Social Responsibility and the World of Nature: an interdisciplinary environmental studies course for inspiring whole system thinking and environmental citizenship

Frankel-Goldwater, Lee

doi:10.1007/s13412-021-00720-2

Cited by 3 publications

(2 citation statements)

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“…EfS in higher education often focuses on acquiring environmental knowledge and awareness and less on understanding and practicing environmental citizenship (Frankel-Goldwater, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…Both collaborative learning and EfS provide opportunities for dialogue, sharing practical experiences and developing critical thinking skills necessary for change making. Through critical thinking, collaborative learners can create, assess and integrate knowledge for solving social and environmental problems and becoming environmental citizens (Frankel-Goldwater, 2022). By adopting a collaborative learning approach, this unique action research study connects student self-efficacy and collective efficacy in the EfS academic domain promotion and environmental citizenship in the students’ communities implementation.…”

Section: Introductionmentioning

confidence: 99%

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Incorporating collaborative learning in teacher education to foster self-efficacy to implement environmental citizenship: an action research

Gan

Alkaher²,

Segal³

2022

IJSHE

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Purpose Engaging students in environmental citizenship to promote education for sustainability (EfS) as an explicit goal of academic courses is not common, notwithstanding wide consensus on its importance. Collaborative learning has rarely been investigated using action research methods in the context of environmental citizenship in higher education; the purpose of this study is to fill the gap. Design/methodology/approach Adopting Bandura's (2012) theory of self-efficacy and collective efficacy, this study explores how collaborative learning, used throughout an action research-based course, encouraged students’ efficacy to implement environmental citizenship in their communities. Data were collected through multiple sources: students’ written reflections, instructors’ reflective journals and continuous discussions, interviews with students and different documents (course syllabi, lesson plans and students' scientific posters). Findings The findings of this study indicate that the authors succeeded in creating an appropriate social academic setting for the students to become acquainted with each other and to share ideas, successes and challenges in an accepting atmosphere, which proved beneficial to developing their self-confidence to promote EfS in practice. Adopting collaborative learning in the context of environmental citizenship also increased students' self-efficacy and collective efficacy. Self-efficacy was strengthened in the four sources discussed by Bandura (2012): mastery experiences, social modeling, social persuasion and emotional states. Collective efficacy was developed both in the academic and practical domains. Originality/value The findings of this study suggest that collaborative learning could serve as a powerful way to promote EfS in higher education, especially in teacher education. This contribution was achieved through integrating academic and practical knowledge foundations, which are required to implement environmental citizenship successfully, supporting learners’ initial steps towards becoming change agents in the society.

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“…EfS in higher education often focuses on acquiring environmental knowledge and awareness and less on understanding and practicing environmental citizenship (Frankel-Goldwater, 2022).…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%