifications and which consisted of independent study phases as well as online class meetings, were divided into two groups: the intervention group (IG, n=27, thereof 20 in the pretest and 21 in the posttest) was exposed to medically relevant environmental topics, while the comparison group (CG, n=26, thereof 22 in the pretest and 21 in the posttest) was exposed to general, non-environmental medical topics. Surveys were conducted with standardized questionnaires before and after the seminar in order to study the influence on the students’ environmental knowledge, awareness and other personal attitudes. Results: While the seminar did not significantly change the environmental awareness in either group, the environmental knowledge of the IG was significantly increased by the group’s exposure to environmental topics. In addition, the IG assessed its own environmental awareness regarding sustainable working methods in a laboratory as significantly higher after the seminar than the CG did, and some students of the IG had become more interested in issues relating to sustainability. Conclusion: The approach used to communicate environmental content mainly increased the environmental knowledge of students and piqued the interest of some students in climate-related and environmental topics. However, it was not possible to change deeper personal attitudes about environmental awareness, especially everyday behavior.

From external to internal locus of control – identifying attitudes among adults and teens to foster environmental responsibility towards the trash in the public domain

Abstract: Awareness of the individual’s harmful impact on the environment has been rising in recent years. One example of harmful impact is the littering of public spaces – which is significantly hazardous to ecosystems. A possible solution to the problem is a shift of emphasis. Rather than reinforcing external responsibility embodied in bins, cleaning staff, inspectors and authorities, emphasis should be placed on fostering the personal responsibility of citizens to collect the garbage they produce and transport it for safe, organized disposal. This approach is at the heart of a new initiative – Take the Garbage with You. This qualitative study examines how adults and adolescents perceive environmental responsibility – in general and, more specifically, regarding the littering of public spaces. We interviewed 24 participants divided into four groups: environmentally inclined adults, indifferent adults, environmentally inclined teens, and indifferent teens. Both inclined and indifferent, adults and teens alike, believe that others litter because there is someone in charge of cleaning and that the greater a person’s sense of social belonging, the greater the efforts they take to protect the environment. Our findings also show that only environmentally inclined adults believe that Take the Garbage with You stands a good chance to succeed.

Biodiversity and Citizenship in an Argumentative Socioscientific Process

Abstract: Socio-environmental issues become evident in countries with megadiversity. Brazil finds itself in this context, adding to the fact that it has severe socioeconomic inequalities, of which we highlight the lack of environmental justice. The present study has education for citizenship and biodiversity as its principles, considering that this interface empowers the students to emerge from socio-political perspectives to overcome environmental injustices. The objective is, therefore, to identify concepts of biodiversity and citizenship present in arguments developed by high school students in a socioscientific discussion. The research participants were nine students from a rural and public school in Brazil. We designed and implemented a Focus Group on the disappearance of bees and its consequences. The participants’ speeches were structured in arguments and analyzed from categories regarding the dimensions of citizenship and biodiversity. We identified the relationship among all categories in the arguments listed. However, we observed that these students are not full citizens since they identify several obstacles to active participation in social transformation actions. This study aims to contribute to research and science education strategies to promote active citizenship and critical perspectives on biodiversity.

The link between self-efficacy and environmental literacy of students

Abstract: Self-efficacy is a person’s belief in his ability to complete a given task, including overcoming environmental problems. High self-efficacy and environmental literacy are known to be found in schools that implement the Adiwiyata program. Therefore, it is necessary to research the link between self-efficacy and environmental literacy of students in SMA Negeri 10 Malang. This survey uses a correlational design. The sample of this study was 644 students of classes XI and XII majoring in science and social studies who were selected using a proportionate stratified random sampling technique. The instrument used to measure self-efficacy was adopted from Albert Bandura while environmental literacy was adapted from the Middle School Environmental Literacy Survey (MSELS). Data analysis used Pearson correlation with a significance of 0.05. Based on data analysis, it shows that the self-efficacy of science students tends to be higher while the environmental literacy of students in both majors tends to be moderate, but in terms of every aspect, science students tend to be higher. Then, the correlation data analysis showed an r-value of 0.195 (very weak) and a significance value of 0.03 which means that there is a significant link between self-efficacy and environmental literacy. Differences in students’ self-efficacy and environmental literacy are due to learning conditions in the laboratory and non-laboratory and motivational support from teachers and students, and differences in the types of subjects studied by students. Self-efficacy encourages students to be sustainable, pro-environmental, increase environmental knowledge, and be challenged in completing a task that triggers the behavior (the highest expression in environmental literacy). So, the higher student’s self-efficacy, the higher their environmental literacy. Teachers and schools are expected to increase students’ environmental knowledge by integrating environmental literacy in each subject.

Learning in and from the field: a qualitative study of affective engagement

Abstract: Affective engagement is critical if environmental education is to promote pro-environmental behaviors. Given the contextual complexities impacting the affective domain in environmental education, affective engagement may vary depending on the programs, cohorts and classes. In this ethnographic case study, we used point-of-view (POV) camera glasses along with written and verbal student reflections to track the moment-to-moment first-person experiences and the post-trip reflections of secondary school students associated with an ecology field trip to a local coastal area. This case study offers an in-depth account of two students’ affective engagement during the field trip. One student demonstrated great interest and curiosity when learning about nature despite being scared to touch wildlife, whereas another student demonstrated limited interest in the field trip but showed a strong desire to protect nature. These findings suggest a complicated, unpredictable relationship between interest in and curiosity about nature, motivation and constraints to learn, environmental consciousness, intention, and ability to act on behalf of nature. Future research should attend to why students feel the way they feel and how they achieve affective learning outcomes during planned and chance encounters in natural outdoor settings.

Potential of Fables as Learning Resources for Environmental Education and Its Relevance to the Merdeka Belajar Curriculum

Abstract: The development of noble character, especially the awareness of protecting the environment, can be optimized through the internalization process in learning. Children's literary media is an effective medium, especially applied to elementary school-aged children at the golden age of character planting. Stories in children's literature can dialogue life in an interesting, concrete, and contextual way. The fable entitled "The Story of a Seagull and the Cat Who Teaches It to Fly" by Luis Sepulveda is one of the translated fables with the theme of environment and family, which is considered to have the potential to be used as a learning resource for environmental education. Research that attempts to analyze the environment's value in fables and its use as a learning resource in the era of the MerdekaBelajar(independent learning) curriculum is still very limited. This research aimed to; 1) describe the value of environmental education in the fable "The Story of a Seagull and the Cat Who Teaches It to Fly" by Luis Sepulveda; 2) describe the use of fables as a learning resource for elementary school students; 3) describe its relevance to the profile of Pancasila students in the independent learning curriculum. This research is qualitative, using a text study approach and descriptive analysis. This study showed that this fable can be used as a source of learning materials for elementary school students following the theories that support student development and learning approaches, such as; meaningful learning and constructivism, as well as relevant to the proclamation of the Pancasila student profile in the Merdeka Belajar(independent learning) curriculum. The implication of this study is a recommendation for developing children's literature-based learning media to internalize environmental awareness characters

From concern to behavior: barriers and enablers of adolescents’ pro-environmental behavior in a school context

Abstract: This article focuses on factors influencing adolescents’ environmental behavior and approaches to promote adolescents’ pro-environmental behavior in a school context. The study also explores the possibilities provided by environmental behavior research to environmental education (EE). The study is based on a qualitative meta-analysis, which suggests that a lack of support from home or school, unpleasant emotions, lack of motivation, norms, lack of authoritative space, lack of concrete actions, and the media may prevent students from acting in an environmentally responsible manner. Moreover, the meta-analysis presents enabling and fostering factors to overcome the barriers to pro-environmental behavior. Lastly, the study proposes an educational model that promotes pro-environmental behavior and could be applied to adolescents’ school education.

The nature and scope of Outdoor Education in Western Australia

Abstract: Abstract Outdoor Education has evolved as a learning area in Western Australia over many years. In this paper we document historical elements of an investigation into the nature and scope of Outdoor Education in Western Australia. Previous investigations conducted by other researchers on the nature and scope of Outdoor Education focused on Victoria, South Australia, and New Zealand guided the design and conduct of this study. We examine the introduction of the Outdoor Education course offered as an option in the Western Australian Certificate of Education. We provide signposts of significant events with consideration of the secondary and tertiary education settings. Outdoor Education, in its many formats, has a strong historical presence in Western Australia and continues to hold great potential within the curriculum.

The rise of generative artificial intelligence (AI) language models - challenges and opportunities for geographical and environmental education

Abstract: Much discussion has been surrounding generative AI language models, such as ChatGPT, and the advantages and threats they present to education. As an AI language model, ChatGPT has the potential to transform geography and environmental education. The extensive knowledge base and natural language processing abilities that ChatGPT possesses make it a perfect tool for this purpose; it can actively include students in conversation (as the chat in its name implies) while also providing them with quick feedback. Because of this, students are free to progress through the material at their own pace, using strategies that best suit them individually. Yet, this change has been criticised by others who worry about intellectual property violations and undermining academic integrity. As discussions continue about whether generative AI models are a boon or bane for education, we would like to focus on the problems and potential facing geography and environmental education in particular. We did a simple experiment and asked ChatGPT to: "Write a short paragraph to explain how geographical education can support a child’s development cognitively and affectively, in responding to the environmental challenges of our times." This was the result.

Justice in climate change education: a systematic review

Abstract: Growing recognition of the multi-faceted injustices of climate change has resulted in shifting public and policy discourse around how to understand and address climate change, yet justice considerations are rarely present in climate change education (CCE). With aims of bringing visibility to existing efforts and building a foundation for more widespread justice-driven CCE, this systematic review examined how justice frameworks are being employed in a range of CCE contexts, within and beyond the classroom. Analyses of 55 peer-reviewed articles with data from 57 countries published between 2007 and 2020 demonstrate that the empirical literature on justice in CCE has grown significantly in recent years. Notably, justice-driven CCE in this review took place within and beyond STEM education settings, was fueled more by people-focused aims (e.g. advancing equity) compared to planet-focused aims (e.g. protecting the environment), and encompassed a remarkable diversity of educational processes, goals, and outcomes—with learners of all ages—across formal, community-based, and activist learning contexts. Findings have implications for scholars, educators, and practitioners across disciplines committed to educating for justice in the face of climate change.

The impacts of environmental science on Bhutanese students’ environmental sustainability competences

Abstract: The subject of environmental science (ES) was introduced into Bhutanese schools to educate students about sustainable environmental conservation. This study aims to answer the research question: What are the impacts of studying ES on Bhutanese students for environmental sustainability? The study employed mixed methods to draw data from interviews with six principals, 14 teachers and 189 students, and surveys with 14 teachers and 563 students from six secondary schools. Participants indicated the development of students’ Gross National Happiness value of sustainable environmental and socioeconomic development. However, an anthropocentric perspective appeared to be dominant among participants, suggesting a need to develop ecocentric worldviews to support sustainability. Most students noted their changed behaviours, development of optimism, stewardship and agency towards ecological sustainability from studying ES. To prepare students to take action to address sustainability issues, teachers could leverage students’ optimism, agency and stewardship through action-oriented approaches to teaching ES.

Environmental Literacy for Waste Management in an Academic Community: A Case Study

Abstract: Excessive waste production has been one of the main causes for the environmental imbalances caused by humanity on the Planet. Minimize this problem demands for the promotion of the environmental literacy on waste management and, to do that, an investment in more and better environmental education. However, first, we need to know the level of environmental literacy each community has developed so far and what is missing to reach an adequate performance. As so, environmental education could be conveniently oriented with a most effective approach and with an adequate match between the defined goals and those really needed. Present study evaluates environmental literacy for waste management in the academic community of the University of Madeira (Portugal), characterizing knowledge, attitude and behaviour among students, teachers, and other staff. Results show a good performance for knowledge, even better for attitude, but only sufficient for behaviours. Additionally, it identifies those knowledges and behaviours that need to be prioritized in future environmental education approaches, besides clarifying that the effectiveness on implementing waste management best practices is most dependent on social, physical, and organizational transformations than on knowledge and attitude.

Potential Impact of Environmental Activism: A Survey and a Scoping Review

Abstract: Environmental issues increasingly impact the well-being, the ability to have a good life, of people, especially members of marginalized groups. Dealing with environmental issues is a long-standing and increasing focus of activism. Youth are increasingly involved in environmental activism. One focus of environmental education is how to instill the role of being a change agent into students. Marginalized groups experience many problems in relation to environmental issues, and environmental activism impacts the lived experience of marginalized groups in diverse ways. A pre-study scoping review suggested a gap in academic inquiry around “the impact of environmental activism”. The aim of our study was to decrease this gap and to better understand the perceived impact of environmental activism. We used two approaches to achieve this aim. In the first step, we used a survey to ask undergraduate students about their views on the impact of environmental activism. Given the results of the survey and that students need access to information to be able to fulfill their roles as critical thinkers and change agents, we then performed a scoping review of abstracts from Scopus, Web of Science, and the 70 databases accessible through EBSCO-HOST to ascertain what topics and which marginalized groups are engaged with in the academic inquiry of environmental activism. We found that participants felt that environmental activism has an impact on all the social groups and entities we gave them as choices, although there were differences in how positively they viewed the different groups and entities being affected. The participants also indicated that many of the well-being indicators were impacted by environmental activism, although around 30% felt that they did not have information they needed to form an opinion. Finally, our participants felt that different social groups have different ability expectations. Our scoping review found that many of the groups and indicators that our participants felt were impacted by environmental activism were not covered in the abstracts we analyzed. Our findings suggest many gaps and the need for actions and opportunities in relation to the topic of the “impact of environmental activism”.

Teaching in the age of environmental emergencies: a “utopian” exploration of the experiences of teachers committed to environmental education in England

Abstract: This paper explores, grounded on life history interviews, the work of a set of fifteen teachers in England who self-identify as actively engaging with environmental issues and action at different school levels and across a wide range of subjects. One of the core aims of this paper was to construct, based on these teachers’ voices and experiences, a different vision for the future of environmental education in this age of environmental emergencies. Drawing on Levitas’ Utopia as a method framework – which proposes a concrete and systematic approach to creating alternative visions to systems that are deemed inadequate to flourishing –, this study then outlines participant teachers’ practices around teaching in an age of environmental emergencies, including supporting young people’s activisation and projects, cross-disciplinary and complexity-thinking, and pushing for long-term school-wide approaches. It also explores the significant professional and emotional labour that goes into supporting their students’ meaningful engagement with this area within the mainstream education sector, also providing us insight into what teaching in an age of environmental emergencies could look like.

Understanding the Environmentally Sustainable Behavior of Chinese University Students as Tourists: An Integrative Framework

Abstract: The purpose of this study is to develop a theoretical framework by integrating the value-belief-norm (VBN) theory with environmental awareness in measuring Chinese university students’ environmentally sustainable behavior toward tourism destinations. University students tend to engage in sustainability efforts since their values and beliefs are still being formed. The participants were 301 university students from a university in eastern China. The empirical findings demonstrate that: (1) environmental awareness has positive influences on biospheric value, altruistic value and egoistic value; (2) biospheric value positively predicts the new ecological paradigm (NEP), whereas altruistic and egoistic values do not; (3) the NEP, awareness of consequence and personal norms play an important mediating role. Results indicate that extended VBN can explain students’ environmentally sustainable behavior. This research supports the growth of sustainable tourism and has a number of practical implications for universities and the relevant environmental departments to promote university students’ involvement in sustainable tourism.