Barriers to environmental education: How do teachers’ perceptions in rural Ecuador fit into a global analysis?

Anderson, C. H.; Jacobson, Susan K.

doi:10.1080/13504622.2018.1477120

Cited by 24 publications

(19 citation statements)

References 34 publications

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“…As the term education in ESD already indicates, ESD is a long-term process and cannot be achieved by single interventions [103,104]. To implement ESD, the teachers play a crucial role [99,103,105,106]. Teachers need to be conscious and convinced about the importance of ESD [106,107].…”

Section: Discussionmentioning

confidence: 99%

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Still Green at Fifteen? Investigating Environmental Awareness of the PISA 2015 Population: Cross-National Differences and Correlates

et al. 2020

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The PISA studies provide unique opportunities to investigate the competencies and attitudes of 15-year-olds across the world. Past research investigating environmental awareness (EA) in PISA 2006 found associations between EA and science-related competencies and attitudes. Investigating EA in the PISA studies may have important implications for education for sustainable development (ESD): results may show which factors should be considered in educational interventions to enhance students’ EA. Cross-national analyses of EA may provide insights into the predictors of EA on a local, national or international level. This study investigates the individual, school, and country level predictors of EA in PISA 2015 (365,194 students, 12,594 schools, 53 countries). The multi-level regression analysis on EA reveals that most of the variance is located at the student level. On the individual level, variables related to science learning in school are associated with EA across all countries. This study also compares the degrees of EA in the 2006 and 2015 populations. The results show similar degrees of EA in 2006 and 2015. Altogether, the study provides cross-country evidence on important aspects that should be addressed in successful ESD programs.

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Section: Discussionmentioning

confidence: 99%

“…To implement ESD, the teachers play a crucial role [99,103,105,106]. Teachers need to be conscious and convinced about the importance of ESD [106,107]. Accordingly, school or general education administrators need to support and promote ESD in their institutions [99,103,106].…”

Section: Discussionmentioning

confidence: 99%

Still Green at Fifteen? Investigating Environmental Awareness of the PISA 2015 Population: Cross-National Differences and Correlates

et al. 2020

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“…Procedural forms of policy often serve to limit riskier educational practices, such as outdoor excursions. When the bureaucratic procedures for taking children outside become too onerous, educators are more likely to keep students indoors (Anderson and Jacobson, 2018). Dedicating time to wilder, more unstructured pursuits also risks loss of classroom time devoted to traditional subject pursuits, including preparation for standardised tests.…”

Section: Conceptual Space: the Relationship Between Wild And Riskmentioning

confidence: 99%

“…A return to traditional curricular domains may limit opportunities to enact wild pedagogies. A recent review of barriers to environmental education practice in schools identified 48 unique challenges across 32 studies (Anderson and Jacobson, 2018). Most of these barriers pertained to institutional factors, with the lack of teaching and preparation time documented as the most consistent barriers.…”

Section: The Arena Of Action: the Institutionmentioning

confidence: 99%

“…Most of these barriers pertained to institutional factors, with the lack of teaching and preparation time documented as the most consistent barriers. Conceptual and attitudinal barriers, such as lack of perceived relevance of environmental education, or lack of interest, were identified as less common barriers (Anderson and Jacobson, 2018). Similarly, a review of four decades of ESE policy research indicated a continued trend of environmental education as an adjectival subject, addressed if time permits, and with educator involvement limited to enthusiastic environmental champions (Aikens et al., 2016).…”

Section: The Arena Of Action: the Institutionmentioning

confidence: 99%

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Imagining a wilder policy future through interstitial tactics

Aikens

2020

Policy Futures in Education

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This paper takes as its central concern the concept of wilding education policy and explores implications for systemic change in education. It starts from shared premises with wild pedagogies, namely, that current human operations are unsustainable and require deep transformation, and that education is (or should be) a partner in this transformation. The arguments herein focus on the relationship of the institution of formal schooling to the ‘wild,’ and posits that, because of the inherent tensions between the two, interstitial policy tactics are required. This paper proposes five working principles of interstitial tactics and examines these against a meta-synthesis of recent research on transformative environmental and sustainability practices in schools.

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Environmental education for sustainable development in Bangladesh and its challenges

Uddin

2023

Sustainable Development

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Environmental Education is very vital to reaching the agenda of Sustainable Development Goals. However, a lack of environmental awareness and gaps in theoretical knowledge and its practices still exists in Bangladesh. Therefore, this research aims to understand the students' perceptions of whether and how their behavior is environment‐friendly to achieve sustainable development goals. It also addresses teachers' perceptions of what are the shortcomings of environmental education in Bangladesh. It uses qualitative and quantitative data collection and analysis techniques based on in‐depth interviews, surveys among different categories of participants, and classroom observation. The article finds that the level of Environmental Education and students' awareness of the environment is inadequate. Some teachers believe that Environmental Education is not better in Bangladesh due to the absence of practical learning of Environmental Education, lack of motivations and actions, institutional weakness, inadequate policies, poor implementation, and cultural and traditional beliefs. Thus, this article argues that Bangladeshi Environmental Education is insufficient to change the students' behavior towards the environment, making it difficult for the country to ensure Sustainable Development.

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Barriers to environmental education: How do teachers’ perceptions in rural Ecuador fit into a global analysis?

Cited by 24 publications

References 34 publications

Still Green at Fifteen? Investigating Environmental Awareness of the PISA 2015 Population: Cross-National Differences and Correlates

Still Green at Fifteen? Investigating Environmental Awareness of the PISA 2015 Population: Cross-National Differences and Correlates

Imagining a wilder policy future through interstitial tactics

Environmental education for sustainable development in Bangladesh and its challenges

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