Ecological Literacy among Technical and Non-Techical Students of Nepal

Abstract

Ecological literacy creates foundation towards betterment of environment and reducing negative externalities of human activity. A study was done to evaluate the level of ecological literacy among students pursuing technical and non-technical education in Nepal. Structured questionnaire was designed, pilot tested and administered to different students all over Nepal through Google form. Altogether 375 responses were obtained. Gender, type of education and ethnicity significantly affected ecological literacy. Female students, technical students and elite groups’ students were 2.4%, 4.92% and 2.19% more ecologically literate than male students, non-technical students and marginalized group students respectively. Technical students have basic level and non-technical students have low level of ecological literacy. Though these groups of students are acquiring information from various courses they are studying, they were unable to relate what they learnt in class with their surroundings. Urgent and effective amendments and action is needed in developing sound scientific information about ecosystem, skills for critical thinking, positive attitude, creative and strategic problem solving to increase the rational action among the students to sustain the environment.

Ekolojik Okuryazarlığa Yönelik Sosyal Bilgiler Öğretmenlerinin Görüşleri ve Farkındalıkları

“…Ekolojik okuryazarlık ile ekolojik bilginin edinilmesi, ekolojik farkındalığın artırılması, ekolojik etiğin pekiştirilmesi, ekolojik tutum ve davranışların iyileştirilmesi, güçlendirilmesi amaçlanmaktadır (Ha ve diğerleri, 2021). Bu amaçları gerçekleştiren bireyler, ekosistem dinamiğinin geçmiş ve gelecekteki sonuçlarına ilişkin algı ve anlayışa sahip, ekolojik sorunları eleştiren, araştıran, sorgulayan ve bu sorunlara çözüm bulan, kendilerini doğanın bir parçası kabul eden ekolojik okuryazar olarak tanımlanabilir (Khanal, Pandey, Khan, Mishra & Kunwar, 2020;Özer & Yıldırım, 2021).…”

“…With ecological literacy, it is aimed to acquire ecological knowledge, to increase ecological awareness, reinforce ecological ethics, improve and strengthen ecological attitudes and behaviors (Ha et al, 2021). Individuals who achieve these goals can be defined as ecologically literate who have a perception and understanding of the past and future consequences of ecosystem dynamics, criticize, research, question and find solutions to ecological problems, and consider themselves a part of nature (Khanal, Pandey, Khan, Mishra & Kunwar, 2020;Özer & Yıldırım, 2021). Educating ecologically literate individuals is possible through ecological literacy education.…”

“…As a matter of fact, due to human-based wrong behaviors, irreversible environmental hazards such as air, soil and water pollution, reduction of natural resources and global climate change have occurred. Therefore, ecological literacy is important in today's world (Irianto, Yunansah, Mulyati, Herlambang & Setiawan, 2020;Khanal et al, 2020). Based on this situation, modern and urbanized individuals are asked to be able to read the language of ecology and to communicate effectively with nature and living things (Ramsay, 2020).…”

“…Therefore, it is necessary to educate them as ecologically literate individuals. In order to develop ecological literacy in students, environmental protection and ecological awareness should be created within the scope of sustainability (Febriani, Farihah & Nasution, 2020;Khanal et al, 2020;Koçoğlu & Ekici, 2013). At this point, there are three elements in gaining ecological literacy to students (Jordan, Singer, Vaughan & Berkowitz, 2009 cited by Zangori & Cole, 2019):…”

“…These elements are necessary for students to become ecologically literate. Thus, students will both acquire basic information about the ecosystem and gain the dimensions of attitude, behavior and awareness (Khanal et al, 2020). As a matter of fact, it is aimed to educate ecologically literate individuals in the educational process not only in the knowledge dimension but also in the action dimension (Özer, & Yıldırım, 2021).…”