Predicting Participation in Environmental Education by Teachers in Coastal Regions of Tanzania

Abstract

Theories of responsible environmental behavior (REB) have most often been applied in developed countries and to direct forms of REB such as recycling and conserving water. This study applied a model of REB to a developing country setting in Tanzania based in part on variables from a Hungerford and Volk (1990) model and targeting an indirect form of behavior: teaching environmental education (EE) to youth. A quantitative survey was developed and administered to 397 teachers from schools in coastal regions of the country. Regression analyses revealed a sequential model in which entry level variables predicted ownership variables, and ownership variables predicted empowerment variables. In addition, cognitive variables were particularly strong in predicting behavioral intent compared to affective variables.

Education for sustainable development in Vietnam: lessons learned from teacher education

“…The literature indicates that to conduct effective ESD or EE, active teaching methods must be applied to narrow the gap from knowledge to responsible behavior (Kopnina and Meijers, 2014; Pavlova, 2013; Yavetz et al , 2009). It is widely known that knowledge alone is not enough to promote sustainable changes in behavior toward the environment (Bruyere et al , 2011; Kollmuss and Agyeman, 2002). In Vietnamese TEIs, active pedagogies are taught to students by lecturers specializing in pedagogy, so it would benefit both pedagogic lecturers and ESD-related lecturers if they could share their expertise.…”

Implications of tourism development on islets: Ilot Bernaches, Mauritius, as a destination management case study

“…While it has been recognised that tourism development has impacts (Ballantyne et al, 2011;Dwyer, 2010;Lee et al, 2013), many of those impacts manifest in a subtle and often unexpected manner (Mathieson & Wall, 1992). For instance, in the absence of control, tourism activities like exploitation of vegetation, overfishing, flower picking, trampling (Alessa et al, 2003;Bruyere et al, 2011;Lee et al, 2013), intimidation of small animals, plucking of fruits, and crushing of birds' eggs destroy the environmental resources upon which the islet depends. As such, islands often lose their appeal in the process of tourism exploitation, and islets, as an immediately available resource, are frequently used to develop potential niche and destination positioning strategies.…”