Using Lucie Sauvé’s environmental education typology: a systematic synthesis of citations

Benavides-Lahnstein, Ana Ilse; Peñaloza, Gonzalo

doi:10.1080/13504622.2021.2022102

Cited by 5 publications

(4 citation statements)

References 49 publications

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“…It is important to know that any environmental education project and/or practices (even if they are planned and executed intuitively) can be classified into a pedagogical typology of at least 15 environmental education currents (Sauvé 2005; Benavides Lahnstein & Peñaloza 2022) (Table 1). Among these typologies, the first ones were strongly centered in contact with nature, and concepts of ecology (Fang et al 2023).…”

Section: The Need To Recognize the Complexity Of The Environmental Ed...mentioning

confidence: 99%

“…Sense of belonging or sense of place, and respectful protection of nature or “mother Earth” are concepts that are always present and inherent to environmental education (Carvalho et al 2020). In addition, the importance of the sensitivity and spirituality of women in building a culture of care and protection for the environment is recognized (Benavides Lahnstein & Peñaloza 2022).…”

Section: The Need To Recognize the Complexity Of The Environmental Ed...mentioning

confidence: 99%

See 1 more Smart Citation

Restoration‐based education: a brief overview of a field under construction

Pérez

Freire

2023

Restoration Ecology

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Education and restoration belong to fields that are profuse in academic production, are integrated into politics and governmental decision‐making, are present in business sectors, and have gained the public interest and the participation of civil society. Therefore, it might seem relatively easy to integrate both spheres of social and environmental interest. However, both sciences and practices belong to traditions of human and natural sciences, cultures whose conceptual and methodological articulation have not been easy throughout history. This article argues that for true integration of education in ecological restoration the following conditions are required: (1) a defined positioning about sustainable development and the purpose of the ecological restoration, (2) recognition of the complexity of the environmental education field, and (3) knowledge of the main postulates of the “restoration‐based education” (RBE). Based on selected RBE cases, we discuss the possibilities of putting into practice theoretical postulates of this transdisciplinary field of work.

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Section: The Need To Recognize the Complexity Of The Environmental Ed...mentioning

confidence: 99%

Section: The Need To Recognize the Complexity Of The Environmental Ed...mentioning

confidence: 99%

Restoration‐based education: a brief overview of a field under construction

Pérez

Freire

2023

Restoration Ecology

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“…Early definitions of environmental education highlight not only the need to familiarise citizens with the environment and the associated problems, but also the ultimate goal of nurturing PEB (Stapp, 1969). Contemporary educational literature echoes these early concerns, but also emphasizes the need for a modern and more practical re-evaluation of environmental education, aiming at broader scientific and civic literacy, moral commitment to the environment and community engagement, as well as the implementation of responsible behaviours (Benavides Lahnstein and Peñaloza, 2022). Against this background, technology infusion in environmental education programs emerged in the last few years, as it seems to be more engaging for the younger generations.…”

Section: Theoretical Background 21 the Role Of Gamified Mobile Apps A...mentioning

confidence: 99%

Growing a digital iceberg for a polar bear: effects of a gamified mobile app on university students’ pro-environmental behaviours

Boncu

Candel

Prundeanu

et al. 2023

IJSHE

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Purpose Pro-environmental education incorporates digital technologies to enhance the level of pro-environmental behaviours (PEB) in young adults. Guided by gamified learning and self-directed informal learning theories, this study aims to examine the potential for the use of a gamified mobile app to increase students’ PEB. Also, it explores whether various pre-existing environmental attitudes and beliefs can moderate the effects. Design/methodology/approach This quasi-experimental study proposed an eight-weeks intervention for undergraduate students based on using a mobile app. The authors evaluated the post-intervention differences in PEB between the intervention group and a control group. The effects of multiple moderators were also tested. Findings Using the mobile app for eight weeks significantly improves the levels of PEB in the intervention group compared to the control group. None of the proposed interactions showed significant moderator effects. Originality/value To the best of the authors’ knowledge, this study is the first one to verify the potential moderators accounting for the success of an environmental education approach using a mobile app. Also, it provides strong empirical support for the use of such educational strategy. Based on these findings, the authors suggest the use of gamified mobile apps as suitable tools for pro-environmental education, especially when targeting young adult or student populations. Moreover, using mobile apps providing self-directed informal learning, combined with gamification, can be used to enhance other desirable behaviours.

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“…The concept of 'sustainability', popularised in the 1990s, means thinking about how actions today (especially concerning the environment) will affect future generations (Tilbury & Cooke, 2005). Defining the term 'sustainability' led to the concept of EfS, which, according to Sauvé (2005) and adopted later by others (Benavides Lahnstein & Peñaloza, 2022;UNESCO, 2020), is a modern version of environmental education and incorporates democracy, civil cooperation and social values.…”

Section: Introductionmentioning

confidence: 99%

Evaluating environmental behaviour and commitment of pre-service primary science teachers

Abramovich

Miedijensky

2023

Aust. J. environ. educ.

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Education for Sustainability (EfS) is crucial for changes in environmental behaviour (EB), and little is known about the EB of primary school teachers tasked with teaching EfS. This study sought to better understand the EB of pre-service primary science teachers. EB was qualitatively evaluated, characterising teachers’ personal environmental activism and commitment to implement EfS among pupils and their families. Data was collected via two open questionnaires based on the Johari Window (JW) and the Authentic Inner Compass (AIC) models. Both questionnaires referred to EB twice: after exposure to the JW model and via statements from the AIC model, and again after 3 months. Findings show that the JW can reveal EB, while the AIC allowed participants to enrich their descriptions of their values, needs and commitment to EB. All participants agreed it was their duty to address EfS in class, but less than half mentioned this when describing actual behaviour. This study enables in-depth understanding of participants’ EB, including their actions, barriers and concerns, which might precede planning programmes on EfS implementation. As tomorrow educators, PSTs should be the focus of such programmes, which should be part of teacher education curricula.

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Using Lucie Sauvé’s environmental education typology: a systematic synthesis of citations

Cited by 5 publications

References 49 publications

Restoration‐based education: a brief overview of a field under construction

Restoration‐based education: a brief overview of a field under construction

Growing a digital iceberg for a polar bear: effects of a gamified mobile app on university students’ pro-environmental behaviours

Evaluating environmental behaviour and commitment of pre-service primary science teachers

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