A Whole Institution Approach to Climate Change Education

Hargis, Kristen; McKenzie, Marcia; LeVert-Chiasson, Isabelle

doi:10.1163/9789004471818_004

Cited by 9 publications

(1 citation statement)

References 24 publications

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“…Based on our findings, schools can be more intentional about designing curriculum and extra-curricular opportunities that actualize and amplify the prosocial motivation of students. A “whole institution” approach is one perspective that is often heralded as a gold standard, where CSR is integrated into all aspects of the school (Hargis et al, 2021; Kohl et al, 2021). In a business school context, such an approach minimizes the potentially contradictory impact of having CSR electives while other courses might send messages that are contrary (e.g., only short-term financial impact matters).…”

Section: Discussionmentioning

confidence: 99%

Predisposed, Exposed, or Both? How Prosocial Motivation and CSR Education Are Related to Prospective Employees’ Desire for Social Impact in Work

et al. 2023

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Researchers have explored important questions about employees’ prosocial motivation to impact others through their work and about employees’ engagement in corporate social responsibility (CSR) initiatives. Studies show that job seekers are attracted to CSR-engaged employers, but little is known about whether and why prospective employees are attracted by job roles that allow them to have positive social impact. We used prosocial motivation theory to develop hypotheses about processes through which a greater desire for social impact in work is associated with being predisposed to it (due to trait-like prosocial motivation), being exposed to the possibility of it (through CSR-related educational choices), and both in partially mediated sequence. Analyses of data from 187 prospective employees provided support for most hypotheses. Our findings inform new directions for research on CSR and recruitment, the CSR education literature, and recruitment practices that leverage prospective employees’ desire for social impact through performing their regular work.

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Section: Discussionmentioning

confidence: 99%

Predisposed, Exposed, or Both? How Prosocial Motivation and CSR Education Are Related to Prospective Employees’ Desire for Social Impact in Work

et al. 2023

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Practicing Climate Action in a K-12 School Using a Whole Institution Approach

Hargis

2024

Sustainable Development Goals Series

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Most climate change education and research have focused on instilling individual scientific cognitive clarity instead of learning how to take climate actions together. This study utilized a practice lens to adjust focus away from an individual learner’s knowledge to the climate action practices collectively “carried,” (un)equally shared, and mutually shaped. Shove and colleagues’ conceptualization of practices was used to examine climate action practices at a Kindergarten to Grade 12 school in Canada using a whole institution approach to climate change education. A whole institution approach includes climate change education within and across each domain of Overall Governance, Teaching and Learning, Community Partnerships, and Facilities and Operations. Methods included a sensory walk, observations, interviews, focus groups, document collection, and photography. This chapter describes key themes identified within each of the whole institution domains with implications for a whole institution approach to CCE overall, as well as for each domain.

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Insights, Challenges, and Prospects on Whole School Approach to Sustainability in the UN Economic Commission for Europe (UNECE) Region

Zachariou,

Hadjiachilleos,

Beltran

et al. 2024

Sustainable Development Goals Series

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This chapter examines the implementation of the whole school approach (WSA) to education for sustainable development in the United Nations Economic Commission for Europe (UNECE) region through 34 national reports submitted by its member states. The reports were analyzed under six axes: schools’ vision, ethos, leadership, and coordination; curriculum; pedagogy and didactics; school management and operations; professional development; and school environment. Despite a clear orientation toward a whole school approach, the analysis showed that within the UNECE region, the six axes were unevenly addressed and some were poorly reported, leading to a partial view of the state (e.g., school infrastructure). The results are discussed in the framework of the whole school approach literature providing insights on ways to strengthen the approach and eliminate gaps and challenges through the new implementation framework of the UNECE Strategy on ESD 2021–2030.

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A Whole Institution Approach to Climate Change Education

Cited by 9 publications

References 24 publications

Predisposed, Exposed, or Both? How Prosocial Motivation and CSR Education Are Related to Prospective Employees’ Desire for Social Impact in Work

Predisposed, Exposed, or Both? How Prosocial Motivation and CSR Education Are Related to Prospective Employees’ Desire for Social Impact in Work

Practicing Climate Action in a K-12 School Using a Whole Institution Approach

Insights, Challenges, and Prospects on Whole School Approach to Sustainability in the UN Economic Commission for Europe (UNECE) Region

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