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Environmental Education Researches
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Environmental Education Researches

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (30 June 2022) | Viewed by 11745

Special Issue Editors

Assoc. Prof. Bai-You Cheng

E-Mail Website
Guest Editor
Graduate Institute of Environmental Resources Management, TransWorld University, Douliu City, Yunlin County 64063, Taiwan
Interests: environmental education; multivariate geostatistics; water quality trend analysis; heavy metal pollution of soil
Prof. Dr. Bo-Ching Chen

E-Mail Website
Assistant Guest Editor
Department of Biotechnology/Master Program of Green Technology for Sustainability, Nanhua University, Chiayi county 62249, Taiwan
Interests: human health risk assessment; ecotoxicological modelling; phytoremediation

Special Issue Information

Dear Colleagues:

Environmental education spans the fields of education, psychology, behavior, sociology, economics, and other social sciences, as well as biology, physics, chemistry, ecology, earth science, atmospheric science, mathematics, and geography. Some academics even think that all education should fall under the umbrella of environmental education.

The content of this Special Issue will target the environmental behavior of individuals and community groups, helping them to understand and be aware of solutions to environmental problems they encounter in society. The primary goal is to provide empirical evidence of the ability to solve these problems through different social science and natural science approaches, define the scope of the problem and its restrictions, and propose solutions based on the needs.

Environmental education can be effectively integrated into life to protect the future global community and improve the quality of human life. It is essential in order to convey respect for nature and raise public awareness of the environment. Protecting the environment, eliminating poverty, minimizing inequality and promoting sustainable development are also the SDGS goals of the United Nations.

In this context, final submissions are expected to address one or more of the following themes:

  • Concepts, plans, or demonstrations of how environmental education is practiced in the community
  • Practice places and objects of environmental education that are formal courses, outdoor activities, community groups, enterprises, public departments, universities, tourist destinations, cities and villages
  • Inclusion of environmental conception in courses and programs, from primary schools to higher education institutions
  • Environment education initiatives such as education for caring for water resources, maintaining air quality, water and soil conservation education
  • Environmental education using innovative models, multi-disciplinary approaches, and different perspectives or situations
  • An extension of the university's social responsibility to more strategically and purposefully introduce the content of environmental education
  • The use of environmental education teaching tools, including teaching plan design, teaching equipment design, teaching methods, etc.
  • Using the awareness and conservation of various types of star species to introduce the concepts of environmental ethics and pro-environmental behavior
  • Establish a pro-environmental mechanism from government agencies to promote environmental education and practice by multiple groups
  • The promotion of urban and rural environmental education, the structure of certain marine cities, and the transformation of characteristic towns.

Submissions may include research articles, case studies, and research reviews.

Prof. Cheng Bai-You
Prof. Dr. Bo-Ching Chen
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 single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly 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 2400 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

  • environmental education
  • environment protection
  • ecology
  • community
  • university's social responsibility
  • water and soil conservation education

Published Papers (3 papers)

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Research

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17 pages, 299 KiB  
Article
Comparing Multi-Criteria Decision Making Models for Evaluating Environmental Education Programs
by Katerina Kabassi
Sustainability 2021, 13(20), 11220; https://doi.org/10.3390/su132011220 - 12 Oct 2021
Cited by 10 | Viewed by 1922
Abstract
Educators in the field of Environmental Education often have difficulty identifying and selecting programs that have the potential to best maximize needed resources to implement and achieve desired outcomes. This difficulty is, in part, due to their lack of expertise in evaluation knowledge [...] Read more.
Educators in the field of Environmental Education often have difficulty identifying and selecting programs that have the potential to best maximize needed resources to implement and achieve desired outcomes. This difficulty is, in part, due to their lack of expertise in evaluation knowledge and practice. The use of multi-criteria decision-making models in evaluating environmental education programs is new and, as a result, not many models have been used and tested in the specific domain. Comparisons of multi-criteria decision-making models have been implemented in various domains but not for environmental education programs’ evaluation. Therefore, we investigate the comparative performance of the SAW, WPM, TOPSIS, and PROMETHEE II models in evaluating and selecting the most appropriate environmental education program. The main objective of this paper is on presenting the different steps of the comparative analysis of multi-criteria decision-making models and on making conclusions on the suitability and robustness of the SAW, WPM, TOPSIS, and PROMETHEE II models in evaluating environmental education programs. Full article
(This article belongs to the Special Issue Environmental Education Researches)
16 pages, 1692 KiB  
Article
Environmental Literacy Level Comparison of Undergraduates in the Conventional and ODLs Universities in Sri Lanka
by Janaka Kuruppuarachchi, Vineetha Sayakkarage and Buddhika Madurapperuma
Sustainability 2021, 13(3), 1056; https://doi.org/10.3390/su13031056 - 20 Jan 2021
Cited by 11 | Viewed by 3924
Abstract
Developing positive attitudes by upgrading the environmental literacy level is very important to protect nature from anthropogenic pressures. This study evaluates existing knowledge, awareness, attitude and behavior, perceived issues, and solutions of undergraduates on major environmental issues of two national universities with different [...] Read more.
Developing positive attitudes by upgrading the environmental literacy level is very important to protect nature from anthropogenic pressures. This study evaluates existing knowledge, awareness, attitude and behavior, perceived issues, and solutions of undergraduates on major environmental issues of two national universities with different teaching methods of the Open University of Sri Lanka (OUSL: open distance learning) and the University of Peradeniya (UP: conventional). A questionnaire survey (29 structured and 04 open-ended items) was adapted with 800 undergraduates of engineering, science, management, law, and arts/ social sciences disciplines. We computerized descriptive statistics, such as frequency and cross-tabulation, and mean comparison using the SPSS software. The results showed that there was no significant difference (p > 0.05) of existing environmental knowledge in undergraduates of two universities. However, there was a significant difference in undergraduates’ family income (F = 5.387, p < 0.001) and family educational background (p < 0.05) with environmental knowledge. School education played a main role in building environmental concepts for undergraduates. The environmental attitude and behavior of both student groups showed a fairly favorable status. The majority of respondents suggested that TV and radio were the most effective media for environmental awareness. Undergraduates of the OUSL and UP were more interested in “tree planting”/ “gardening” (22.7%) and “hiking (mountain climbing)” (25.7%), respectively. Both OUSL and UP groups recognized “global warming” as the major global environmental issue and air pollution as the local issue. This study highlights the importance of building environmental knowledge among undergraduates, mainly on global and local environmental issues, to improve sustainable environment management. Full article
(This article belongs to the Special Issue Environmental Education Researches)
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Review

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22 pages, 677 KiB  
Review
Coverage of Disabled People in Environmental-Education-Focused Academic Literature
by Chiara Salvatore and Gregor Wolbring
Sustainability 2022, 14(3), 1211; https://doi.org/10.3390/su14031211 - 21 Jan 2022
Cited by 7 | Viewed by 4871
Abstract
Environmental education (EE) is a lifelong process to acquire knowledge and skills that can influence pro-environmental behavior, environmental activism, and disaster-risk management. Disabled people are impacted by environmental issues, environmental activism, and how EE is taught. Disabled people can be learners within EE [...] Read more.
Environmental education (EE) is a lifelong process to acquire knowledge and skills that can influence pro-environmental behavior, environmental activism, and disaster-risk management. Disabled people are impacted by environmental issues, environmental activism, and how EE is taught. Disabled people can be learners within EE but can contribute to EE in many other roles. Given the importance of EE and its potential impact on disabled people—and given that equity, diversity, and inclusion is an ever-increasing policy framework in relation to environment-focused disciplines and programs in academia and other workplaces, which also covers disabled people—we performed a scoping review of academic literature using Scopus and EBSCO-HOST (70 databases) as sources, to investigate how and to what extent disabled people are engaged with EE academic literature. Of the initial 73 sources found, only 27 contained relevant content whereby the content engaged mostly with disabled people as EE learners but rarely with other possible roles. They rarely discussed the EE impact on disabled people, did not engage with EE teaching about disabled people being impacted by environmental issues and discourses, and did not connect EE to environment-related action by disabled people. Results suggest the need for a more differentiated engagement with disabled people in the EE literature. Full article
(This article belongs to the Special Issue Environmental Education Researches)
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