Understanding and modifying beliefs about climate change through educational travel

Landon, Adam C.; Woosnam, Kyle M.; Keith, Samuel J.; Tarrant, Michael A.; Rubin, Donald L.; Ling, Simon

doi:10.1080/09669582.2018.1560452

Cited by 21 publications

(21 citation statements)

References 59 publications

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“…In other words, the students agree that climate and humans are interconnected, humans are not dominant over nature, human activities contribute to the excessive emission of greenhouse gases and exploitation of limited natural resources available in nature. However, to a larger extent, the students did not translate their agreement to the five facets of NEP into behavior [44,74].…”

Section: Discussionmentioning

confidence: 86%

“…The New Ecological Paradigm presented a five dimensions of belief which is widely used to measure environmental belief [72,73] and appeared to have more robust psychometric features and it is theoretically better grounded. Landon, Woosnam, Keith, Tarrant, Rubin and Ling [74] advocated that NEP appropriately measures the belief about climate change.…”

Section: Belief and Climate Conserving Behaviormentioning

confidence: 99%

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Moving Beyond the One-Size-Fits-All Model in Describing the Climate Conserving Behaviors of Malaysian Secondary Students

2020

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The acceleration of average temperature of lands and oceans, rising sea level, frequent extreme weather events and ocean acidification denote that climate change is a contemporary pressing dilemma facing the world. Everyday human activities such as open burning, deforestation, burning of fossil fuels and agricultural activities significantly contribute to Earth warming. Preventing the aforementioned activities reduce the greenhouse gas emission to the atmosphere and subsequently slows the changes in climate. Thus, climate change education is integral to educate people on the destructive consequences of their actions to the climate. Past studies revealed that well-established theories and models guided the designing of education to deliver behavioral change in many countries and reportedly improved participants’ knowledge, attitude and motivation. However, these theories and models exist as an after effect of the education and the long-term impact of the initiative frequently not found and less information available on the sustainability of such education. Additionally, effective climate change education is typically context-based and designed based on factors related to local students’ behavior. Hence, this study examined how knowledge and psychological factors such as belief and motivation explain the formation of climate conserving behavior among secondary school students. A total of 221 questionnaires was distributed to 14 years old Malaysian secondary school students to measure knowledge, motivation and belief. The data obtained were later analyzed using the partial least squares structural equation modelling (PLS-SEM) approach. The findings revealed that knowledge (β = 0.259, p < 0.05), belief (β = 0.295, p < 0.05) and motivation (β = 0.546, p < 0.05) positively affects the behavior. These findings reflected that knowledge, belief and motivation collectively explain a total of 65.5% of variances in the formation of climate conserving behavior among Malaysian secondary school students.

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Section: Discussionmentioning

confidence: 86%

Section: Belief and Climate Conserving Behaviormentioning

confidence: 99%

Moving Beyond the One-Size-Fits-All Model in Describing the Climate Conserving Behaviors of Malaysian Secondary Students

2020

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“…The repeated measures ANOVA yielded results consistent with both the literature and theory. Travel-based study abroad programs are known to be efficacious at positively moving environmental measures in comparison to residential study abroad programs and home campus courses [51]. It should be noted that the mean shift of NEP scores pretest to posttest, while significant, was relatively small.…”

Section: The Effect Of Sustainable Educational Travelmentioning

confidence: 90%

Sustainability Education and Environmental Worldviews: Shifting a Paradigm

et al. 2020

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Higher education institutions are tasked with education for sustainable development, of which the environment is a central pillar. Understanding the demographic factors that influence the establishment of environmental worldviews allows educators to better contextualize sustainability content and discussion. Identifying pedagogies capable of creating learning spaces within which worldviews can shift offers similar opportunities. Using a quasi-experimental design and model building, this study identifies important social psychological antecedents of environmental beliefs, assesses the effectiveness of outbound mobility pedagogy at changing those beliefs and identifies important predictors of the nature and magnitude of those changes. Sustainable outbound mobility courses were effective at increasing environmental worldview compared to a control group. At program commencement, political orientation and business majors were negatively associated with environmental worldview, while female gender was the reverse. For sustainability education courses, only gender was retained as a significant predictor of the nature and change of environmental worldview by the course’s end. These results suggest that the factors associated with environmental worldview upon commencement of a course do not necessarily predict the malleability of that worldview in higher education students.

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“…In a tourism context, confirming a relationship between individuals' pro-environmental behaviour change and the impact of their travels upon this change is difficult to make, but it is a growing area of interest (Landon et al, 2019;Lee & Jan, 2015;Miller et al, 2020). The notion that visitors become important advocates or ambassadors for a place or cause is common in tourism literature (see Beaumont, 2001;Higham & Carr, 2002).…”

Section: Behavioural Changementioning

confidence: 99%

Evaluating the impact of a youth polar expedition alumni programme on post-trip pro-environmental behaviour: a community-engaged research approach

Hehir

Stewart

Maher

et al. 2020

Journal of Sustainable Tourism

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Understanding and modifying beliefs about climate change through educational travel

Cited by 21 publications

References 59 publications

Moving Beyond the One-Size-Fits-All Model in Describing the Climate Conserving Behaviors of Malaysian Secondary Students

Moving Beyond the One-Size-Fits-All Model in Describing the Climate Conserving Behaviors of Malaysian Secondary Students

Sustainability Education and Environmental Worldviews: Shifting a Paradigm

Evaluating the impact of a youth polar expedition alumni programme on post-trip pro-environmental behaviour: a community-engaged research approach

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