Apart from school education, students' value orientation and behavior is also affected by informal and non-formal education. Therefore, if we examine the effects of informal and non-formal education on the development of pro-environmental interests of students for instance, then we must include new media as learning spaces and spaces for demonstration of environmental action. In this sense social networks become indispensable as virtual spaces for demonstration of environmental interests, which can contribute to pro-environmental activities, or foresight patterns of pro-environmental behavior. The aim of this research, whose results are presented and analyzed, refers to the comparison of indicators of environmental activities of students in Split related to their involvement in the activities of green NGOs, procurement of literature on environmental issues and on demonstrating interest in environmental issues on social networks, including Facebook. This research was conducted by survey method on a representative sample of college students from six faculties at University of Split (N = 531), using a questionnaire composed and focused on their self-reported behavior. Although the number of students who are active in NGOs is limited, and very few of them purchase books pertinent to environmental issues, a much larger number of them register and demonstrate an interest in environmental issues through social networks sites. In this sense, and based on the results of this study, the importance of social aspects of learning supported by new technology is emphasized, which indicates the significance of social networks as a new channel for communication and education.
U teorijskom se dijelu rada ukratko objašnjava koncept održivog razvoja, važnost obrazovanja za održivi razvoj kojim se može oživotvoriti održiva budućnost, odgovornost za sustavno promicanje i provedbu obrazovanja za održivi razvoj te potreba za implementacijom tema održivosti u studijske programe. U empirijskom dijelu rada izlažu se rezultati istraživanja provedenog 2016. na Sveučilištu u Rijeci (N=1347), koji su zatim uspoređeni s istraživanjem provedenim 2010. (N=1001). Polazeći od ispitivanja stavova studenata prema nekim dimenzijama obrazovanja za održivi razvoj, nadalje se analizira njihova zainteresiranost za različite teme održivog razvoja te za studijske programe fokusirane na ovaj koncept, zatim percepcija mogućnosti i načina implementacije problematike održivog razvoja u studijske programe, a u konačnici i percepcija odgovornosti za sustavno promicanje i provedbu obrazovanja za održivi razvoj. Usporedbom istraživanja iz 2010. i 2016. zaključuje se kako se navode slični kolegiji i teme kroz koje je obuhvaćen održivi razvoj te studenti iz uzorka 2016. pokazuju manju zainteresiranost za sve ponuđene razine studija iz područja održivog razvoja. Nadalje, dio studenata ističe da ne raspolaže dovoljnim znanjem o održivom razvoju, a dio smatra da je teme održivosti potrebno implementirati u ranijim razinama obrazovanja. S obzirom na iskazani interes za teme o održivosti, najviše ističu potrebu za uključivanje u studijski program onih koje se odnose na ljudska prava, sigurnost hrane, siromaštvo i razvoj, ravnopravnost spolova te kvalitetu vode i zraka. Studenti pokazuju nerazumijevanje autonomnosti sveučilišta u kreiranju studijskih programa te odgovornost za promicanje i provedbu obrazovanja za održivi razvoj pripisuju Ministarstvu, Vladi i medijima. Ključne riječi: odgoj i obrazovanje za održivi razvoj, odgovornost, područja održivosti, stavovi studenata Personally, I can't fi nd anything anywhere in higher education that doesn't in some way relate to sustainability.
The present study is as an attempt to understand how socio-demographic characteristics (i.e., gender, family socioeconomic status) and school level supports (i.e., school climate, professional guidance at school) influence occupational and educational expectations among rural youth (i.e., aspirations for a meaningful career, future family values, and future employment goals). The findings showed a relationship among the demographic characteristics, school level supports, career aspirations and future family and employment expectations of rural youth. The results of regression analysis indicate that school climate does influence aspirations towards a meaningful career, future family orientation and future employment goals. In addition, aspirations towards a meaningful career are also influenced by gender and professional guidance at school.
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