Energy in Schools: Empowering Children to Deliver Behavioural Change for Sustainability

Underwood, Lorraine; Smith, Karen E.; Rubegni, Elisa; Finney, Joe

doi:10.1145/3501712.3529744

Cited by 5 publications

(3 citation statements)

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“…On the other side, the dimension called campus operation is understood as everything that is related to the efficiency and effectiveness of resources like water (Cheng and Hong, 2004), energy (Underwood et al, 2022), reduction of emissions and waste (Borreguero et al, 2018) also concerned with the ecological infrastructure and the care of sustainable purchases. However, this type of organization must clearly understand the passive intervention strategies that help manage schools with fewer economic resources (D ıaz-L opez et al, 2022).…”

Section: The Curriculum As a Sustainability Dimensionmentioning

confidence: 99%

“…Besides this, some dimensions which have been positioned when addressing the sustainability frameworks of reference in schools refer to aspects related to a culture of responsibility (1), well-being (2), and leadership (3). The responsibility (1) from the teachers' view, his action to motivate and hold the communities and challenges of the sustainability in the school (Yli-Panula et al, 2022) or the students' view through the use of open spaces, innovation of the community regarding environmental management and governance, through scholar leadership and empowerment of children (Nurrochmat et al, 2022;Underwood et al, 2022). At the same time, the well-being (2) showed in the care of children and teenagers regarding the specific topic of nutrition as well as the reduction in the consumption of ruminant animals (Poinsot et al, 2022) or the pursuit of the least environmental impact and the most energy efficiency (Kluczkovski et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…, 2022) or the students' view through the use of open spaces, innovation of the community regarding environmental management and governance, through scholar leadership and empowerment of children (Nurrochmat et al. , 2022; Underwood et al. , 2022).…”

Section: Introductionmentioning

confidence: 99%

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An organizational sustainability framework for Latin American Catholic schools in the La Salle network. A cross-national study using structural equations modeling

Gutierrez-Rivera,

Escobar-Sierra,

Polanco

et al. 2024

IJEM

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PurposeThis study aims to address the challenge of sustainability in Catholic schools quantitatively, even more so knowing that there are few systematized and quantitatively elaborated approaches that help to determine their sustainability dimensions. Therefore, this study aims to estimate the structural relationships of organizational sustainability in primary and secondary religious schools in Latin America based on the substantive functions of the school, such as care, upbringing and education from an organizational approach.Design/methodology/approachDeductive reasoning was used. In the preliminary phase, data were extracted from 420 educational leaders of primary and secondary schools in Latin America from the Lasallian Network, leading a school population of 200,500 students and impacting 166 schools; these previous results were again contrasted with the forthcoming literature with research from the Ramon Llull University, Barcelona, Spain, to achieve the sustainability framework, which has an endogenous variable called the school organizational sustainability framework.FindingsThe results reveal four dimensions of the first-order structural model: management, association, communication, well-being and curriculum, And eight second-order dimensions: governance, communication, resources, secular association, secular partnership, health, social commitment, and campus operation. The investigation results show that secular association and well-being are two dimensions that are constituted as the main elements of a sustainability framework for this type of organization.Research limitations/implicationsThe Catholic school has specific dimensions that need to be cared for with special attention, such as association, which comes from the laity and comes from the experience of the religious. In addition to this vital dimension, well-being, constituted as care for the people of the community, as care for all, is connatural to the religious school. Still, it is constituted by an edge that completes it, and that is the concern for the well-being of those outside regarding social justice. A limitation in the pretension of totality is that the study is conducted in a small portion of Catholic schools in Latin America.Practical implicationsA practical impact in the schools investigated is to present this sustainability framework as a reference to incorporate these dimensions as a strategy to bet on sustainability. Although the realities and contexts of the Latin American school are very different, some factors can impact low-income schools and schools with more significant financial resources if they are strengthened and worked on with dedication. In addition, this framework can lead to roads and the construction of indicators within the school, which can measure the sustainable commitment of the whole school. Finally, a clear finding of the framework is the need for good governance processes related to leadership and leaders' commitment to school-wide sustainability.Social implicationsThe present study impacts the depth that the proposal of the global educational pact can reach in the reality of Catholic schools in Latin America. The seriousness with which its leaders take the issue of sustainability from this perspective can contribute to the sustainability of life itself.Originality/valueThe originality of this research is that it constitutes the first Sustainability framework in Latin America in Catholic schools from an organizational approach.

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Section: The Curriculum As a Sustainability Dimensionmentioning

confidence: 99%