Environmental Sustainability Knowledge, Attitude and Practices among Pre-school Students

Abstract

The study aimed to examine the knowledge, attitude and practices of environmental sustainability of pre-school students in Malaysia. This study applied a quantitative method comprising questionnaires with 500 pre-school students. Research variables were knowledge of recyclable and non-recyclable materials, sustainability knowledge, sustainability attitudes and sustainability Reuse-Reduce-Recycle (3R) practices. Most variables including knowledge of recyclable and non-recyclable materials, sustainability knowledge, sustainability attitudes and sustainability Reuse-Reduce-Recycle (3R) practices were at high levels. While, the analysis of correlation test explained that there was a significant relationship between every variables. It can be concluded that a high level of knowledge does not give effect in increasing the sustainability practices of students. Therefore, a strong commitment from teachers are requires to improve the knowledge, attitude and practice of sustainability in the early stages of education. The readiness of early childhood education teachers in respect of continuous training in various sustainability activities is a vital requirement to systematically and effectively apply sustainability practices.

Students Awareness of Green Consumer Behaviour and Sustainable Environment in Ghana: Using OpenBugs

“…Therefore, green marketing awareness behaviour promote eco-friendly environment and leads to green cities. The work of Mahat et al (2019) also supported the significant direct relationship between environmental awareness and consumer green consumption behaviour on developing a sustainable environment, when their study established a relationship between knowledge construct with consumer attitudes, practices, values, and behaviour. In a related article, Ting et al (2019) explored the relationship between behavioural intentions and green hotel development.…”

“…Thus, green consumer awareness influence companies' green products and production strategies and contribute to promotion of eco-friendly environment. While many of the studies (Gbadeyan & Omolekan, 2015;Lee, 2017;Devayani, Agalya, & Gokulapriya, 2019;Mahat et al, 2019;Ting et al, 2019) have focused on the relationship between green marketing and consumer buying behaviour and its consequences on environmental sustainability. Yet investigation into consumers value of green products, and their degree of awareness of how their green baying behaviour relates to the environment is under researched.…”

Pre-school Teachers' Views on Sustainable Development Practices and Practice Example

“…7R ve 3R modelini inceleyen çalışmalar ise, Kahriman-Öztürk, Olgan ve Güler, (2012), 7R boyutunda okul öncesi dönem çocuklarının sürdürülebilir kalkınma hakkındaki fikirlerini betimledikleri çalışmalarında, sürdürülebilir uygulamaların erken çocukluk müfredatına entegre edilmesi ve okul öncesi öğretmenleri, ebeveynler ve toplum tarafından desteklenmesi önerilmektedir. Mahat, Hashim, Saleh, Nayan and Norkhaidi (2019) ise, okul öncesi öğrencilerinin çevresel sürdürülebilirlik bilgi, tutum ve uygulamalarını (3R) inceledikleri çalışmalarında, Geri dönüştürülebilir ve geri dönüştürülemeyen malzeme bilgisi, sürdürülebilirlik bilgisi, sürdürülebilirlik tutumları ve sürdürülebilirlik Yeniden Kullanım-Azaltma-Geri Dönüşüm (3R) uygulamaları dâhil olmak üzere çoğu değişken arasındaki ilişkinin yüksek seviyede olduğunu, ancak yüksek düzeyde bilgi birikiminin öğrencilerin sürdürülebilirlik uygulamalarının arttırılmasında etkili olmadığını belirtmişlerdir. Bu nedenle, erken çocukluk eğitimi öğretmenlerinin çeşitli sürdürülebilirlik faaliyetlerinde sürekli eğitim konusunda hazır olmaları, sürdürülebilirlik uygulamalarının sistematik ve etkin bir şekilde uygulanması için hayati bir gerekliliktir.…”

“…In this way, it can be said that children have rights regarding a sustainable future (Pramling Samuelsson ve Kaga, 2008). When the literature is examined, it is seen that various studies have been carried out on the concept of sustainability in pre-school education (Arda ve Yücelyiğit, 2019;Davis, 2009;Engdahl, 2015;Güler-Yıldız, Şimşek, Eren ve Aydos, 2017;Güngör, 2019;Hägglund and Pramling-Samuelsson, 2009;Kahriman-Öztürk, Olgan ve Güler, 2012;Korkmaz, 2014;Korkmaz, 2020;Mahat, Hashim, Saleh, Nayan and Norkhaidi, 2019;Pollock, Warren and Andersen, 2017;Siraj-Blatchford, J., and Samuellson, 2016;Şallı, 2011;Tonguç ve Özbayraktar 2017;Toran, 2017;Tozduman-Yaralı, Kevser ve Didin, 2018). Although various studies have been carried out in this area, there has not been any practical study conducted with pre-service teachers to raise children's awareness of sustainability effectively.…”

Investigating the Pollution of Carbon Monoxide Inschools Near to Main Roads in Malaysia

“…The development of transportation has resulted in the number of vehicles sold in Malaysia of 60,780 units, showing an increase of 41.42 percent in May 2019 than 42,977 vehicles sold last year (Hanani, 2019). The development of transportation has caused many environmental problems such as pollution, water, air, and noise (Mahat et al, 2019;Nayan et al, 2020a;Nayan, 2020b). Human activities have also led to the release of toxic gases that can threaten health (Nayan et al, 2020a) , such as carbon DOI No.…”