Protecting Life on Land and Below Water: Using Storytelling to Promote Undergraduate Students’ Attitudes toward Animals

Abstract

The framework of Global Education 2030 Agenda suggests 17 learning objectives for sustainability education. Restoring the human-animal relationship is a core task emphasized by Goals 14 (Life below water) and 15 (Life on land). This study investigated the effect of using storytelling, focusing on the thematic topic of wild animals, as an integrated part of learning about attitude toward wild animals. It addressed the major question: how could the students' perceptions concerning the human-animal relationship be changed? The participants were 31 university students majoring in a variety of subjects. Qualitative inquiry using a personal meaning map (PMM) and online in-depth focus group interview explored the students' perceptions of wild animals and their learning experience. The results showed the students' changing attitudes toward wild animals at the end of the storytelling session. In the focus group interview students reported the process of their storytelling regarding the invention the stories. In conclusion, storytelling, featuring the adoption of multiperspectives, addressed imagination and empathy and promoted an understanding of the ethical relationship between wild animals and human beings. The educational implication of storytelling appealed to a holistic approach, engaging an interdisciplinary classroom practice in defining humanity in relation to the nonhuman world.

Fostering Environmental Awareness Through Eco-Literacy in Novels: A Bibliometric Review

“…Researchers are exploring how novels can engage readers in understanding ecological concepts, encouraging sustainable behaviours, and inspiring a deeper connection to the natural world. Based on this result, scholars recognise the power of storytelling to engage readers emotionally and intellectually, enhancing their understanding of complex ecological concepts (Bloomfield and Manktelow 2021), (Lin and Li 2018). This aligns with the broader purpose of eco-literacy research, emphasising literature's capacity to inspire sustainable behaviours and foster a deeper connection to the natural world (Curdt-Christiansen 2020).…”

A systematic literature review of cognitive exchange in higher degree visual art education

“…The Phase 2 literature did identify some strategies for implementing cognitive exchange opportunities pedagogically, but these were not explicitly aligned to design, implementation, and assessment. Interactive visual art learning experiences, like storytelling and collaborative making (Lin and Li, 2018; Lawton and La Porta, 2013), were examples intended to increase cognitive exchange (Tomljenovic, 2015; Murray and Brightman, 1996). Due to their capacity to build relationships and engage critical and creative thinking.…”

Evaluation of story maps by future geography teachers

“…Furthermore, Hallsen and Karlsson (2019) analyzed the Swedish education system using story maps. The use of story maps in education was also dealt with by Mukherjee (2019), Egiebor et al (2018), Lin and Li (2018), and Foelske (2014) points out that story-telling can improve teaching outcomes in various disciplines, such as mathematics (Butler et al, 2013), cultural and social sciences (Burnett et al, 2006), history (Malita & Martin, 2010) or foreign languages (Castaneda, 2013). The literacy is taught and used in all content areas, which makes digital storytelling an effective tool to use with students (Sadik, 2008).…”