A longitudinal study of upper secondary school students’ values and beliefs regarding policy responses to climate change

Ignell, Caroline; Davies, Peter; Lundholm, Cecilia

doi:10.1080/13504622.2018.1523369

Cited by 27 publications

(21 citation statements)

References 44 publications

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“…Furthermore, we concur with scholars who note the problematic aspects of values and education, and instead emphasize the suggestion of Heimlich et al that environmental and sustainability education potentially has a role in guiding individuals "to see how pro-environmental behaviours may align with beliefs" [47] (p. 269) (see also [48]). We also believe it is important that education should address the dependence of humans on nature and its services for their lives and livelihoods [49], to help students develop their understanding of individuals' and societies' dependent relationship with nature and its services, and to further reflect on their own relationship with nature.…”

Section: Discussionsupporting

confidence: 88%

Solving Environmental Problems Together? The Roles of Value Orientations and Trust in the State in Environmental Policy Support among Swedish Undergraduate Students

2018

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This paper explores whether value orientation (VO) and trust in the state (TIS) are linked to support for environmental intervention and steering among Swedish students in economics, law, and political science. Furthermore, we considered whether environmental personal norms mediate the link between VO and support for environmental policy instruments and finally, whether TIS moderates the link between environmental personal norms and support for environmental policy instruments, testing this on a sample of over 800 Swedish students. We found a positive link between both a self-transcendence VO and TIS on environmental policy support; however, we cannot confirm a moderating effect of TIS on the relation between environmental personal norms and policy support. Furthermore, left-wing students displayed stronger support for environmental intervention. We conclude that more knowledge on programme-specific characteristics regarding environmental values, beliefs, and attitudes among freshman students can enhance sustainability teaching intended to develop the students’ critical and reflective capabilities.

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Section: Discussionsupporting

confidence: 88%

Solving Environmental Problems Together? The Roles of Value Orientations and Trust in the State in Environmental Policy Support among Swedish Undergraduate Students

2018

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“…This is because, as expressed in other contributions to the collections (e.g. Brownlee, Powell, and Hallo 2013;Kunkle and Monroe 2019;Howell and Allen 2019), education and educational researchers must consider why different approaches to CCE seem to take root, blossom and/or whither, and in this, maintain a focus on whether and how they actually foster learning (see also McBean and Hengeveld 2000;Walsh and Cordero 2019;Lawson et al 2019;Ignell, Davies, and Lundholm 2019;Topp, Thai, and Hryciw 2019;Ouariachi et al 2019). This may also be contrasted with those programs or initatives feeding, generating or disrupting climate inaction, despair or amotivation (Pruneau, Khattabi, and Demers 2010;Dillon 2019), be that at the time of the 'educational event', and/or within lifelong or lifewide learning, such as when we consider research on the short and longer term effects of the capacity or limitations to a program, activity, life experience or the action competence it promises (Busch, Henderson, and Stevenson 2019).…”

Section: Box 1 Table Of Contents For the Virtual Special Issue-climamentioning

confidence: 99%

Climate change education and research: possibilities and potentials versus problems and perils?

Reid

2019

Environmental Education Research

167

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This article introduces key features to the background, themes and implications of three collections available in Environmental EducationResearch that focus on climate change education and research. The problems and perils of scholarship and inquiry in this area are highlighted by contrasting these with some of the possibilities and potentials from a broad range of studies published in this and related fields of study, for example, in understanding who is doing the teaching and learning in climate change education, and in identifying the conceptual, policy and economic drivers and barriers related to its uptake. Key points for debate and action are identified, including for so-called 'pyro-pedagogies' and 'practice architectures', and the various philosophical, political and phenomenal aspects of climate change education that are likely to affect its prospects, at this moment and into the immediate future. ARTICLE HISTORY

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“…Based on these findings, the ILMIZI model has not been effective in improving student attitudes because increasing attitudes take a long time. This has an impact on the results of changes in attitudes that have not increased significantly if they have not been treated for a long time (Evans et al, 2018;Ignell et al, 2019).…”

Section: Findings and Discussionmentioning

confidence: 99%

ILMIZI model in environmental learning during COVID-19: Improving students’ attitudes in University

et al. 2021

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Environmental education amid Coronavirus Disease 2019 (COVID-19) pandemic requires innovation. The pandemic situation need to improving student attitudes in maintaining the environment need an improvement by conducting various innovations and one of them is ILMIZI learning model utilization. The research aim was to improve student attitudes with the ILMIZI model. The research method is experimental without a control class. Samples involved in the research consist of 61 students with a treatment of environmental learning using the ILMIZI model. The Instrument used in this research was the attitude instrument with a scale of 1-5. The research results suggest that t-value (.231) > t-statistic (1.67) indicating that the ILMIZI model is not yet effective in improving the students’ attitudes in maintaining the environment. The pretest score (83.80) and post-test score (83.62) are not significantly different. The conclusion drawn from the research is that the ILMIZI model has not effective in improving student attitudes in maintaining the environment during COVID-19.

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A longitudinal study of upper secondary school students’ values and beliefs regarding policy responses to climate change

Abstract: Lundholm (2019) A longitudinal study of upper secondary school students' values and beliefs regarding policy responses to climate change,

Cited by 27 publications

References 44 publications

Solving Environmental Problems Together? The Roles of Value Orientations and Trust in the State in Environmental Policy Support among Swedish Undergraduate Students

Solving Environmental Problems Together? The Roles of Value Orientations and Trust in the State in Environmental Policy Support among Swedish Undergraduate Students

Climate change education and research: possibilities and potentials versus problems and perils?

ILMIZI model in environmental learning during COVID-19: Improving students’ attitudes in University

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