Environmental literacy components and their promotion by institutions of higher education: an Israeli case study

Arnon, Sara; Orion, Nir; Carmi, Nurit

doi:10.1080/13504622.2014.966656

Cited by 43 publications

(32 citation statements)

References 46 publications

(73 reference statements)

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“…Environmental education main goal is to improve environmental literacy. It is in line with some researchers who have defined environmental literacy as one of the main goals of environmental education [14]. Despite the great diversity of environmental education programs around the world, there is a common feature among all of them, a lack of evaluation of their effectiveness in achieving their goals: promoting more knowledge, better attitude and a higher prevalence of proenvironmental behavior [15].…”

Section: Methodssupporting

confidence: 81%

“…A statement in Tbilisi Declaration demonstrates this aim of environmental education: A basic aim of environmental education is to succeed in making individuals and communities understand the complex nature of the natural and built environments and acquire the knowledge, values, attitudes, and practical skills to participate in a responsible and effective way in anticipating and solving environmental problems [14]. Therefore, it is necessary to add activities related to ecological literacy in the textbooks because it is suggested on a study that environmental courses should also be adapted and suited to the various kinds of students [14]. In addition, it is thought that it will be useful to create an environmental knowledge content that have all the components of environmental literacy (knowledge-affectbehavior-skill) [10].…”

Section: Methodsmentioning

confidence: 99%

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Indonesian Language Textbook based on Educational Unit Level Curriculum for Senior High School Students

Suwandi¹,

Yunus²,

Zainnuri³

2018

Proceedings of the 5th Asia Pasific Education Conference (AECON 2018)

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Indonesia has experienced a number of disasters recently causing enormous losses to the community, both materially as well as spiritually. The contributing factors to this incident include the low level of public environmental awareness. For this reason, the efforts to educate people and students are necessary. One of the important elements of this effort is the availability of books concerning with ecoliteracy. This study aims at explaining the ecological literacy values in Indonesian language textbook for senior high school students based on Educational Unit Level Curriculum. In this study, there are three books analyzed using document analysis as data resources. To examine the ecological literacy values both descriptive and distributive, content analysis is used as the main method. Content analysis can be either quantitative or qualitative, or both. The study used a mixed approach to analyze both qualitative and quantitative data in a single study with "the purpose of gaining insight and extensive and profound proof". Based on the analysis result, the ecological literacy values include (1) ecological knowledge (63.5 %), (2) affective tendency (11.7 %), (3) behavior (11.7 %), and (4) cognitive skills (12.9 %). It can be concluded that the ecological literacy value is still dominated by ecological knowledge.

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Section: Methodssupporting

confidence: 81%

Section: Methodsmentioning

confidence: 99%

Indonesian Language Textbook based on Educational Unit Level Curriculum for Senior High School Students

Suwandi¹,

Yunus²,

Zainnuri³

2018

Proceedings of the 5th Asia Pasific Education Conference (AECON 2018)

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“…Of course, this finding may simply reflect a tendency for students to select an institution which aligns with their preexisting world views. However, Drayson's (2015) research found very little evidence that students were selecting universities based on their sustainability principles, and Arnon et al's (2015) research on a sustainability-focused institution also found this a 'not very significant factor' in student choice (p.1042). Drayson's report noted that 'How seriously the college/ university takes environmental issues' was consistently ranked as of lowest importance of the factors which might influence student choice, with prospective students being influenced primarily by core metrics and reputational elements as well as location.…”

Section: Discussionmentioning

confidence: 99%

Is students’ energy literacy related to their university’s position in a sustainability ranking?

Cotton

Winter

Miller

et al. 2017

Environmental Education Research

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Is students' energy literacy related to their university's position in a sustainability ranking?Abstract:University rankings are increasingly important internationally, and in the UK include a sustainability 'Green League'. However, there is little evidence about experiences of studying in 'sustainable universities'. We report an empirical study at five universities in varied positions in the Green League, exploring students' energy literacy, environmental attitudes and perceptions of their institution's energy-saving efforts. Although the link to energy literacy is not clear, findings suggest that there are significant differences between students' environmental attitudes at universities placed at different points in the league.In addition, students at higher ranked universities are more positive about their university's energy-saving efforts, suggesting that these institutions may exhibit more overt manifestations of sustainability. This is important since students report being more likely to choose energy-conservation behaviours if there is visible representation of energy use. The study is the first to attempt a comparison between universities at different positions in a sustainability ranking. Introduction:University rankings and league tables are an increasingly important part of the higher education (HE) system. In the last 15 years there has been a proliferation of league tables

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“…Whether higher education actually shapes pro-environmental norms is debatable. There are mixed results, and potentially, it depends on whether higher education focuses not only on cognitive skills but also on affective outcomes (Shephard 2008;Arnon et al 2015). Yet, studies have shown a relationship between education and environmental norms (Vaske et al 2001; see also Inglehart 1990), and other studies, using longitudinal data, have shown that years of higher education do not shape environmental norms (e.g., Harraway et al 2012;Shephard et al 2015).…”

Section: Higher Education and Environmental Normsmentioning

confidence: 99%

Higher education, norm development, and environmental protection

2019

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There is a debate on whether higher education in the social sciences generates stronger democratic and environmental norms among students. In our study, we focus on students' perceptions about legitimate rule in the case of environmental protection. We contribute to this debate by using a unique longitudinal data set from seven universities and university colleges in Sweden. Our results show that higher education in the social sciences does not generate stronger democratic or environmental norms, at least not in the case of environmental protection. We discuss why this is the case and refine our results further by looking at individual-level factors, such as gender and ideology.

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Environmental literacy components and their promotion by institutions of higher education: an Israeli case study

Cited by 43 publications

References 46 publications

Indonesian Language Textbook based on Educational Unit Level Curriculum for Senior High School Students

Indonesian Language Textbook based on Educational Unit Level Curriculum for Senior High School Students

Is students’ energy literacy related to their university’s position in a sustainability ranking?

Higher education, norm development, and environmental protection

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