Search

Environmental risk perception has a long-time travel in the public participation in environmental fields. This perception involves individually socially constructed physical and mental experiences that involve many factors just for knowledge, attitudes, and the culture that develops in society. An individual's understanding of environmental risk provides an overview of an individual's preparedness for appropriate environmental risk strategies and measures. This cross-sectional survey study aims to collect data on the environmental risk perception of Indonesian students. The survey data instrument used in this study is the environmental risk perception scale (ERPS) questionnaire, transformed into Google Forms in the Indonesian language. The target respondents were 1,267 students from 1,300 undergraduate population size of educational study programs in the field of biology who came from various institutions in Indonesia. Sexual category, grade point average (GPA), and university status to explore the perception of the active student environment of prospective biology teachers with various parameters. The results showed several interesting findings: the female sex is more sensitive to environmental risks, academic abilities play a more logical role in environmental risk analysis, and respondents who have taken environmental courses have a higher sensitivity to environmental risk.

In recent years, environmental problems have been increasing rapidly around the world and affecting a wide range of environments. Many campaigns are carried out to raise awareness about environmental problems. This study aims to determine the ideas of students at different education levels about environmental problems and to compare these ideas with each other according to their fields. The survey model was used as the research method. The study group of the research consists of a total of 298 students: 75 at the 4th grade level of primary school, 90 at the 7th grade level of secondary school, 56 at the 11th grade level of high school, and 68 at the 3rd and 4th grade level of the university. The "Environmental Problems Opinion Survey", consisting of four open-ended questions, for which validity studies were conducted, was applied to the study group. The descriptive analysis method was used to analyze the data. Environmental pollution is seen as the most important environmental problem at all levels of education. While the answer to the most important cause of environmental problems is littering at the primary school level, it is shown that people act unconsciously on environmental issues at other levels of education. While the answer to the question about your most frequent behavior to prevent environmental problems was "I throw away the garbage" at the primary school, high school and university levels, the answer to the question "I throw the garbage away" was encountered at the secondary school level. Finally, it was suggested that awareness-raising activities be held at all education levels regarding the solution of environmental problems. Based on all these results, it has been observed that similar answers are encountered at all levels of education regarding environmental problems. Conducting more studies to increase students' awareness of environmental problems is among the recommendations of this study.

This research purposed to test the accuracy of Machine Learning techniques for learner analytics based on SEEEM factors of secondary education students in Thailand's COVID-19. Research volunteer came from secondary education students in Thailand who invited by researcher. The research questionnaire adapted from Computational Thinking Assessment by Korkmaz et al. (2017), Science Process Skills by Pruekpramool (2014), Environmental Literacy Instrument for Adolescents by EPA (2018), Test of Economic Literacy by Walstad et al. (2013), and Technology and Engineering Literacy Student Questionnaire by NAEP (2018). This research employed the statistics in analysis of Mean and Standard Deviation, and Machine Learning Techniques such as Naïve Bay (NB), Support Vector Machine (SVM), Decision Tree (DT), Random Forest (RF), Logistics Regression (LR), Gradient Boosting (GB), Extreme Gradient Boosting (XGB), and Artificial Neural Network (ANN) with 80% for training and 20% for testing. The results of this research as it shown techniques used in data analytics in this paper may benefit to educators, teachers, or students in Thailand.

In an era of worsening environmental crises, students may not perceive themselves as able to impact and change the inevitably upcoming futures. Accordingly, a common goal of educational systems has been to develop students' agency beliefs and sensemaking in a complex world. Simultaneously, students are facing unprecedented levels of future anxiety, and educational institutions undervalue the importance of futures thinking. To take on a constructive approach on futures thinking, we examine how students' systems thinking skills develop during a futures education course in which they write their own visions of a hopeful future. By looking at the thematic spheres of society, nature, and technology, we analyse how students develop systemic understandings of the complex system that is the context of the study: the city of the future. The study examines how students' written future visions develop throughout the course, and how those changes indicate development in systems thinking. The results show that the futures education course allowed students to improve their understandings of the interconnectedness of the topics they raised, fostering more complete and active understandings of the futures, here shown through the multidimensional development of systems thinking. Students developed a deeper understanding of the interrelationships of society, nature, and technology, and advanced understandings of the pathways to change and the actions needed to achieve their futures.

Low literacy levels are believed to be one of the causes of environmental damage problems. It is felt that the current implementation of the problem-based learning model is still not optimal in increasing students' environmental literacy, especially regarding sustainable issues. This research aims to (1) produce a sustainable issue-based learning model, and (2) test the level of validity and reliability of the model. The research was carried out at Malang State University and PGRI University Semarang involving biology learning experts, educational technology experts, and environmental experts as research subjects. The instrument in this research is an expert validation sheet. Validation results were analyzed using the average score while reliability was analyzed using percentage agreement. The research results show that the development of PBIB syntax including orientation, concept strengthening, observation, investigation, report, and reflection is classified as valid with a score of 3.87, while the reliability is 3.88 (reliable). This research indicates that the PBIB model can be used in learning and potentially increase students' environmental literacy.

This study aimed to construct a causal relationship model of factors influencing communication arts students' qualification for sustainability communication (SC), examine the goodness-of-fit model with empirical data, and analyze the effect size of the causal relationship model in terms of influencing factors. Data were collected from 400 communication arts students using a set of questionnaires rated on a five-point scale. The results were analyzed using IBM SPSS Statistics 23.0 and LISREL version 8.80 to determine the causal relationship model. The findings revealed that the construct of the causal relationship model of factors influencing SC of these students comprised four latent variables measured from 12 observed variables. Moreover, the influencing factors were consistent with the empirical data at a good level considering the accordance index, which consisted of x2 = 13.153, df = 25, p-Value = 0.974, RMSEA = 0.000, Standardized RMR = 0.006, GFI = 0.996, and AGFI = 0.979. The causal relationship model of the factors affecting SC revealed that education sustainable development could have direct, indirect, and total effects; the knowledge-based journalist concept could have direct, indirect, and total effects; and communication art principles could have direct and total effects, respectively.

As China's economy and culture become increasingly globalized and open to exchange, students' aesthetic views have revealed potential danger signals during the evolution of civilization, sometimes manifesting as deliberate neglect and challenge to righteous culture. This study focuses on the issues faced by contemporary aesthetic education for students, particularly the oversight by teachers during lesson preparation in identifying learning materials that are both engaging for students and have experiential educational value. Based on the immersive learning characteristics of intuitive experiential education, the study employs an exploratory case study method, utilizing the industrial heritage cultural landscape of Fanshan Town in Anhui, China, as a tool and resource for students' aesthetic education. It constructs a knowledge system of alum culture landscape aesthetic literacy, grounded in the thought of "Harmony between Man and Nature", centered on the elements of contemporary students' aesthetic literacy. The findings indicate that the cultural landscape of the alum industrial heritage situates the construction of the aesthetic literacy knowledge system within a broader and more credible temporal and spatial context. This provides high-quality learning materials for the experiential teaching process, helping students draw lessons from historical reflection and enrich their aesthetic cultural literacy.

Education on sustainability is a crucial goal that requires a transformative shift in teacher education to drive meaningful changes oriented to action. A cross-sectional study with an exploratory design investigated preservice science teachers' perceptions regarding teaching sustainable citizenship, specifically focusing on the climate crisis and earthquakes-tsunamis. The study was conducted in two Chilean universities with similar teacher preparation programs. The team designed a podcast series, which was used and evaluated by the 13 participants through action research. Three group discussions explored their perceptions of the resources, as well as the aims and challenges of teaching sustainable citizenship and the podcasts. We used Grounded Theory steps, including triangulation by the researchers to ensure reliability, to qualitatively analyse the data. The results reveal a constraint on teaching in areas where the participants lacked the necessary preparation and background knowledge as students and preservice teachers. The main challenges were related to interdisciplinarity, the social dimension of socio-scientific issues and context-responsive teaching methods. The perceived aims were the development of students' critical thinking, informed positioning, and encouraging active citizen participation. Preservice teachers found the podcast series to be a valuable new epistemic and pedagogical resource that can support their efforts to teach sustainable citizenship and implement pedagogical strategies. The autonomous usage of the device triggered reflection processes, particularly regarding the human rights perspective, which unveiled the socio-political dimensions inherent in science education. It promoted personal re-positioning as active citizens and educators and empowered them to seek out and pursue the changes needed to reshape future classrooms. We discuss these findings in the context of teacher preparation and the use of educational technology in teacher education.

The relevance of science education and its individual, societal, and vocational dimensions is important issues for the modern learning and teaching process in many countries. These dimensions are considered based on the data obtained from 1541 Georgian students. The study was conducted within the frames of the international ROSES project. The structure analysis of the ROSES questionnaire was conducted to define scales and individual items, which then were processed accordingly and relevant conclusions were drawn. The study findings reveal that Georgian students from basic and secondary schools demonstrate motivation and interest in learning science, participate in extracurricular activities, use social media for study aims, are concerned about environmental problems, and consider science classes interesting. However, the levels of interest, motivation, and positive attitudes are not high and the correlations between them are weak. The study shows that the vocational and societal dimensions of the relevance of science education are relatively better represented in our sample, but the individual dimension lags behind. Both structural and content findings might serve educators from similar contexts.

In light of the increasing frequency of misleading information in social media regarding environmental issues, this study aimed to identify misleading information spread through TikTok videos and to discuss why such content is considered misleading, drawing on relevant literature. Hashtags with large numbers of views, such as #climatechange, #sustainability, #pollution, #biodiversity, #environmentalprotection, #environmentalissues, #energysource, and #environmentalproblems, were used for data collection through web scrapper called Apify (https://apify.com/). A total of 29 misleading videos were found. Content analysis was applied to identify and classify the topics and misleading claims. The topics of misleading videos, according to the most frequent mentions, were energy sources, followed by climate change, pollution, biodiversity, and environmental degradation. Among the misleading claims, videos related to pyramids as nonpollutant power plants and conspiracy related to pollution exhibited the highest frequency. The results show various misleading claims in videos related to environmental topics. Also, emphasized the importance of science education in addressing misleading information. In addition, the importance of an interdisciplinary approach for addressing environmental issues was reinforced.

The perceptions of students who study environmental science related to pollution are certainly different because they are influenced by various circumstances. These circumstances, among others, depend on what they observe around them and their prior knowledge. This study aimed to determine the concept of pollution according to the cognitive structure of prospective biology teachers. The research was designed as a case study and the selected participants were 29 first-year biology education students who took environmental science courses. Data were collected by giving word association tests, open-ended questions, and drawings. The results showed that students' thinking process and prior knowledge influenced their ability to express ideas or answers. Cognitive perceptions of prospective biology teachers from the word association test brought up 30 words related to the pollution which were grouped into four categories, namely types of pollution, causes of pollution, consequences of pollution, and solutions to overcome pollution. Cognitive perceptions of prospective teachers based on open-ended questions, most of them wrote the definition of pollution as stated in the environmental management law, and cognitive perceptions of prospective teachers outlined in the form of drawing related to efforts to overcome pollution are throwing garbage in its place, doing reforestation, and go green action. [Note: The publication year (2023) shown in the citation on the PDF is incorrect. The correct publication year is 2024.]

The aim of the present study was to assess the energy-, environmental-, and climate change literacy among primary and middle school students in selected cities of Ethiopia. This survey study was conducted in primary and middle schools found in six cities and involved a total of 1589 students. The finding indicate that the participants of the study had a very good awareness about principles underlying generation and use of energy but performed much poorly in items related to awareness about impacts of climate change. The paper also concluded that students' views about issues related to generation and use of energy cannot be considered as favorable. On the other hand, the results on practices related to energy use and environmental protection reveal that participants reported pro-energy and environmental practice. Interestingly, the practice of participants doesn't seem to align with the generally unfavorable attitude towards energy generation and climate change. Therefore, it is advised that primary and middle schools offer a thorough education on energy and environmental education because these levels of instruction have a special role to play in raising awareness of and developing skills and attitudes related to environmental and climate change education.

This paper examines the Confucian concept of learning, or xue ([character omitted]), from the perspective of ecological humanism. Through a comparative interpretation, this paper attempts to disclose the significance of Confucian xue conceived as a practice of aesthetic appreciation and creativity, emphasizing in particular its function within an eco-centric worldview. The author reviews the relevant concepts of ecological humanism as expressed in the ideas of John Dewey and Thomas Alexander, then applies these as a theoretical framework for interpreting xue and its related concepts and practices as they appear in the Confucian text the Lunyu ([characters omitted] ). It is argued that xue is a process of developing and expressing virtuosity and artistry in the "arts of life," and that its practice was understood as a direct participation in the creative development of nature. The significance of such a concept of learning for contemporary educational philosophy is discussed in conclusion.

Numerous scholars have investigated the determinants of university innovation efficiency. However, the internal governance aspects of universities and their interactions with the external environment are frequently neglected. Therefore, this study, grounded in the framework of embeddedness theory, employed the Stochastic Frontier Analysis method to empirically analyze innovation efficiency in Chinese universities. The results indicated that competitive threats significantly improved university innovation efficiency, whereas bureaucracy and international openness exhibited adverse effects, which were alleviated in regions with greater marketization.

This article examines two teachers' efforts to re-organize their science teaching around issues of environmental and food justice in the urban community where they teach through the pedagogical approach of community-oriented framing. We introduce this approach to teachers' framing of phenomena in community as supporting students' framing of phenomena as personally and locally relevant. Drawing on classroom observations of remote learning during the COVID-19 pandemic, we took an analytic approach that characterized features of classroom discourse to rate community-oriented framing at the lesson level. Results show that teachers framed phenomena as both social and scientific, and as rooted in students' lived experiences, with classroom activities designed to gather localized and personalized evidence needed to explain or model phenomena. We also share examples of how Black and Latinx students took up this framing of phenomena in their classroom work. By providing a detailed description of the launch and implementation of activities, findings illustrate how community-oriented framing supported teachers in posing local questions of equity and justice as simultaneously social and scientific, and helping students perceive science learning as meaningful to their everyday lives. Community-oriented framing offers a practical means of designing locally and socially relevant instruction. We contribute to justice-centered science pedagogies by conceptualizing transformative science learning environments as those in which students understand their goal in science class as understanding, and later addressing, inequities in how socioscientific issues manifest in their community.

In the last few years, international student mobility has been disrupted not only by the global health crisis resulting from the outbreak of the COVID-19 pandemic but also adversely affected by the rise of geopolitics. The worsening relationship between China and its western counterparts led by the United States and its allies has significantly influenced students' motivation and plan for overseas education. Based upon interviews with 75 students from leading universities in mainland China, this article examines how Chinese elite students evaluate the impact of the new geopolitics on their overseas study plans and opportunities. The study found that, due to the influence of scientific internationalism ideas and institutional habitus, interviewees underestimated the impact of geopolitical factors. Furthermore, unpleasant environmental factors (such as racial discrimination) caused by geopolitical changes are tolerable because most of the interviewees plan to return China after studying abroad. On the other hand, deterioration of Sino-US relations has substantially affected Chinese students' international mobility. Many interviewees, especially those majoring in science and engineering, were unable to obtain visas. Some of them gave up their study abroad plans, while others transferred to other study abroad destination countries such as the United Kingdom and Singapore. We also find that the perception of the power shift in the field of higher education shapes the students' decision making. This article critically reflects upon the international student mobility from the broader political economy perspective, discussing policy implications for future international education.

Human-driven carbon emissions have resulted in increased levels of dissolved carbon dioxide in the Earth's oceans. This dissolved carbon dioxide reacts with water to form carbonic acid, which impacts ocean acidity as well as the solubility of carbonate-containing compounds, with far-reaching impacts on marine ecosystems and the human communities that depend on them. Exploring these connected chemical processes offers a rich opportunity to connect chemistry to current environmental issues while illustrating how to quantitatively approach equilibrium in complex chemical systems. Generally, nonlinear algebraic methods are used to determine the equilibrium concentrations of chemical species in systems with multiple equilibrium processes. Because these methods are cumbersome to solve manually and may be unfamiliar to chemistry students, we designed an activity that introduces students to the use of Python coding for solving systems of nonlinear equations. Students wrote code to calculate pH as a function of PCO2 in a freshwater system and compared their Python calculations to experimental pH measurements made on a system of deionized water pressurized with carbon dioxide. An instructor-supplied Python notebook in Google Colaboratory enabled students to further their learning by exploring the effect of PCO2 on model marine systems in which temperature, salinity, and calcium carbonate were added as variables. To support adoption of the Python notebooks for students and instructors with differing levels of coding experience, we provide multiple stand-alone resources that teach the basic coding tools needed to solve equilibrium problems.

Land-based literacies scholars have worked to expand understandings of literacies to include often marginalized cultures who understand literacy as resulting from human and more-than-human relations. In this article, we contribute to this broadening of literacies with an analysis of how nature influences the meaning-making practices of rural, subaltern communities in the Global South. Our inspiration stems from indigenous scholars who have advanced indigenous and relational epistemologies, seeking to bridge the nature/culture divide that remains prevalent in Western thinking. The central question that guides this article is: How are Land-based literacies produced through the felt and sensed relationships with nature, history and culture in the Callemar community? Drawing on micro-analysis of participant-generated video data from two walks with Colombian youth and adults from the Callemar community, we illustrate ways naturecultures, specifically the assemblages of Land, collective memory and cultural practices, produce Land-based literacies. We describe Land- walking, including forest- and creek-crossing practices, as literacies that require reading and meaning-making with the Land, and that which allow individuals to relate to other beings and thrive in the changing landscape of their rural community. Our description and discussion of Land-based literacies in this rural community poses important implications for informing pluriversal literacies pedagogies that draw on local knowledges and contexts to make literacy learning more relevant and equitable. Furthermore, we describe the relevance of Land-based literacies for sustainable stewardship of the Land during times of drastic environmental change.

The ability to predict upcoming events is essential in infancy because it enables babies to process information optimally and have successful goal-directed interactions with their environment. In this article, we examine how infants generate predictions in perception, cognition, and action, and address whether and how their predictions are motivated and affected by their motor development. Our synthesis of research demonstrates that infants form predictions in the perception, cognition, and action domains based on perceived statistical information, pre-existing and newly generated knowledge, and internal motor models. Our analysis reveals that infants' increasing fine and gross motor experiences have a moderating impact on the elaboration of the different bases for predictions. Based on this, we conclude that new motor experiences enable infants to constantly improve the bases from which they generate and update their predictions.

At the heart of sustainability is the relationship between humans and the planet. The binary of anthropocentric or ecocentric worldviews appears to be powerful in defining this relationship. Sustainability requires nuanced approaches which go beyond simple binaries, and therefore a dialectic approach which works to synthesise the binaries may be helpful. This paper draws on Maori cultural understandings of fire to trouble the ecocentric versus anthropocentric binary. Maori oral traditions of fire identify the connections between people and the planet and see people as part of fire and fire as part of people. By exploring Maori oral traditions, it is possible to see fire as more than purely an element that contributes to environmental problems and reveals the pedagogical potential of campfires to reignite the relationship between humans and the planet.

This article adopts the perspective of Sen's capability approach to examine elite athletes' environment and their capability to plan and prepare a career transition out of sport. Interviews were conducted with 14 elite athletes in Canada and results from the thematic analysis reveal that discrepancies exist in the athletes' environment. Three types of environments emerged from the findings: enabling, restricting, or hindering athletes' capabilities to plan and prepare their transition out of sport to a career they value. The difficulties reside more specifically in the possibilities they have to prepare an education path of their choice while being part of the national team. The results highlight that even though support from family and teammates is essential, it is not sufficient, as the support of coaching staff was shown to be crucial. The role of Game Plan advisors varies according to athletes' type of environment and underline the importance of going beyond their role of individual counseling in certain types of environments.

This paper responds directly to the question, how do we communicate our philosophy of art education? It does this by drawing upon previous research with "House of Imagination, School Without Walls" and doctoral research exploring children's learning identity as artists, to illuminate a philosophical approach to art education and its pedagogy that highlights both human and more-than-human dimensions of learning in communities of practice involving artists, researchers and educators working alongside children and young people where spaces of possibility for practice and innovation emerge. The paper focuses particularly on current and creative research in the "Forest of Imagination," a long-term participatory contemporary arts and architecture event in Bath, UK. "Forest of Imagination" offers an alternative, creative approach to learning, focusing on ecological imagination and nature connection. As a new aesthetic imaginary, the Forest of Imagination is a living, breathing art classroom, inspiring curiosity, imagination and a deeper connection with the natural world.

This study used a short-term longitudinal design to test the social-cognitive model of career self-management's (CSM) theorized pathway in which exploratory actions mediate the association between career exploration self-efficacy and decisional outcomes. The study clarifies the role of exploratory actions in the decision-making process by distinguishing between self-exploration and environmental exploration. College students (N = 136; 77% female; mean age = 18.71 years [SD = 1.19]; 47% with undeclared majors) completed an online survey assessing self-efficacy for self-appraisal and self-efficacy for obtaining occupational information. A month later, they reported the frequency of their engagement in self-exploratory and environment-exploratory actions over the past month and completed measures of two decisional outcomes reflecting readiness to make career decisions (vocational identity and need for additional occupational information). The CSM's mediational pathway was supported with respect to self-exploration but not environmental exploration. I discuss implications for the CSM model and for career-development interventions.

In an effort to better engage biomedical engineering technology (BMET) students with material covered in lectures and to connect them with their future careers, we created interactive 360° videos in typical BMET workplaces. Students watched the videos using virtual reality (VR) headsets and reflected on the experience. Students commented that the 360° videos made them feel that they were actually in the workplace and provided a better understanding of the devices that were covered in lectures. The use of interactive 360° videos proved to be an effective way for students to explore equipment and situations and has the potential to be more broadly applied in the biomedical engineering field.

Background: Evidence supports the effectiveness of shared book reading for promoting language and literacy development, but it is known that families experiencing vulnerability may have reduced access to books and are less likely to share books regularly at home. Community hubs often provide support to families experiencing vulnerability and may provide an opportunity to create environments that support families to engage in shared book reading, especially if families are invited into the creation of these environments through co-design. However, there is currently little evidence regarding the impact of co-designing shared book reading environments with families in community settings. Aims: The current study is part of a broader project which used co-design to develop a shared book reading environment in collaboration with stakeholders in a community hub. This small-scale study aimed to provide a preliminary evaluation of the impact of this co-designed shared book reading environment at the community hub on (1) the frequency of shared book reading at the hub; (2) participants' confidence and enjoyment of reading with children at the hub; and (3) participants' experiences of shared book reading at the hub. Method & Procedures: The co-design project was carried out in four phases with families, staff and community partners at the community hub. A convergent mixed-methods approach was used to collect and analyse quantitative and qualitative data in the first and last phase of the project to evaluate project outcomes. Quantitative data (environmental observations of reading at the hub and participant ratings of confidence and enjoyment of reading with children at the hub) were analysed using descriptive statistics and nonparametric statistical tests. Qualitative data (participants' responses regarding their experiences of changes implemented in the community hub) were analysed using inductive content analysis. Outcome & Results: An increased frequency of shared book reading was observed within the community hub after changes were implemented, and positive changes in enjoyment of book reading were recorded. Qualitative responses from participants following conclusion of the project were organised into three main categories, which showed that (1) children and families were reading more and enjoying reading activities that were happening; (2) children and families were borrowing more books; and (3) families had changed the way they were reading at home with their children. Conclusions & Implications: A co-designed shared book reading environment within a community hub had a positive impact on shared book reading experiences for families in areas with high levels of vulnerability.

Background: Current research in outdoor adventure education advocates for deeper attention to place and the role that place and the more-than-human world play in pedagogical processes. However, historical and socio-cultural analysis of the roots of OAE reveals an educational approach that encourages adversarial human-nature relations toward the pursuit of anthropocentric outcomes. The use of sublime environments towards these ends does not naturally align with the more recent attempts to foster environmental behaviors through OAE. Purpose: This research addresses the ambiguity between "place" and "pedagogy" to suggest a reimagined role of the sublime that fosters more empathetic human-nature relations. Methodology/Approach: This research utilizes philosophical phenomenology and postqualitative analysis to develop an argument for engaging with sublime environments in ways that cultivate empathetic human-nature relations. Findings/Conclusions: I argue for an awareness of the material aspect of sublime experiences that precedes construction and can inspire empathetic and reciprocal human-nature relations. Implications: Reimagining the sublime as a material phenomenon that is relational and promotes virtues of humility, respect, and care for the more-than-human world.

This study evaluated the effect of using AR technology to develop environmental literacy (RQ1), motivation (RQ2), and perceived cognitive load (RQ3) among high school students. The sample of participants in this study included 155 10th -grade students in general education. They took a semester-long Natural Resource Ecology course. The participants were randomly assigned to one of two groups: experimental (n = 77) and control (n = 78). The use of the immersive application in the experimental group was the only difference between the learning approaches. The main research method was a questionnaire based on three scales: "The Environmental Literacy scale," "the Motivation scale," and "the Cognitive Load scale." To compare the results between the groups and make intra-group comparisons of the periods before and after the intervention, the study use the Student's t-test (p < 0.05). The findings show that the positive effect of the immersive application-based course on students was sufficiently noticeable in terms of environmental literacy (d = 0.612) and motivation (d = 0.673). At the same time, its effect in reducing the cognitive load was slightly more than average (d = 0.549). This evidence represents essential information for potential improvements to programs and courses using technology for environmental and nature conservation education. The findings of this study enable curriculum modifications for high school students. The integration of immersive technologies into education develops and enhances their environmental knowledge and skills. Future research includes introducing and studying a separate ecology course in elementary school.

The Australian Outdoor Health (OH) sector provides diverse practices that support an interconnected human and ecological approach to health and wellbeing. There is an urgent need for the OH sector to develop a comprehensive ethical practice framework, to enable professional recognition and other initiatives to progress. This would bring the sector in line with similar health and wellbeing occupations including social work, psychology, and counselling that have established professional recognition. A key feature of professional recognition is the acceptance of a Code of Ethics or Ethical Framework to guide practice and enhance standing in the field. This scoping review of the literature is undertaken to aid in developing an OH ethical practice framework. Findings suggest the framework should incorporate two overarching themes of beneficence and nonmaleficence, and contain six guiding principles: diversity, equity, advocacy, justice, accountability, and competence. We discuss these findings, situate them within broader OH community and health sector discourses, and make recommendations for establishing an Australian ethical practice framework to assist the move towards professional recognition and drive ethical OH practice.

A wealth of studies demonstrate the associations between nature contact and well-being, and gradually, nature-based solutions are becoming more widespread in mental health care and recovery. While emotion-focused therapies generally show promising results, evidence of nature-based family therapy is still scarce. In a forthcoming clinical trial at Sørlandet hospital in Southern Norway, we will compare indoor and outdoor provision of emotion-focused multi-family therapy. The foundation of emotion-focused therapeutic work with families is a deep belief in the healing powers of families, where resources within the "ecosystem" of a given family can be reactivated and nudged towards establishing a greater sense of harmony and connectedness over time. According to a Gibsonian understanding of affordances, humans respond to possibilities and limitations within an environment, where affordances in the context of this article arise from a systemic interplay between nature, participating families and facilitators. In this exploratory inquiry, we are particularly interested in the myriad ways nature may influence four core principles in emotion-focused therapy, including (a) emotion awareness, (b) emotion regulation, (c) reflection on emotion, and (d) emotion transformation. In this perspective article, we propose hypotheses and working metaphors in relation to everything from emotions' multiple purposes to the delineation of facilitators' accepting, empathic and curious stance. First and foremost, we attempt to generate a preliminary account of nature's potentiality to tug at our heartstrings and offer a supportive environment for the novel provision of emotion-focused family therapy in the outdoors.

This study investigates the influence of environmental attitudes of Chinese students in higher education institutions (HEIs). It included 988 students at ten higher education institutions and administered an "environmental attitudes inventory" questionnaire to investigate gender, grade level of study, institution level, parental educational background, scholarships, annual household income, students' leadership experience and the extent to which variables such as participation in environment-related courses affect students' attitudes towards the environment. Furthermore, the study relied on descriptive and analytical methods. The results show significant differences in grade, school level and parents' educational backgrounds on students' environmental attitudes. In contrast, gender, scholarship, annual family income and student leader experience related to the environment did not appear as significant factors. This paper suggests that education policymakers incorporate these influences into a vision of environmental educational reform to inform the remedial actions needed by higher education institutions.

This study examines the effect of science-based courses on student teachers' biophilia levels. Based on the quantitative research approach, this study was conducted using a quasi-experimental method. The sample of the study consists of 146 student teachers studying at the education faculty of a state university in the fall semester of the 2022-2023 academic year. The sample group was conducted with student teachers who chose four different science-based courses and voluntarily participated in the study. The Biophilia Scale with 25 items was used as a data collection tool. The findings showed that the biophilia levels of the participants in all four courses showed significant differences in favor of the post-tests. The findings also showed that the "environmental science" course's scale scores significantly differed from the other courses. In other words, the biophilia levels of student teachers who attended environmental science courses increased less than in the other courses. When the increase in biophilia level of student teachers according to their genders is examined, no difference was observed. As a result of the findings, it was suggested that more activities should be included in science-based lessons to increase students' biophilia levels.

The aim of this study is to reveal the perceptions of creativity of academicians working in different departments of an faculty of education and teacher candidates studying in different departments through an exploration of metaphors. A phenomenological design, as one of the qualitative research designs, was used in this study. The study group consisted of academicians working in the faculty of education of a state university and teacher candidates studying at the same university. Data were collected with a semi-structured interview form prepared by the researcher and analyzed by content analysis. As a result, it was observed that the metaphors developed by the teacher candidates and the academicians varied. It was concluded that teacher candidates mostly identified the concept of creativity with nature and based their metaphors on concepts that generated positive emotions and thoughts. On the other hand, academicians produced metaphors according to their fields of study.

Food has multiple roles within individuals' lives, with the potential to bridge gaps between different groups and enhance belonging. This project sought to explore through food-related images submitted by staff and students, the themes and values identified, and explore whether taking part enhanced belonging at university. Data were collected using a questionnaire and optional interviews. The questionnaire included information about demographics, food-related questions, and a link to upload a food-related image. University staff and students were invited to participate by email. A total of 23 staff and 67 students filled in questionnaires, and 13 interviews (4 staff and 9 students) were completed. Multiple themes were identified from the findings. These included food as an evocation of place, time and people; food in relation to tradition; the use of food to bring people together and to share, and food-related skills such as cooking and growing. Health and wider themes such as the environment and global warming were also highlighted. Demographic, study or work characteristics had little impact on either food-related beliefs and behaviours or sense of belonging at the institution. Participation increased sense of belonging in 39% of staff and 49% of student participants. Decrease in the sense of belonging was not observed.

Climate change and global warming have huge impacts on the most fragile ecosystems on Earth. With temperatures rising, most of the tropical glaciers on Earth, found near the Equator, will be gone before the end of the century. These far-removed natural areas are obscure and difficult for students to visit or learn from directly. Educating students in non-traditional, more experience-based settings is crucial for them to better understand current issues the world is facing, like glacial shrinkage, loss of sea ice, and accelerated sea level rise. This study found that virtual reality 360-degree video technology (VR-360), by providing close to real-life experiences and engaging storytelling, has the ability to engage students and provide them with meaningful information and experiences about climate change. In Phase 1 of this study, 65 students reported that VR can be beneficial for educational purposes to learn about global climate change. In Phase 2, with 227 students from around the globe, path analysis supported the need for VR-360 video producers to consider the importance of spatial presence, in the form of possible action and self-location, as critical elements of their videos to encourage people to use VR technology to learn about extreme environments and climate change.

This study provides a research-based approach to reimagining the world language classroom through open educational resources (OER), primarily in higher education. Using quantitative and qualitative analyses, we provide insight into students' perceptions of OER in world language education classrooms, with a specific focus on conversation courses. The results of the current investigation suggest that OER, and digital platforms in general, align with the values, behaviors, and learning styles observed in Generation Z students: environmental awareness (Falc, 2013), financial consciousness, and organic interconnectedness via social media. Most participants recruited for the study (n = 84) had used some type of online platform or digital resource while in college and said they were (or would be) comfortable using such resources in the world language classroom. To that end, most participants considered such materials to be more practical, engaging, entertaining, and relevant to everyday life than traditional textbooks. In fact, the survey items addressing the use of digital materials in world language courses were among the most highly ranked items in the survey. Consequently, the pedagogical implications of this study suggest that instructors consider using open educational resources that meet the interests, principles, and learning styles of Generation Z students, especially as they relate to world language learning.

At-risk urban youth benefit from mentored activities. The Champion Academy (CA) is a youth mentoring program for high risk urban youth. We used a community based participatory research (CBPR) approach to explore: 1) youth perspectives on health and wellness, EH and EJ; and 2) community perspectives on the intersection of structural racism, health equity, and youth health and wellness. We surveyed CA participants to assess health and wellness and conducted youth and adult interviews and focus groups to understand what environmental factors impact their daily lives. In 45 youth surveys, 64% reported enjoying time outdoors; 45% had concerns about pollution. The five youth focus groups (N = 49) and individual interviews (N = 10) identified 3 themes: (1) pervasive community violence; (2) systemic racism, and (3) limited power to make change. The two adult focus groups (N = 7) and individual interviews (N = 5) identified: 1) normalization of environmental problems and violence; 2) youth prioritize survival over health and wellness; 3) CA education should emphasize relevance to youth; 4) access to healthy foods is limited; and 5) mindsets need to change. In sum, youth's real-life environmental concerns must be addressed as part of more typical EH concerns.

This study aims to present a sample online STEM education design that can be used at secondary school level. In the exemplary design, "environmental issues" were used with a focus on how important it is that the students approach the problems from an ecological perspective. The study was carried out with the "action research" pattern, in which each cycle feeds each other. The study group consist of 11 students in the 6th grade. The action research, which was completed in two cycles, lasted a total of 10 weeks. The data, collected by qualitative means, were analyzed through "descriptive analysis" and "content analysis". At the end of the study, suggestions were made for the development and implementation of lesson activity to be used for online STEM education. It has been concluded that the in-class (synchronous) and extra-curricular (asynchronous) parts of the activity are included in the activity and it is carried out through learning management systems like Padlet. It is important to include activities that employ social and emotional skills in the prepared content. Digital panel tools or instant communication applications are used for the continuity of communication. In addition, the course materials used were prepared with tools like Teachermade so that the teacher can give interactive feedback.

For a sustainable environment, raising future generations as environmentally literate individuals is vital, and this responsibility falls on the shoulders of teachers. Because the construction of future generations is the duty of teachers, to carry out this responsibility, teachers and pre-service teachers, from education faculties to the schools where they work, must first be environmentally literate individuals themselves. In this case, the study aims to examine the environmental literacy of social studies pre-service teachers in a versatile way. For this purpose, the descriptive survey model was used in the study, and the collected quantitative data were analyzed. In order to investigate the environmental literacy levels of pre-service teachers, a 4-dimensional scale developed by Kaplowitz and Levine (2005) and adapted by Teksöz, Sahin, and Ertepinar (2010) according to Turkish education and Turkish conditions was used in this study. Within the scope of the research, the relevant scale was applied to a total of 376 pre-service teachers studying in the Social Studies Teaching program of Erciyes University and Süleyman Demirel University in Turkey. According to the results, a significant difference was found between the pre-service teachers' environmental knowledge and environmental literacy and their beliefs on whether environmental education in Turkey raises environmentally literate individuals. Moreover, statistically, significant differences were found between the environmental literacy and gender of the pre-service teachers in favor of female pre-service teachers. In light of the findings, suggestions were presented to experts and other researchers.

This systematic literature review synthesizes empirical evidence to comprehensively examine factors driving international students' choice of Australia as their preferred destination for tertiary education. Deductive analysis of findings from the 46 selected studies, framed within the push and pull framework, identified 27 factors that revealed Australia's distinctive attractiveness to international students. The results of this review reaffirmed the strengths of Australia's environmental images in the international tertiary education market, highlighting that it could be a double-edged sword. The review discusses Australia's attractiveness, especially after the COVID-19 crisis and suggests strategies to make the international education sector more sustainable. This review provides implications for policy, practice, and future research that are of importance to work towards enhancing Australia's intake of international education. Additionally, it serves as a valuable resource for those seeking guidance on effectively attracting international students in the post-pandemic era.

Spirituality-based environmental literacy (SEL) influences ecological knowledge, environmental expectations, cognitive abilities, and environmental-related behavior. In this regard, this research aims to determine SEL among prospective biology teacher throughout Indonesia. This study included a cross-sectional survey. The target respondents are students of education study programs in the field of biology who come from various institutions in Indonesia. Gender aspects, study program accreditation status, and semester-level are positioned as respondent characteristics whose impact on environmental literacy is analyzed. The sample size is 632 students. The data collection instrument used was the ELIS. The data collection process is carried out online. Data was analyzed using SPSS. We discuss the results of different tests based on gender, different tests based on accreditation, and different tests based on semester-level. This research provides unique results. Women have higher levels of SEL than men. There are significant differences between men and women in terms of environmental literacy, although references do not always support this. Accreditation status does not support differences in SEL levels. Furthermore, the semester-level (final semester) has a higher SEL, but that is only in the knowledge aspect. On that basis, we suggest several aspects to consider in future research.

The need for global education is increasing in this global era, and children's literature becomes an essential resource to address this need. However, there is little research on how global perspectives are depicted in children's literature. The current study fills the gap in our understanding by examining contemporary children's picture books that were published in the United States from 2010 to 2016. Findings show that the picture books reflect several important elements of global education. However, there is an imbalance among the topics and genres. Although global awareness through environmental issues was emphasized through informational texts, transnational story lines on how individuals as world citizens connect to the other people around the world were lacking. The findings provide future directions for more diverse topics to support critical global education in this interconnected world.

Students' living conditions may suffer as a result of climate change. This research examined the impact of climate change awareness on undergraduates' beliefs about socio-emotional well-being in Nigeria. The total number of undergraduate students in Kwara state made up the study's population, with the sample size being 589. The Climate Change and Mental Wellbeing Questionnaire (CCMWQ) was used to collect data from randomly selected undergraduate participants for the study. The acquired data was evaluated using descriptive statistics, t-test, ANOVA and PPMC at a significance level of 0.05. The results showed that most undergraduates are aware of climate change but have little understanding of its origins, effects, and preventive strategies. The results further revealed that the undergraduates' level of climate change awareness influences their beliefs about their socio-emotional wellbeing. At different ages, participants' opinions on how climate change would affect their socio-emotional health varied dramatically. Similarly, a correlation exists between climate change awareness and beliefs about socio-emotional well-being and awareness and attitude towards protecting the environment.

This article reports how Swedish teachers' aims and practices were modified by an ecosystem services development project that introduced insect hotels, bird boxes and planting to ten preschool yards. Teachers' understanding of ecosystem services, human--nature relationships and the impact of these on nature connectedness showed that their conceptualisations of human--nature relationships were shifting and complex, reflecting overlapping ideas about what schoolyard ecosystem services might mean to/for young children and how children's connection with nature might best be supported. The findings suggest creating pockets of urban nature in schoolyards is a useful strategy to unpack some of this complexity through direct experience of ecosystems encouraging interest in, concern for and understanding of our mutuality with nature.

In combat sports, competition preparation is crucial, but research on this topic has been limited due to a lack of measurement tools. This study aimed to develop and validate the Multidimensional Assessment of Preparation for Sport Competition (MAPSC). In the first step, 61 athletes and 39 coaches collaborated to conceptualize and develop preliminary items, resulting in five domains (psychological, physical, emotional, environmental, and informational preparation) and the creation of 52 preliminary items. The second step collected data from 608 student-athletes and utilized exploratory and confirmatory factor analysis to test internal validity. The MAPSC was structured to include five-factors and 25 items. Finally, the correlations between MAPSC, self-management, and sport confidence, as well as differences in MAPSC based on winning experience in national competitions, were tested. In conclusion, MAPSC has been developed and confirmed as a valid measurement for assessing competition preparation strategies in combat sport. Coaches and athletes can use this tool to prepare for competitions systematically and strategically.

This paper presents the findings from two school-level randomized controlled effectiveness trials of a multitiered systems of support for behavior (MTSS-B) framework on student and staff reported school climate outcomes in 98 secondary schools. Schools randomized to the intervention condition received training and coaching to support Tier 1 implementation and the use of data for selection and implementation of Tier 2 and 3 evidence-based programs. Multigroup, multilevel regression analyses were conducted in Mplus to assess intervention effects on change over time in student and school staff perceptions of engagement, environment, and safety. Main effects models indicated limited impacts on student perceptions of school climate and negative effects for middle school staff perceptions. Moderation models indicated greater negative impacts for school staff perceptions in middle schools that had higher preexisting MTSS-B fidelity. These results highlight the challenges of demonstrating change in school climate outcomes. Additional theoretical and measurement work is needed on the assessment of changes in perceptions of school climate, particularly for school staff.

Due to the growth of China's social economy and culture, the demand for psychology is becoming more and more urgent. Environmental health is the unity of people's behavioral health that constitutes the environment and environmental conditions that meet people's basic needs. In this paper, the improved a priori algorithm is combined with English-Chinese bilingual classroom of university students' psychology. It is based on the collected data and basic information of university students' psychology, which provides ideas for the construction of English-Chinese bilingual classroom and teaching platform of psychology under the background of environmental health. The consistency test results show that the consistency between the proposed algorithm and the manual processing method can reach over 96.5%, that is, the accuracy of the algorithm is over 96.5%. Compared with the traditional a priori algorithm, the improved a priori algorithm has a higher recognition accuracy, with the accuracy increased by 21.36% and the recall increased by 13.99%.