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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.

The needs of the digital revolution and the knowledge-based economy impose a transformation of traditional education to improve technical and scientific knowledge and include alternative abilities. This work presents a service-learning initiative with multiple goals: to improve scientific, technical, engineering, and mathematic (STEM) knowledge at school, to enhance students' engagement, and to make people aware of the repercussions of poor indoor air quality. The initiative involves four actors: the administration which steers the initiative, students who are the receivers of the knowledge, teachers as facilitators of the activity and research centers as expert references. Within this service-learning initiative, a real-life project has been proposed, focusing on measuring carbon dioxide (CO[subscript 2]) levels in classrooms and correlating them with indoor airborne infection transmission. Reference experts have developed two systems provided to teachers and students for project implementation. The project involves an engineering step where students set up the systems, and a scientific step where students hypothesize, develop experiments, analyse data, and communicate results gaining experience with the scientific method. Through the combined efforts and appropriate allocation of responsibilities, this experience has yielded excellent results in STEM knowledge transmission and has proven effective in fostering student commitment to their learning process.

In the Cirebon region, there are several environmental issues exists, one of the problems is pollution. In the context of modern information technology, there's a growing preference for electronic-based educational materials. This study aims to evaluate the environmental pollution levels in Cirebon and develop a e-pocket book as a biology learning resource for high school students. The research follows the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) and utilizes observations, questionnaires, and documentation for data collection. The environmental assessment was conducted in Cirebon city and regency, and the learning media developed at MAN 2 Cirebon City. Results from the Environmental Quality Index (IKLH) indicate moderate pollution levels in Kejaksan District and mild-moderate levels in Talun District. The e-book was created using the Canva application and finalized into a link format compatible with laptops and Android smartphones. It underwent validation by material experts, media experts, biology educators, and student users, receiving favorable feedback with an overall rating of 87.24% deemed very satisfactory. It can be concluded that the development of this e-book on environmental pollution can be used as a learning media.

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.]

This study aims to investigate environmentally responsible and sustainable development of 56 pre-service teachers which relevant to framework of sustainable development goals. The qualitative data were collected and analyzed by summarizing general perspectives. The 9 concepts were found and reported. The ways to sustain environments and education students to reach sustainable development can be done by reduce, reuse, recycle; conserve water; save energy; sustainable transportation; grow trees and keep open areas green; waste management; support eco-friendly products; reduce carbon footprint; and conserve biodiversity. These frameworks and perspectives should be incorporated in education and classroom in action.

The prevalence and pervasive nature of emerging chemicals of concern have created widespread environmental injustice apprehensions in vulnerable communities. To alleviate and address these concerns, identifying, engaging, and training a diverse environmental health research workforce will be critical and necessary steps to combat and prevent the consequences of environmental injustice. While there is an obvious need to enhance diversity in environmental health research, this process is hampered by facets of systemic racism that reduce access to educational resources needed to build interest and knowledge in students and teachers. We present here a historical perspective to offer a guide for building programs and relationships with underserved schools to help overcome limiting factors that have plagued certain public school systems. With the proper training and mentorship, the untapped workforce present within these schools will be empowered to understand and address current and emerging environmental health and safety threats. Through this transformative 8-week high school research program, we will develop well-prepared, ethical researchers committed to scientific inquiry, intensive fieldwork, and collaborative problem solving to address environmental health challenges. Following the four-step risk assessment process, students, teachers, and faculty mentors will work collaboratively to identify toxicants, potential hazards and risks, and environmental disparities in urban neighborhoods, which provides the necessary training to formulate critical thinking skills for use in academic or nonacademic careers.

Addressing human-made environmental problems such as deforestation is an ongoing educational challenge. Promising educational approaches include cooperative decision-making and attempt via a high level of motivation to promote pro-environmental behaviors. Knowledge about the forest ecosystem, including its threats, is supposed to strengthen responsibilities and individual behavioral preferences. The "Save the Forests!" module engages students in hands-on learning activities under the frame of an educational Escape Game (Edu Breakout). Based on nine workstations, it includes various cooperative activities focusing on the forest ecosystem, its ecosystem services, and common tree species. Students realize advantages of recycling, gain insight into paper production and associated resource consumption, compare eco-labels for sustainable paper products, and reflect on consumer decisions. Additionally, the students learn about habitat situations after clear-cutting, forest fires, or storm damages (succession), including strategies for dealing with deadwood based on scientific data. Besides experiments and challenging tasks, students learn about the ecological footprint and greenwashing by clarifying often-used terms in sustainability contexts. In an accompanied quantitative study approach, students participating in the learning module significantly increased their knowledge scores in a pre-post comparison (n = 135, p < 0.001, d = 0.58).

Environmental awareness has become an urgent and indispensable necessity to protect the environment from risks and threats. Therefore, this study aimed to reveal the effectiveness of using cartoons in developing awareness of protecting the environment from pollution among students with learning disabilities. The study adopted the true experimental method by taking a simple random sample consisting of 33 students with learning disabilities in the elementary stage in the age group (9-12) years in Najran region in the Kingdom of Saudi Arabia. The researchers prepared an attitude test, consisting of ten multiple-choice questions to measure the study sample's awareness of protecting the environment from pollution. The test was applied before and after the treatment on the control and experimental groups. Also, it was applied as a delayed test on the experimental group only. The results showed statistically significant differences in the post-test of awareness of environmental protection from pollution for the experimental group who studied using cartoons. In addition, there were no statistically significant differences between the post and delayed test of the scores of the experimental group on the environmental protection awareness test from pollution. The study recommended urging teachers of learning disabilities to use cartoons to deepen environmental knowledge among students with learning disabilities. Also, students with learning disabilities should be motivated to contribute and participate individually and collectively in protecting the environment, preserving its resources, and reducing potential environmental risks from environmentally unsound behaviors. Finally, the study suggests conducting more future studies examining the effectiveness of cartoons in developing different environmental education concepts.

Continuous professional development is critical for Extension staff, and many agriculture-focused Extension employees are tasked with outreach related to a wide variety of natural resource topics. The purpose of this study is to help prioritize trainings needed by Kansas Extension agents and specialists based on their current level of knowledge and interest in staying up to date on 18 different natural resource topics. Responses to a statewide survey were analyzed using the Borich model. Results indicate priority professional development needs related to soil health; effects of climate; invasive species, harmful algal blooms; and groundwater, surface water, and air quality.

This project seeks to foster students' critical thinking abilities through the incorporation of Design Thinking with STEAM-PjBL in a chemistry redox process. 41 grade 10 students from a high school in Rangkasbitung, Banten, Indonesia participated in this study. Learning was facilitated by using a variety of online platforms, including Edmodo, Google Jamboard, and Zoom Meetings. Interviews, observations, journal reflection procedures, and researcher notes were used to gather qualitative data. The five steps of Design Thinking: empathize, define, ideate, prototype, and test, were used to facilitate learning (Plattner, 2010). Critical thinking skills were assessed through the indicators of Framing The Problem, Solution Finding, Self-Regulation, and Reflection, developed by Ucson and Rizona (2018). Based on the categories of Information Search, Creative Interpretation and Reasoning, Reflection, and Self-Regulation, the results demonstrate the development of students' critical thinking abilities to the advanced level. Design Thinking provides a way to more easily and actively create project-based solutions in solving contextual problems related to redox reaction of water pollution in the Ciujung River due to the use of detergent waste. Understanding the relationship of chemical concepts to daily life challenges the application of this approach. To challenge students' learning and help them acquire 21st-century abilities, STEAM-PjBL may be integrated with Design Thinking.

To constitute awareness of climate change, hearing the solutions of students in their words and seeing visual products by creating experiences in schools is vital. This case study was limited to sequential implementations of climate change in the natural sciences teaching process in 5th grade. After an education process on using Pixton, 12 students transformed their learning into digital comics. This research aimed to reveal the problems created by students through digital stories about climate change, solutions they suggested for climate problems, and aesthetic subtleties they applied to express themselves. Digital comics created by students, researcher notes, observations, and students' view forms were used as data collection tools. Finally, vital solutions to problems such as global climate change, pollution, destruction of the natural environment, and extinction of living creatures were created by students during this case. Important solutions consisting of preventing global warming, making peace with nature, vital measures and efforts to protect the soil were suggested. Besides, interesting aesthetic subtleties such as storification, positioning of the characters, place preferences, expression of emotions, and time depiction were applied. Teachers can use comics to see students' tendencies, raise awareness, encourage them, and help them develop solutions for current socioscientific problems.

The objectives of this paper were to 1) study the learning model of the smart crematorium system, 2) create a learning manual on smart cremation management, and 3) promote the development of learning for undertakers to use the smart crematorium. This was mixed method research with qualitative research and action research as parts of the conduct of quantitative research. The samples were from informants that consisted of 10 monks, 5 community leaders, 5 academicians, 17 seminars, 30 participants, a total of 67 people, and content analysis according to the study issues. The research instruments consisted of 1) an interview form, 2) a focus group meeting, 3) an activity participation form, and 4) an activity assessment form. The data collection was as follows: 1) secondary sources, documents, books, journals, and research reports related to concepts, and theories, 2) workshops, 3) in-depth interviews, 4) specific group discussions, and 5) collecting data from measurement reports and analysis of dioxin/furans compounds to categorize the data and analyzed according to the study issues. The findings revealed that 1. A learning model for using a smart crematorium system for the undertakers: 1) filling the fielder with the reaper into the storage tank 2) turning on the air compressor to fill the tank 3) opening the valve to let air into the system 4) checking the wind pressure and 5) checking the air flowing through the system along the main pipes which would pass the Vimutti substances into the crematorium and smoke furnace room continued to for about 30 minutes continuously. 2. Operations of creating a learning manual on smart cremation management that contained details in the book: 1) the problem of pollution from cremation 2) the smart crematorium with new options 3) the benefits of using the smart crematorium. This would introduce the features of a new smart crematorium, how to use and the benefits of using a smart crematorium. 3. To promote and develop knowledge for undertakers to use smart crematoriums and Vimutti substance sprayers by organizing training to educate about dioxins and furans, organized training and demonstrating how to use the smart crematorium and the Vimutti substance sprayers. This was the development of a learning model to enhance the Buddhist way of temples and urban communities as a cremation model.

Background/purpose: Technology education (TE) offers hands-on activities through a design process to be an environmentally-oriented subject. TE can be used to reduce littering, an environmental problem that also has health implications for modern-day society. This research study sought to explore the challenges that impede TE teachers in delivering lessons to raise students' awareness of littering through the application of the participatory paradigm. Materials/methods: TE teachers of Grade 8 students were selected using purposive sampling in this qualitative participatory action research (PAR) study. The use of PAR was chosen in order to develop relevant action research-based methods of intervention that can be implemented to address gaps in the literature. Chaos theory was used to ground the study. Interviews were used to generate data from the study participants, which were then analyzed using the content/textual analysis method. Results: The study identified issues, challenges, and obstacles that impede TE teachers from delivering lessons that raise students' awareness about littering. Lack of understanding environmental education and subject relevancy were found to be some of the major challenges facing TE teachers in conscientizing students about littering. Conclusion: The author concludes that TE teachers need to be equipped with environmental pedagogies through inservice training in order that they can incorporate littering issues into their lessons.

This study aimed at (i) identifying primary school students' attitudes toward environmental issues based on the perspectives of ecocentrism and anthropocentrism and (ii) inspecting students' attitudes (i.e., ecocentric and anthropocentric) toward environmental issues in relation to gender and grade level. Data were gathered from 40 students through the administration of an interview questionnaire along with pictures concerning questions in the questionnaire. Results demonstrated that most of the participants who held positive attitudes reflected anthropocentric attitudes toward water, paper, and electricity consumption, reusing, and playground preferences whereas ecocentric attitudes toward plants, bugs, and other animals. Besides, half and slightly more than half of the participants with positive attitudes expressed ecocentric attitudes toward residence preferences and environmental pollution, respectively while nearly half of the participants with positive attitudes expressed anthropocentric attitudes toward the mentioned issues. It was also found that with the exception of one environmental issue, participants' attitudes toward environmental issues were not significantly associated with their gender. Additionally, no relation was found between participants' environmental attitudes and their grade level.

Awareness of the individual's harmful impact on the environment has been rising in recent years. One example of harmful impact is the littering of public spaces -- which is significantly hazardous to ecosystems. A possible solution to the problem is a shift of emphasis. Rather than reinforcing external responsibility embodied in bins, cleaning staff, inspectors and authorities, emphasis should be placed on fostering the personal responsibility of citizens to collect the garbage they produce and transport it for safe, organized disposal. This approach is at the heart of a new initiative -- "Take the Garbage with You." This qualitative study examines how adults and adolescents perceive environmental responsibility -- in general and, more specifically, regarding the littering of public spaces. We interviewed 24 participants divided into four groups: environmentally inclined adults, indifferent adults, environmentally inclined teens, and indifferent teens. Both inclined and indifferent, adults and teens alike, believe that others litter because there is someone in charge of cleaning and that the greater a person's sense of social belonging, the greater the efforts they take to protect the environment. Our findings also show that only environmentally inclined adults believe that Take the Garbage with You stands a good chance to succeed.

This study aims to investigate Kazakhstani high school students' environmental knowledge, attitude toward the environment, environmental awareness, and environmental concern, and to present the effect of various extracurricular activities on high school students' knowledge, attitude, awareness, and concern. We surveyed 124 students at various grade levels. Results indicated that Kazakhstani students did not have a strong environmental knowledge base and their awareness of environmental issues is not strong at all, but they had a strong positive environmental attitude. There was no significant relationship between knowledge, attitude, and awareness based on grades in biology, chemistry, physics, math, and geography. Gender did not influence students' environmental knowledge, attitudes, and awareness but year in school did for environmental knowledge. Kazakhstani students were most concerned about air pollution, pollution of rivers and seas, and flooding, and they were the least concerned with overpopulation, radioactive waste, extinction of species, and climate change. Extracurricular activities did prove useful with increasing students' knowledge and awareness about environmental challenges but did not impact their environmental attitude. Our results imply that what is being taught about the environment in Kazakhstani schools is not substantial enough. Educators may modify the curriculum to better address environmental issues in the classroom and add more content and activities.

This study qualitatively explored the process of student environmental identity development (sEID) within the highly social and structured context of elementary school science. Social practice theory was used as the lens to distinguish the dimensions of sEID that were visible during a curriculum-based, in-school program focused on the issue of pollution. Student narratives, collected from small group interviews and reflective journals, were prioritized to capture the process of students in context identifying as "being "for" the environment." Data collected from 35 grade six students were qualitatively coded, a network diagram was used to visualize the relationships in the data, and a research vignette was constructed. Eight dimensions were recognized as contributing to sEID; the opportunity to be an environmental actor with peers, increased awareness of environmental threat, emotional responses, self-recognition for environmental action, perceived agency, changed behavior across social contexts, social recognition for identity actions, and personal meaning. While many of these dimensions have been directly or indirectly discussed in the research on adult environmentalists, shifting the emphasis from group membership to the individual student in context led to the addition of two dimensions--personal meaning and emotional responses. Recognizing the eight dimensions of sEID is an important contribution to the literature as students engaging in environmental action as a requirement of school is distinct from the existing research. Identifying the dimensions of sEID can support the intentional design of learning sequences that foster environmental identities in school and beyond.

Environmental injustice is often an intersection of economic, social, and environmental disparities. Addressing the inequities borne by communities overburdened with such disparities requires local learning opportunities. Exploring how and what participants learn during community education projects can help inform and improve practice, which was the focus of this study. This study reports on a larger community environmental education project involving participatory action research, which involved community residents in Chicago learning to monitor local air quality using low-cost air sensors. The experiences of 14 volunteer air monitors were collected using focus group interviews and analyzed using Braun and Clarke's (2006) approach to thematic analysis. Participant learning focused on new and existing skills related to science/technology, interpersonal communication, and local environment. Volunteers built skills in using low-cost air sensors, taught other community members about air monitoring and local air quality, and devised strategies for improving community air quality and health. This exploration of the experiences of community residents learning to use low-cost air monitors has three applications to community education practice related to addressing inequity: utilizing community members as educators, developing community capacity to engage with science, and normalizing equitable processes. The study's findings mark a contribution by the field of adult and community education to both Critical Science Agency and low-cost air monitoring literature, in addition to the Education for Sustainability literature by addressing the lack of focus on sustainability and equity by highlighting a community-based PAR project focused on developing local capacity of marginalized communities to address air quality issues.

This article analyzes how three mathematics preservice teachers (PSTs) reasoned quantitatively and covariationally while making sense of the Earth's energy budget (EB)--a model of energy circulation within the Earth's climate system--and discusses how their quantitative and covariational reasonings influenced their understanding of climate change. The PSTs completed the EB task during an individual, task-based interview; the task explored two concepts that are key to understanding climate change: The Earth's EB and the link between carbon dioxide (CO[subscript 2]) pollution and global warming. The results showed that quantitative and covariational reasoning played an important role in shaping the PSTs' understanding of climate change, extending the usefulness of these theories from the mathematics education domain to the science education domain. More specifically, when these two types of reasoning supported the realizations of an EB with multiple equilibriums and an increase in global temperature as a response to increasing CO[subscript 2] levels, the PSTs could describe and model why CO[subscript 2] pollution causes global warming. Conversely, if their reasoning did not support those two realizations, then they develop misconceptions about the EB and global warming. The results suggest that strengthening quantitative and covariational reasoning in connection to climate change can prepare mathematics and science teachers to teach it.

Ecological crises are also spiritual ones, leading to profound heartbreak. By helping us to understand and value the nature of heartbreak, as well as helping to find a balance between heartbreak and hope, religious traditions can play a significant role in empowering people to address serious environmental problems. This paper discusses how reconnection and ritual can help people to strike that balance.

The purpose of the current study is to qualitatively explore how Thai preservice biology teachers make decisions on, and informally reason about, an agriculture-based socioscientific issue (SSI). The SSI arises mainly as a controversy between two social classes, namely the agricultural and non-agricultural sectors, involving haze pollution. Participants comprised 45 fourth-year preservice biology teachers (11 males and 34 females) almost equally divided between the two sectors. They completed a written questionnaire asking for the level of their concern, their reasons for concern, and their positions regarding a solution to haze pollution -- that is, the banning of agricultural burning. Data were inductively analysed using an iterative process of coding and categorising. The results suggest that, while they shared the main concerns about health and the environment, the participants from different sectors tended to approach the issue differently. While this difference must be confirmed with a larger population, it supports the hypothesis that socio-professional identities play a role in the process of decision-making and reasoning regarding SSIs. It is recommended that the socio-professional identities of those engaging in SSIs should be explicitly considered in the context of SSI-based instruction.

We implemented research-based learning (RBL) as an alternative to traditional frontal classroom lectures and laboratory sessions to impart knowledge on the emerging topic of microplastics in soil to students. The RBL module aimed at studying how microplastics (MPs) affect soil processes. We designed low-cost, small-scale and simple experiments for master's students in Environmental Engineering at the Hamburg University of Technology. Students reported a clear understanding of concepts underlined by their presentation of the results and enthusiasm towards future exploration for their master's or doctoral projects evidenced by a number of students carrying out research projects in the same field after finishing the module. The experiments were consequently published as an online learning module with the Hamburg Open Online University, to make them accessible for other students. The recent push in the education sector to include innovative teaching and learning methodologies offers new opportunities for RBL that are practical and replicable learning experiences that foster students' research and problem-solving skills in areas of chemical, soil physics and environmental engineering fields.

The discovery of frog abnormalities by students on a school field trip in 1995 sparked hundreds of scientific studies in search of the cause of abnormality. This Socio-Scientific Issue has been used as an inquiry-based learning exercise for training in the practice of science, but it is also well-suited to teaching the nature of science. Our goal here is to provide an integrative resource for biology and environmental educators to integrate the nature of science into their course context. We introduce frog abnormalities in the context of a socio-scientific issue for teaching the nature of science, review the frog abnormality phenomenon, suggest appropriate educational methods for this SSI, and offer ideas for non-science educators to connect to the sciences.

Following the severe impact of capitalist industrialization on the environment, the EU has funded several projects in the context of the European Green Deal to pursue climate neutrality by 2050. Some of these projects attempt to achieve zero emissions through political participation, while others by committing EU citizens to adopt sustainable habits in terms of both practical behavior and economic choices. The GreenSCENT project, funded by the European Union's Horizon 2020 research and innovation programme, aims to develop a Competence Framework compliant with the European Qualifications Framework and the European Green Deal. The present article documents the process of developing such a Competence Framework. Eight distinct research teams independently conducted a similar thorough literature review over an assigned topic (Climate Change; Clean Energy; Circular Economy; Green Building; Smart Mobility; From Farm to Fork; Biodiversity; Zero Pollution). The resulting documental corpora have then elicited to build the competence matrices and the corresponding European Qualification Framework levels. Once the information has been reorganized as a knowledge graph, the researchers discovered a large amount of novel interdomain connections, providing a more engaging way of interacting with the Competence Framework, and potentially apt to avoiding information overload issues while preserving the complexity, in line with the simplexity paradigm. The environmental education tools produced by this research could be useful in mitigating the repercussions of Capitalocene on the environment toward the adoption of more sustainable behaviors.

Although sensuous and embodied engagement is an integral part of child--environment relationalities, the intersections of aesthetics, children and environments remain scarcely addressed. As a response, this study develops a concept of 'aesthetic flux' to delve into the sensuous dynamics of matter and bodies in the context of a storying workshop in a forest with first graders in a Finnish primary school. An arts-based, post-qualitative methodology guided our analysis of video recordings from the workshop, resulting in visual-sonic montages that draw attention to the intense movements and sounds of children, soap bubbles, air, a research camera and trees. Thinking through the concept of aesthetic flux, our study experiments with the abundance, indeterminacy and potentiality of sensuous dynamics where bodies (human and otherwise) become together and linger. Thus, our study reconfigures aesthetics as a creative and unpredictable force that materialises in both embodied and conceptual ways in environmental education and research with children.

The perceptions of 20 preschool children about nature and nature pollution were investigated. Data were collected through interviews and by studying the children's drawings. The results show that most children perceived nature together with living things. The children expressed that nature was most polluted with garbage and that all living things would be harmed in case of nature pollution. Children emphasized behaviors toward a sustainable environment to protect and not spoil it. Teachers should provide children with opportunities for environmental education through real-life experiences in nature-friendly settings and include their families in these educational activities.

To promote a justice-oriented approach to science education, we formed a research-practice partnership between middle school science teachers, their students, curriculum designers, learning scientists, and experts in social justice to co-design and test an environmental justice unit for middle school instruction. We examine teacher perspectives on the challenges and possibilities of integrating social justice into their standards-aligned science teaching as they participate in co-design and teach the unit. The unit supports students to investigate racially disparate rates of asthma in their community by examining pollution maps and historical redlining maps. We analyze interviews and co-design artifacts from two teachers who participated in the co-design and taught the unit in their classrooms. Our findings point to the benefits of a shared pedagogical framework and an initial unit featuring local historical content to structure co-design. Findings also reveal that teachers can share similar goals for empowering students to use science knowledge for civic action while framing the local socio-political factors contributing to the injustice differently, due in part to different institutional supports and constraints. Student interviews and a pre/postassessment illustrate how the unit facilitated students' progress in connecting socio-political and science ideas to explain the impacts of particulate matter pollution and who is impacted most. Analyses illuminate how teachers' pedagogical choices may influence whether and how students discuss the impact of systemic racism in their explanations. The findings inform refinement of the unit and suggest supports needed for co-design partnerships focused on integrating social justice and science.

Social, political, and cultural complexities observed in environmental justice (EJ) communities require new forms of investigation, science teaching, and communication. Defined broadly, participatory approaches can challenge and change inequity and mistrust in science. Here, we describe Project Harvest and the partnership building and co-generation of knowledge alongside four EJ communities in Arizona. From 2017 to 2021, Project Harvest centered learning around these communities and the participant experience drove the data sharing practice. The framework of sense-making is used to analyze how community scientists (CS) are learning within the context of environmental pollution and (in)justice. The environmental health literacy (EHL) framework is applied to document the acquisition of skills that enable protective decision-making and the capacity of CS to move along the EHL continuum. Using data from surveys, focus groups, and semi-structured interviews, we are asking how did: (1) Personal connections and local relevancy fuel sense-making? (2) Data sharing make pollution visible and connect to historical knowledge to either reinforce or modify their existing mental map around pollution? and (3) The co-creation process build data literacy and a relationship science? Results indicate that due to the program framing, CS personally connected with, and made sense of their data based on use and experience. CS synthesized and connected their pollution history and lived experiences with their data and evaluated contaminant transport. CS saw themselves as part of the process, are taking what they learned and the evidence they helped produce to adopt protective environmental health measures and are applying these skills to new contexts. Here, co-created science nurtured a new/renewed relationship with science. This science culture rooted in co-creation, fosters action, trust, and supports ongoing science engagement. The science learning that stems from co-created efforts can set the pace for social transformation and provide the foundation for structural change.

Oftentimes the increase in industrial development is the cause of environmental problems. Environmental problems can be overcome by the presence of humans who care about the environment or have environmental literacy skills. Environmental literacy skills can be instilled from an early age, for example through practicum learning in schools. However, considering that the Covid-19 pandemic is one of the obstacles in carrying out the practice, virtual laboratory-based online learning is carried out. This study was aimed to improve students' environmental literacy through virtual laboratory-based online learning that has been developed. This research is quasi experiment with pre-test and post-test research design Control Group Design. The total sample of the study was 70 students of class X of state senior high school. The research instrument used was in the form of test questions about environmental changes material and environmental literacy questionnaires. The results showed that the N-gain value of environmental literacy in the experimental class was 29% high, 60% moderate, 11.42% low with the percentage of attitudes 66.62% and 63.43% behavior. Meanwhile, for the control class, the N-gain value was 9% high, 48.57% moderate, 42.85% low and 68% attitude and 67% behavior. This shows that virtual laboratory-based online learning contributes to increasing environmental literacy skills.

The focus of this study was on the associations between air pollution, outdoor activities and symptoms of wheeze and rhinitis for pre-school children over Wuhan and surrounding cities. Air pollutants had downward trends over the study region from 2015 to 2020. Sulfur dioxide (SO[subscript 2]) content decreased significantly. Particulate matter was concentrated on the north side of the study area and nitrogen dioxide (NO[subscript 2]) was concentrated near Wuhan urban, while the distribution of ozone (O[subscript 3]) was relatively uniform. Odds Ratio (OR) showed that an increase in NO[subscript 2] was associated with a high incidence of rhinitis, with an OR of 1.043 (1.025, 1.062 95% confidence interval). Reduction of O[subscript 3] was associated with remissions of rhinitis symptoms in spring and autumn. The living environment is an important factor. Living near lakes was associated with the incidence of wheeze and living near roads was associated with the incidence of wheeze rhinitis, respectively. Additionally, appropriate outdoor activities showed association with a low incidence of wheeze and rhinitis symptoms in this region. This research improved our understanding of air pollution, outdoor activities and pre-school children's respiratory health. It was also a guide on the design of outdoor activities and outdoor courses for pre-school children during the process of urban construction.

Metaphors are expressions that are frequently used in people's minds to explain concepts with other unrelated concepts and have a personal emphasis on learning. The purpose of this study is to determine and interpret the metaphorical perceptions of primary school pre-service teachers towards environmental pollution. The "phenomenology" research design was used in this study. The study group of this research consists of a total of 372 primary pre-service teachers. Data were collected using semi-structured forms to determine the metaphorical perceptions of primary school pre-service teachers. The pre-service teachers were asked to complete the sentence, "Environmental pollution is like... because....". At the conclusion of multiple comparisons, by the relation degree between environmental pollution and its metaphors, it was determined that significant difference was in favour of the 2nd year between the 2nd and 4th years and in favour of the 3rd year between the 3rd and 4th years. As a result of the research, it was discovered that the majority of the metaphors produced by the pre-service teachers were in the "human" and "harmful/dangerous/uncomfortable situations" categories. Furthermore, the study discovered that as the year level increased, the number of related metaphors about environmental pollution decreased.

Resuming in-person teaching and learning during the COVID-19 pandemic implies that schools must deploy strategies to enforce adherence to the safety protocols to help contain and reduce the spread of the corona virus disease among school children. Thus, the current qualitative study adopted a case study design to explore strategies that were deployed to enforce adherence to the COVID-19 safety protocols among elementary school students. A semi-structured interview guide was used to gather data from 30 teachers enrolled in a one-year master's degree in Educational Leadership and Management program at a public university in Ghana. The study showed that strict and compulsory handwashing before entering the school was deployed to ensure adherence to handwashing safety protocol, provision of veronica buckets contributed to adherence to handwashing. Also, interventions that were deployed to enforce social distancing were spacing of desk, having mealtime in class, eating meals in turns, suspension of assembly and other social gatherings, split class for shift system. Additionally, schools ensured students wore nose masks by providing nose masks to students who could not afford.

This study aimed to investigate the effect of the analytical chemistry laboratory (ACL) course, designed, and conducted according to the flipped learning approach (FL) on prospective science teachers' (PSTs) meaningful understanding and interpretation of knowledge in the context of the environment. Seventy-three second grade PSTs participated in this action research, and the interventions lasted for 13 weeks. The ACL course was reorganized by replacing the traditional laboratory approach with the FL approach that established the context with the environment. The data were obtained through a conceptual understanding test (CUT) which was developed by the researchers, which consisted of five open-ended questions. The CUT was used as a pre-test and post-test along with an interview form. Results showed that the reorganization of the traditional laboratory course in accordance with the nature of action research and its integration with the FL approach had a positive effect on the prospective teachers' learning and opinions about the course. Furthermore, it was determined that PSTs' interpretation ability related to environmental problems in the chemical dimension improved significantly. However, despite this increase, it was concluded that they could not reach a sufficient level in terms of producing solutions to environmental problems. Considering that the effectiveness of FL practices both teaching subjects and environmental problems in ACL course, it is thought to be beneficial to use this approach in another laboratory course.

Citizen science has gained importance in recent years and revealed great potential, especially regarding science learning and environmental education. However, little is known about ways of supporting individual learning processes within citizen science. With this in mind, a home experiment set, the Nitrogen Box, was developed within a chemistry citizen science project on nitrogen pollution of water bodies. The aim of the box was primarily to deepen the subject matter and to sensitize the citizens to the topic. To gain deeper insights into the usability and added value of home experiments in a citizen science context, semi-structured interviews were conducted with ten citizens. Analysis of these interviews revealed that the nitrogen box contributed to a consolidation and deepening of knowledge of the nitrogen problem in Northwest Germany. Home experiment sets like Nitrogen Box can motivate and enable citizens to engage more deeply with the scientific topic in the future, to reflect on it and discuss it. We discuss how heterogeneity of the target group presents challenges for designing citizen science projects and provide recommendations for the future projects.

The Council of the European Union recalls that higher education plays a fundamental role in shaping the future of Europe. Therefore, curricula are required to take into account the competences demanded by the job market so that future workers can effectively undertake their professional activities and form part of an active, responsible, ecological, sustainable, and resilient society. Ocean i3 is a cross-border project with the aim of achieving sustainability in the oceans by training students to become environmentally concerned and responsible professionals. This study explores the perception of students and teachers regarding their participation in Ocean i3 and their understanding of employability. A qualitative methodological approach has been used, based on a case study in which semi-structured interviews have been carried out and the Elevator Pitch presentation technique has been applied. Nine students and four teachers from the University of the Basque Country and the University of Bordeaux have been interviewed. The results highlight the importance of the participants' first contact with the project, the need to be explicit regarding competences that favour employability during the development of the experience, and the need to increase and reinforce internships at social entities located in the territory. It is concluded that the project should focus more explicitly on the concept of employability to raise students' awareness of the impact that their current participation in Ocean i3 can have on their professional future and insertion in the workplace.

Social studies learning is expected to integrate environmental education, in accordance with the objectives of social studies learning to improve students' thinking skills, social problem solving skills and care for the environment In fact, social studies teachers were found to have not utilized the physical or social environment as a source of learning, despite various environmental pollutions have often occurred in Indonesia and resulted in global warming as an indication of climate change. This research was intended to 1) identify materials of environmental pollution around students as a source of social studies learning; 2) integrate environmental pollution materials in social studies learning to anticipate climate change; 3) determine the effectiveness of learning activities on the integration of environmental pollution materials to anticipate climate change. This research was classified as quantitative and qualitative research (Mix Method). Data were collected by means of interviews, observations, documentations and questionnaires. The results of the research showed that 1) materials of environmental pollution around students as a source of social studies learning consisted of water and air pollution that have an impact on global warming, thus resulting in climate change; 2) environmental pollution materials were integrated into social studies learning by reviewing core competencies and basic competencies as outlined in the lesson plan (RPP) and student worksheets (LKS) with a score of 83% (valid); 3) Learning activities on environmental pollution materials had been running more effectively, because of the integration of pollution cases in the surrounding environment to anticipate climate change. This was indicated by the significant difference in the results of the pretest and posttest tests of 0.025.

This study is a case study that investigates the perceptions of preschool children about the causes, consequences, and solutions to environmental problems. A total of 41 children participated in the study. The data were obtained by using the draw and explain the technique, which included 3 different drawings and telling the children about the causes, consequences, and solutions of environmental problems. In the analysis of the data, the content analysis method was used. As a result of the research, it was found that the preschool children's perceptions were limited; however, as the age group grows, it has been determined that the icons used in the pictures related to the causes, consequences, and solutions of the environmental problems vary. It was revealed that the children associate the causes and consequences of environmental problems with pollution and the ways of solving environmental problems with the prevention/elimination of this pollution. It has been observed that the number of children related to the destruction of nature and irresponsible consumption of natural resources with environmental problems is very limited. In order to improve children's perceptions of environmental problems, it is suggested that teachers and parents should give more space to activities and games related to the environment in daily flow.

This research aims to determine the environmental risk perceptions of preservice science teachers (PSTs) and compare their risk scores in relation to different variables. The research participant group consisted of PSTs (N = 205) from the Faculty of Education in the Department of Science Education at Bolu Abant Izzet Baysal University in Turkey. The environmental risk perception scale (ERPS) was used as a data collection tool and the environmental risk perception interview form (ERPIF) was used during the interviews. A survey model was used in the research. An enriched design in which quantitative and qualitative analyses were used together was included. Quantitative results from the research show "radiation," "factory waste," and "hazardous (chemical) waste," as environmental problems that PSTs consider the riskiest. The least risky environmental problems were "overgrazing of animals in meadows and pastures," "commercial fishing," and "open mining." According to the qualitative interview results, "air pollution" and "factory waste" were seen as the riskiest environmental problems, while "environmental waste" was considered the least risky environmental problem. In addition, while the females had a higher environmental risk perception than the males, there was a significant difference between the 3rd and 4th levels with 4th level PSTs favoring a higher environmental risk perception. There was no significant difference between the environmental risk perception scores of the PSTs depending on whether they took an environmental course or not; neither was there any significant difference issuing from the educational status of PSTs' parents.

The students' explaining skill is interrelated with their conceptual understanding. This study aimed to determine the effect of the implementation of the student facilitator and explaining model assisted by the media game on the students' explaining skills related to environmental pollution. This quasi-experimental research was using a pre-test post-test control group design. The population was 120 seventh graders of state junior high schools in West Java, Indonesia. The simple random sampling technique has resulted in two groups (control and experiment) samples, consisting of 32 students for each group. The data were analyzed using the paired sample t-test. This study found that the student facilitator and explaining model assisted by the media game can significantly improve students' explaining skills (p-value 0.001 < 0.05). The students in the experimental group had a better understanding of the concept of environmental pollution. This study concludes that the student facilitator and explaining model assisted by the media games can improve students' explaining skills and understanding of environmental pollution