Secondary students’ perception, positioning and insight on education for sustainability

Agirreazkuenaga, Leire; Martinez, Pedro Manuel

doi:10.1080/10382046.2021.1877952

Cited by 6 publications

(8 citation statements)

References 35 publications

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“…Additionally, a lack of curricula on RE and ESD was visible; although the students exhibited knowledge about the existing socio-environmental issues in the world, their actions did not correspond to their knowledge because of their lack of interest and motivation regarding environmental issues. This could be overcome by introducing systematic curricula on environmental and RE topics from an early stage along with other STEM curricula to expose students to the various concepts of RE and other sustainable development technologies [26,39]. However, simply introducing the curricula would be insufficient if the teaching and learning approaches fail to explore active learning involving the community, home, and technological factors.…”

Section: Resultsmentioning

confidence: 99%

“…Furthermore, five research works directly highlighted the increase in the students' motivation toward RE and SDGs [20,28,31,40,41]. Three of the articles highlighted the students' increased interest [20,23,27], and seven directly highlighted the increase in the students' knowledge about RE and sustainable development [26,30,32,34,[39][40][41]. Out of the selected 25 articles, only 14 articles dealt with and reported the impact of RE education on students' personal attributes, which shows a lack of studies that can identify the more in-depth impact of RE education in the secondary education on the students' behavior and attributes and also focus on their interest and motivation toward pursuing higher education or careers in the RE fields.…”

Section: Resultsmentioning

confidence: 99%

“…The articles of the various researchers in this study increased students' awareness regarding RE and ESD [24,25,33,36,40,41], acting as a catalyst to motivate students to pursue higher education and careers in the RE sector or STEM in general. Other impacts, such as increased interest and motivation, were demonstrated in the studies [20,23,25,27,33,36,41], which enabled society to develop more prospective students with interests in STEM career paths and the RE or sustainable development sectors, as well as shape future generations of students with adequate knowledge [26,30,32,34,39] regarding the importance and necessity of harnessing RE and environmental protection, thus developing a society whose citizens are aware of their duties and roles in environmental protection.…”

Section: Discussionmentioning

confidence: 99%

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Revisiting Education for Sustainable Development: Methods to Inspire Secondary School Students toward Renewable Energy

2022

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Education is key to advancing a society that can achieve the Sustainable Development Goals (SDGs). One SDG is shifting energy consumption from fossil fuels to renewable energy (RE) sources to reduce environmental damage and prevent global warming. Awareness must be instilled among citizens at an early age (as early as secondary school) to motivate students to pursue higher education and careers in RE concepts and technologies. To analyze the current trends of existing education in RE concepts and education for sustainable development (ESD) in secondary schools, this study employed the Preferred Reporting Items for Systematic Review and Meta-Analyses method to systematically review 25 articles that were selected from the Web of Science and Scopus databases. The articles highlighted the availability of RE-targeted ESD in secondary schools and their impacts on students and society. However, they revealed a significant lack of curricula on RE concepts and ESD in secondary schools, reflecting the low knowledge, interest in, and awareness of RE and its concepts among students. The articles revealed positive impacts of introducing certain RE-targeted ESD courses/activities on students. Thus, we propose adopting new methods that include collaborative multidisciplinary and informal and non-formal and other factors as a means toward arousing secondary students’ interest in RE education to achieve the SDGs.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Revisiting Education for Sustainable Development: Methods to Inspire Secondary School Students toward Renewable Energy

2022

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“…Accounting students have generally heard about sustainability developments from the media and expect the integration of sustainable development in their accounting education (Ebaid, 2022). An experiment conducted on accounting students at a university shows that intervention in a sustainable environment will affect their intention and behavior toward sustainability (Agirreazkuenaga & Martinez, 2021;Lee et al, 2017). Environmental aspects are factors that need to be considered in the formation of attitudes in education both from the student side Ntanos et al, 2018Ntanos et al, , 2020 Environmental aspects are factors that need to be considered in the formation of attitudes in education both from the student side (Chalikias, Raftopoulou, Sidiropoulos, Kyriakopoulos, & Zakopoulos, 2020;Ntanos, Kyriakopoulos et al 2022).…”

Section: Introductionmentioning

confidence: 99%

Antecedents of students' intention to be sustainable accountants: evidence from Indonesia

Ratnaningsih,

Ghozali,

Harto

2024

AGJSR

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PurposeThe paper aims to examine Indonesian accounting students’ intention to become sustainable accountants (ISAs) using a modified theory of reasoning action model.Design/methodology/approachPrimary data were collected from 239 respondents from five reputable universities in Semarang, Indonesia, using a structured questionnaire. A random sampling technique was employed and used in selecting respondents. The data were then analyzed using smart PLS (version 3.2.9) to obtain the final results.FindingsThe results show university sustainability (US) and attitudes toward sustainability (ATS) affect students' intentions to become ISAs. Knowledge has no direct correlation with students' intention to become ISAs. Path analysis shows a significant correlation between US and students' knowledge, attitudes and intentions regarding sustainability.Originality/valueThis is different from previous studies, which only focused on factors influencing students' intentions to pay attention to sustainability. This study focuses on prospective accountants because, in the future, they will be the technical executors of reporting using path analysis. This study further analyzes the relationship between existing antecedent variables. The results show that sustainability at the university is a variable that can influence all other variables.

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“…Illustrating this, a study on the occurrence of this broader view of sustainability education in a Swedish context showed that key concepts related to the different types of knowledge were underrepresented, and students did not convincingly perceive them in classroom practice (Boeve-de Pauw et al, 2015). This same overrepresentation of the ecological side and of issues such as recycling and renewable energy was found in a qualitative study on student environmental knowledge and attitudes in the Basque community in Spain (Agirreazkuenaga & Martinez, 2021).…”

Section: Environmental Citizenship Competencementioning

confidence: 91%

Ask, find out, and act

van Harskamp

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Education for Environmental Citizenship (EC) aims to equip students with the competences for sustainable opinion-forming, decision-making, and action-taking. These competences include systems thinking competence, normative competence, strategic competence, and action competence among others. Yet because of the complexity of sustainability issues, it is a challenge for science teachers to foster EC through their teaching practice. This dissertation describes how Socio-Scientific Inquiry-Based Learning (SSIBL), with its three main phases of Ask, Find out, and Act, was tested for its potential to foster EC through science education at lower secondary level. This dissertation has three main aims. The first aim is to describe current EC practice, and views and experiences of science teachers (Chapter 2) and lower secondary students (Chapter 3) regarding EC. Insights from these chapters are used in subsequent studies. The second aim of this dissertation is to develop and validate an assessment instrument that focusses on EC opinion-forming (Chapter 4). This instrument was used to provide insight in student EC in the final classroom study. Finally, the third aim of this dissertation is exploring the potential of SSIBL to foster EC through science education at lower secondary level, for which several cycles of Lesson Study (Chapters 5 and 6) were carried out. These provide an empirical basis of SSIBL’s workings in science education practice. Results regarding the first aim show that while most teachers think sustainability and citizenship are important, they experience a lack of support from the curriculum and feel less prepared regarding inclusion of normative aspects of EC in their teaching practice. Their students have a complex relationship with sustainability, being worried and wanting to know what they can do to help, whilst simultaneously feeling issues only concern people who live somewhere else or in the future. Concerning the second aim, the ECO-questionnaire was developed, offering a focus on EC opinion-forming which was previously unavailable. Regarding the final aim, results of this dissertation show that SSIBL’s three phases of Ask, Find out, and Act enable students to practice their EC competences in the context of science education. Its focus on dialogue-driven opinion-forming, and on holistic and pluralistic decision-making and action-taking, among others, make it suitable for student EC development. These findings contribute to the knowledge base for science teachers and teacher educators who wish to incorporate EC in their teaching practice, for (science) education researchers with an interest in EC, and for policy makers who want to adjust, update, fortify, or expand EC’s place on the educational agenda. Insights and findings from this dissertation provide directions for how to foster Environmental Citizenship through science education at lower secondary level. In doing so, this dissertation forms a small but important step towards equipping students with the necessary competences to form informed opinions, make corresponding decisions, and take appropriate action regarding sustainability issues. Ultimately, this is a prerequisite for the transition towards creating a more sustainable future for all.

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Secondary students’ perception, positioning and insight on education for sustainability

Cited by 6 publications

References 35 publications

Revisiting Education for Sustainable Development: Methods to Inspire Secondary School Students toward Renewable Energy

Revisiting Education for Sustainable Development: Methods to Inspire Secondary School Students toward Renewable Energy

Antecedents of students' intention to be sustainable accountants: evidence from Indonesia

Ask, find out, and act

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