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Education Sciences
Special Issues
Empowering the Next Generation: Environmental Education for a Sustainable Future
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Empowering the Next Generation: Environmental Education for a Sustainable Future

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: 30 June 2024 | Viewed by 878

Special Issue Editors

Dr. María Mercedes Vázquez Vílchez

E-Mail Website
Guest Editor
Departamento de Didáctica de las Ciencias Experimentales, Facultad de Ciencias de la Educación Campus Universitario de Cartuja, 18071 Granada, Spain
Interests: environmental education; education for sustainability; game-based learning; gamification; behavior changes
Dr. Abigail López-Alcarria

E-Mail Website
Guest Editor
Departamento de Pedagogía, Facultad de Ciencias de la Educación, Campus Universitario de Cartuja, 18071 Granada, Spain
Interests: environmental education; sustainability; sustainable development; environmental resources management; environmental management; environmental studies

Special Issue Information

Dear Colleagues,

The last decade has seen the emergence of various programmes in Environmental Education, in both formal and informal contexts, dedicated to integrating systemic thinking, social interactions and ecological principles, and their success has generated initiatives to develop modified curricula (Jensen et al., 2019). The literature reveals that educators who implement new resources and strategies can promote good practices in the area of sustainability, stimulating hope and action among their students (e.g. Novo et al., 2015). Achieving the Sustainable Development Goals requires social innovation, that is, changes in society's attitudes and behaviours to ensure the sustainability of life on Earth (Vasconcelos and Orion, 2021). In this sense, attitudinal changes are vital, and this is where Environmental Education can play a crucial role, raising not only literacy and awareness, but also promoting critical thinking and the active participation of students (Borges and Benayas, 2019). Therefore, this monograph is open to the participation of teachers, professors and researchers in early childhood education, primary education, secondary education or at universities who carry out their research work in Environmental Education.

Manuscripts with the following foci are welcome:

  • Educational innovations, in formal and informal contexts, focused on Environmental Education and/or a rigorous evaluation of their impact.
  • Articles of a theoretical or empirical nature that advance the theoretical and practical development of Environmental Education.
  • Systematic reviews that collect knowledge obtained on a specific topic related to Environmental Education.

References

Borges, F.; Benayas, J. Research in EE and ESD in Portuguese public universities. Int. J. Sustain. High. Educ. 2019, 20, 57–74.

Jensen, C.D.; Kotaish, M.; Chopra, A.; Jacob, K.A.;Widekar, T.I.; Alam, R. Piloting a Methodology for Sustainability Education: Project Examples and Exploratory Action Research Highlights. Emerg. Sci. J. 2019, 3, 312–326.

Novo, M.; Menoyo, M.; Ángeles, M. The Processes of Integrating Sustainability in Higher Education Curricula: A Theoretical-Practical Experience Regarding Key Competences and Their Cross-Curricular Incorporation into Degree Courses; World Sustainability Series; Springer Science and Business Media LLC: Cham, Switzerland, 2015; pp. 119–135.

Vasconcelos, C.; Orion, N. Earth Science Education as a Key Component of Education for Sustainability. Sustainability 2021, 13, 1316.

I look forward to receiving your contributions.

Dr. María Mercedes Vázquez Vílchez
Dr. Abigail López-Alcarria
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • education for sustainable development
  • environmental citizenship
  • environmental education
  • SDGs

Published Papers (1 paper)

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Research

18 pages, 4781 KiB  
Article
Exploratory Study on the Competencies in Sustainability of Secondary School Students Facing Conflicts Associated with ‘Fast Fashion’
by Isabel Banos-González, Patricia Esteve-Guirao, Ana Ruiz-Navarro, María Ángeles García-Fortes and Magdalena Valverde-Pérez
Educ. Sci. 2024, 14(7), 694; https://doi.org/10.3390/educsci14070694 - 26 Jun 2024
Viewed by 180
Abstract
This exploratory study analyses the level of the development of the eight key competencies in sustainability of 237 students in the 7th–10th grades, when confronted with a real conflict situation associated with the production and consumption of ‘fast fashion’. Their responses were categorised [...] Read more.
This exploratory study analyses the level of the development of the eight key competencies in sustainability of 237 students in the 7th–10th grades, when confronted with a real conflict situation associated with the production and consumption of ‘fast fashion’. Their responses were categorised into four levels, representing the degree of development of each competence. The results reflect a low level of competence development, with no significant differences among academic year groups. The competence where the highest level of development was reached was the inter-personal competence, as students recognised that the consumption of fast fashion contributes to the labour exploitation of others. However, this did not prompt students to question the prevailing consumerist values in our society (values-thinking competence), their own practises (implementation competence), or their own contribution to the problem (intra-personal competence). Therefore, it seems necessary to address different socio-environmental issues, critically analyse our daily actions, and thus promote these competencies in sustainability in schools. These will enable students to actively participate in environmental conservation from the perspective of environmental and social justice. Full article
(This article belongs to the Special Issue Empowering the Next Generation: Environmental Education for a Sustainable Future)
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