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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.

The worsening global environmental crisis highlights the urgency of integrating Environmental Education (EE) throughout the curriculum including in English as a Foreign Language (EFL) curricula. However, challenges exist, such as the development of appropriate curriculum documents and educators' understanding of approaches to EE. This study looked at Indonesian EFL textbooks for elementary schools, focusing mainly on the images and how they can portray environmental themes. These images and some brief texts that accompany the images were examined using tools from ecolinguistics literature, including Stibbe's (2021) nine stories and the United Nations' EE objectives (UNESCO-UNEP, 1975). This study intends to fill a gap in the EE literature by analyzing images in elementary school textbooks in the specific context of Indonesia, generalizing the idea of EE to other contexts. Findings revealed that while some EE efforts were evident, the majority of the material leaned towards an anthropocentric (human centered) perspective, indicating a need for greater incorporation of insights from ecolinguistics to enhance the content. Moreover, in terms of EE objectives, the textbooks provided ecological knowledge but lacked emphasis on developing skills and encouraging student participation in solving environmental problems. Examples demonstrating the ability to evaluate and address environmental issues were also absent. Suggestions are made for future EE content in EFL materials.

This article is dedicated to examining a bilateral project established between South Korea and Türkiye with the overarching objective of elevating awareness and endowing preschool teachers with the capacity to embed education for sustainability within their classroom practices seamlessly. For this purpose, a professional development (PD) program was developed regarding the three pillars of sustainability and the 7R themes. Fourteen preschool teachers attended the PD program. Three teachers participated in this case study to reveal teachers' transformations regarding sustainability and early childhood education for sustainability. The data were collected through pre- and post-follow-up interviews and classroom observations. Thematic content analyses were conducted. According to the results, the PD program enhanced and deepened teachers' sustainability knowledge. In addition, teachers could transfer the knowledge from the PD program on education for sustainability into their practice not entirely but acceptably, and they have a chance to reconsider their lifestyle habits regarding sustainability in many areas.

Climate change (CC) is the most significant global issue facing humanity, yet research addressing the perspectives of the key players influential in developing and implementing school-based CC curricula at a cross-country national level is scarce. This study examined the perceptions of policymakers, teacher professional development providers and CCE teachers in relation to: CC knowledge, representation in the curriculum, content and pedagogy, and support for teaching. The voices of these educators were gathered across five countries (Australia, England, Finland, Indonesia, and Israel) through semi-structured interviews. Analysis revealed much commonality across the countries and across role types. Although participants agreed that CCE is multidisciplinary and expressed widespread support for including CC in the curriculum through a cross-curriculum approach, their conceptualisations of CC knowledge were inconsistent. Participants recognised the importance of a science basis in CCE, and of student action, with some participants also emphasising emotional, ethical and value-based inclusions. Most suggested active learning focused pedagogies. Variations in approaches to CC implementation between countries suggest that CCE is in a transitional phase. In all five countries, the interviewees called for the curriculum to make more explicit connections to CC and for governmental leadership in supporting CCE, professional development and provision of resources.

This paper explores the personal experiences of Sandra Kaire as a postdoctoral researcher who worked with Margaret Somerville in relation to methodological approaches. The ideas were initially developed in consultation when Sandra worked together with Margaret at Western Sydney University, Australia. The paper explores Sandra's personal commitments and intimate engagement with young climate activists, and the development of visual, place-based and posthuman methodological approaches in relation to Sandra's postdoctoral research with young climate activists in three European counties. It includes photographs of their activist environments, observations, and transcripts of in-depth interviews. The paper reveals the significance of climate activism experiences of young people to their educational concerns, and the relationships of the locations of their activism to experiences of becoming more than itself by adding new ways of thinking about human and more-than-human relation.

Purpose: This paper aims to investigate the extent of sustainability disclosure through websites at Spanish universities and analyse the determinants that affect such disclosure. Design/methodology/approach: This study uses as methodology a content analysis of the sustainability information disclosed by universities on their official websites in 2022 and a regression of ordinary least squares. Findings: Findings emphasise that Spanish universities have moderate levels of online sustainability disclosure, close to 50%, showing prevalent attention to dimensions concerning "organisation profile and governance", "economic aspects" and "labour practices", while "curriculum and teaching on sustainability topics" and "environmental" dimensions were less addressed. On the other hand, the findings indicate that public and larger universities are the ones most engaged in the online disclosure of information about sustainability issues. Likewise, universities led by female rectors exert a positive influence on sustainability disclosure on websites. Practical implications: The results could be useful for policymakers and regulators to implement and standardise sustainability reporting at higher education institutions, as well as for managers at universities who wish to increase the diffusion of sustainability outreach to satisfy stakeholders' demands and legitimise their actions in society. Originality/value: To the best of the authors' knowledge, this paper is the first Spanish approach to identify the explanatory factors for sustainability reporting in Spanish higher education institutions.

The aim of the research is to investigate the role of Education 4.0 in innovative curricular practices and digital literacy, weaving logically with the central focus of the study on identifying new and emerging areas in the field. The research uses bibliometric analysis and scientific mapping to analyse the body of knowledge already published and to highlight publishing patterns, notable authors, journals, nations, connections, and keywords. The study's conclusions point to five main themes in education 4.0, including creating a blueprint of Education 4.0, preparing for future challenges, environmental learning and sustainable development, leadership development, and promoting innovation and creativity. These themes are founded on the bibliometric coupling of works, which offers a thorough comprehension of the field's intellectual structure. The findings emphasise the need for more study on innovative curriculum practices, digital literacy, and the role of Education 4.0 in preparing students for future challenges. Future study is specifically advised to look at how Education 4.0 affects student learning outcomes, the role of instructors in implementing Education 4.0, and the possible advantages of cross-disciplinary collaboration in Education 4.0. This study offers valuable insights for educators, policymakers, and academics on the significance of Education 4.0 in fulfilling the requirements of learners in the 21st century.

This paper highlights the design process and implementation for an "all majors" undergraduate course that allows students a chance to reconnect with the natural world. During this course students explore a wide range of biological and physical science based topics that seek to highlight human intervention and our impacts on the planet. The course prepares students to engage with scientific inquiry and research methodologies across a variety of disciplines. At the end of this course, students will be asked to engage in project-based learning experiences that ask them to identify, explore, and create potential solutions for problems in their local communities.

Purpose: This study aims to combine two theories, the Theory of Planned Behaviour (TPB) and the Norm Activation Model (NAM), to investigate the relationship between the awareness of reducing single-use plastic waste's environmental cost and the behaviour to limit the use of single-use plastic products (SUPPs) by FPT university students. Design/methodology/approach: Quantitative research methodologies were employed on a sample of 506 university students. The survey data was then examined using SPSS, SPSS AMOS and SmartPLS software. Findings: The overarching conclusion of the study is that awareness of reducing single-use plastic waste's environmental cost has a positive impact on FPT university students' behaviour to reduce their use of single-use plastic products. Another intriguing discovery is how socialisation of responsibility affects pro-environmental behaviour through the interplay between personal norms, subjective norms and behavioural intention. Originality/value: This study on the relationship between SUPP low-consumption awareness and behaviour and mediating factors is a necessary foundation for future studies related to changing the behaviour of students using SUPPs. That will also be a solid foundation for practical plans to change behaviour using SUPPs through communication campaigns to increase awareness. [The page range (199-216) shown on the website is incorrect. The correct page range is 220-237.]

Today's data-driven world requires earth and environmental scientists to have skills at the intersection of domain and data science. These skills are imperative to harness information contained in a growing volume of complex data to solve the world's most pressing environmental challenges. Despite the importance of these skills, Earth and Environmental Data Science (EDS) training is not equally accessible, contributing to a lack of diversity in the field. This creates a critical need for EDS training opportunities designed specifically for underrepresented groups. In response, we developed the Earth Data Science Corps (EDSC) which couples a paid internship for undergraduate students with faculty training to build capacity to teach and learn EDS using Python at smaller Minority Serving Institutions. EDSC faculty participants are further empowered to teach these skills at their home institutions which scales the program beyond the training lead by our team. Using a Rasch modeling approach, we found that participating in the EDSC program had a significant impact on undergraduate learners' comfort and confidence with technical and nontechnical data science skills, as well as their science identity and sense of belonging in science, two critical aspects of recruiting and retaining members of underrepresented groups in STEM. Supplementary materials for this article are available online.

Purpose: The purpose of this research is to analyse the level of knowledge about the Sustainable Development Goals (SDGs) of pre-service teachers in Early Childhood and Primary School Education at the University of Valencia (Spain) and the origin of this knowledge over several academic years, as well as to compare it with that of students of the Degree in Environmental Sciences at the same university. Design/methodology/approach: A questionnaire was designed, validated and administrated to 1,040 students of Degree in Early Childhood Education, Primary School Education and Environmental Science of the University of Valencia to analyse their knowledge of the SDGs and their evolution over three academic years (2019-20, 2020-21, 2021-22). Findings: Statistical analysis shows that most of the participants are either unaware of the SDGs and their importance or have insufficient knowledge of the SDGs and their linkages. Practical implications: The need to continue promoting teaching resources to favour the implementation of education for the SDG in initial teacher training is highlighted. Social implications: Pre-service teachers can become agents of change if they understand the magnitude and complexity of the socio-environmental crisis and get involved through their educational action in the required measures to advance in the construction of more sustainable societies. Originality/value: This study aims to emphasize the necessary training and involvement of students of the Degree in Early Childhood Education, Primary School Education and Environmental Science at the University of Valencia to advance in the transition to Sustainability.

Purpose: This paper aims to describe the academic community's perspectives about climate change learning and engagement opportunities by means of a case study at the University of Passo Fundo, Brazil. Design/methodology/approach: A set of interviews and focus groups were conducted, and data collection focused on three main groups, namely, university students, professors and managers. The analysis was developed through content analysis of the individual interviews and focus groups. Findings: The results showed that the academic community is trying to change their attitudes and behaviours, and students would like to learn more about climate change. Originality/value: This investigation combines the views of different academic groups and indicates initiatives that could boost the university initiatives towards climate action and learning.

Purpose: This paper aims to investigate the relationship between academia and society focusing on how technical universities perform Third Mission (TM) to promote knowledge outside the academic environment producing multiple benefits. Design/methodology/approach: This investigation is performed through the conceptual approach. The theoretical background of the TM is explored through scientific literature review. It analyses a selected pool of experiences focused on Environmental and Sustainable Education (ESE). The study identifies significant aspects of two specific case studies, designed and implemented by the authors. Findings: Outcomes show opportunities and limitations in the application of ESE on behalf of technical academia. The study suggests solutions, precautions and systemic changes to promote ESE for childhood as TM activity in technical engineering academia. These recommendations can be useful for policymakers to set academic goals and plan the strategic management of teaching, research and TM. Originality/value: The paper focuses on the role of technical engineering universities and criticalities faced by academics to foster and perform ESE. Future perspectives aim to create new opportunities to strengthen the social impact of scientific and technical research by building bridges with childhood education.

Purpose: This paper aims to examine a co-produced initiative implemented at the University of the West of England, UWE (UWE) between September 2022 and April 2023. The student-led project (Climate, Conversations and Cake: The 3C's) addressed environmental and climate crisis awareness through monthly gatherings where, in partnership, students, academic staff and professional personnel gathered to share food, engage in conversations and partake in joint activities. Design/methodology/approach: This paper draws upon a mix of student and staff feedback, gathered through surveys and written/verbal reflections, to explore the value and impact of this project. Findings: The project received two UWE student Union awards for teaching sustainability and for student welfare, and was a finalist in the UK and Ireland Green Gown Awards. The 3C's provided a platform for emotional expression by fostering a safe and supportive environment and encouraged students to reflect, share, apply and deepen their learning experiences in an informal setting characterised by compassion and empathy. This paper highlights the importance of developing supportive and compassionate pedagogical practices which recognise and normalise climate concern. Originality/value: The findings contribute to the growing body of literature on co-produced projects within higher education institutions, showcasing the potential of such initiatives to encourage meaningful engagement and empower students in addressing the pressing challenges of climate crisis. In addition to providing an evidence base for the value of such initiatives, through outlining the specifics of this student-led project, a framework that can be used by other institutions to develop their own initiatives is offered.

Purpose: This paper aims to analyze the influences of context and methodological differences in how universities confront, report and manage carbon neutrality in selected Andean universities, contrasted with a university in the USA. Design/methodology/approach: A sequential, mixed-methods design, using quantitative and qualitative approaches was applied. The data analysis is based on a systematic literature review with bibliometric analysis to identify how carbon neutrality in universities is understood and applied. Informed by the quantitative analysis, the qualitative phase compared the assessment methodologies, opportunities and obstacles in three Andean universities -- EAFIT in Colombia, EPN in Ecuador and the UC in Chile -- contrasted with MIT (USA) for comparative purposes beyond the region. Findings: The bibliometric analysis points to the evolution of carbon management and carbon neutrality in universities and indicates how universities have applied methodologies and defined opportunities and obstacles. In this comparative experience, the contextual issues are brought to the fore. The conclusions highlight the importance of context in carbon neutrality assessment and argue against crude comparative metrics. While carbon assessment protocols provide data on which actions may be taken, the phase of carbon management development and the specifics of context -- based on local institutional, geographical, climatic, cultural, socioeconomic and national policy conditions -- are far more relevant for identifying actions. Research limitations/implications: This study only considered four universities, and the findings are not generalizable. The argument highlights the point that contextual factors generate important differences that may complicate simple comparisons based on the university's type or size. It also highlights the differences in the carbon calculation methodologies used by the institutions. Practical implications: Results build on the recent publications that document the Latin American context. The article contributes to knowledge about Andean university commitments and actions relating to climate change and carbon neutrality. This knowledge can contribute to how universities in the region seek to apply different methodologies, set targets and the timing of actions and consider their contextual opportunities and obstacles. Originality/value: Comparing university carbon footprints and carbon neutrality plans is an emerging topic, presenting methodological and institutional difficulties. This paper reveals some of these difficulties by comparing parameters, actions and implementation processes against contextual factors. While there is a drive for international and national comparisons and systematization of data on university carbon performance, significant methodological gaps still need to be resolved to account for these contextual factors.

Purpose: This study aims to analyse the positioning of young people in the face of the challenges posed by the Sustainable Development Goals (SDGs). It focuses on the case of Erasmus+ students at a Spanish university and tries to evaluate the importance of each of the SDGs for them. Design/methodology/approach: Based on primary data obtained through a survey of more than 300 young people, factor analysis was applied to evaluate the importance assigned to each SDG and quantify the degree of concern assigned to each of them. Findings: Results show a high degree of concern for all the SDGs among Erasmus students, although they have done so with different levels of intensity. College students especially value education. Women are more concerned about socioeconomic problems. Furthermore, surprising results have been found in terms of gender equality, which indicates the need to deepen this analysis. Originality/value: This work contributes to the academic literature, still limited but growing, on how Erasmus students perceive the SDGs and to what level they feel committed to these objectives. Furthermore, it can be helpful for public policy managers regarding a specific group of young university students and a hot topic such as sustainability.

Purpose: This study aims, from the perspective of the recovery of sustainability, to develop a framework on sustainability and innovation in the formation of engineers in the courses of Engineering in the Brazilian Amazon. Design/methodology/approach: For this work, a quantitative approach was adopted in the research process. A survey instrument was developed from the main evidence in the literature, the electronic instrument in Google Forms, was sent in the period from November 2022 to February 2023 to engineering students from public institutions in the Brazilian eastern Amazon, who had 80% of the course completed and graduates. Findings: Of the students and graduates who responded to the survey, 58% are male and 42% female, with an average age of 24 years, 72% who have the 8th semester, 28% graduates. As for the practices, they stand out with the highest average degree of agreement in the innovation aspect formation of partnerships and fostering creativity and innovation; in the sustainability aspect the study of sustainability helps to understand the environmental, social and economic challenges and importance of training for sustainability and innovation; in the sustainable recovery aspect, the interaction between university and local community and new research can contribute to the recovery of sustainability and in the SDGs 6 and 8. Originality/value: This paper presents the perceptions of engineering students and graduates from the Brazilian Amazon, which is considered one of the most strategic regions for the country and internationally in terms of environmental challenges. The main evidence shows that there is a need to adapt academic curricula, seeking to focus on projects that promote participation and the creation of trends aimed at social problems and the current demands of the society in which they are inserted.

Purpose: This study aims to address the critical subject of building capacity for the circular economy in the global south. It complements the literature by providing information on the role of higher education institutions in developing skills for the circular plastic economy. Design/methodology/approach: This study used a mixed method approach drawing on reflective analysis on qualitative data from 5 focus groups and 12 semi-structured interviews, and structural equation modelling of quantitative data from 151 students across 4 Nigerian Universities. Findings: The results indicate that Nigerian university students are more likely to participate in the circular plastic economy through a high prominence of soft power features such as increased awareness, inspiration, idea generation, encouragement and capacity building. Research limitations/implications: The main limitation of this study is with the sample. A larger data set, including other tertiary institutions such as private universities, polytechnics and schools of vocational studies, would strengthen the results. Practical implications: The study underlines the importance of targeted policy interventions and pedagogic innovations to drive awareness and knowledge building among Nigeria's youth population. Originality/value: This study makes a novel contribution by using empirical evidence to determine the predictors of student participation in the circular plastic economy. This understanding is important for the development and implementation of appropriate policies that promote participation in the circular plastic economy. Furthermore, given the typical youthful age bracket of university students, any plans to achieve a systemic shift in the plastic value chain must involve the young generation.

The authors of this article explain how two Veconlab class "experiments" can be used to clarify common points of confusion about the cost curves (sunk, marginal, and average). In each case, the experiment can be motivated, framed, or explained with environmental policy applications that are provided in the suggestions-for-discussion section. The connections to climate change are used to enhance student interest. Providing relative earnings information during the experiment is an effective way to let students discover their own misconceptions.

In this article we consider the use of visual images to assess perceptions of plants. Using data drawn from a Swedish study we review our choices regarding the type of image used, and the responses they provoked. Furthermore, we consider these choices in the light of other studies, propose a tentative model of levels of seeing, and call for further research. In sharing our methodological challenges with the research community, we wish to contribute to current discussions in plant awareness studies. More specifically, to the development of a visual prompt item that is not explicitly connected to knowledge. Thus, the main contribution of this article is to visual research methods in relation to plant awareness studies.

Although environmental education (EE) scholars celebrate the diversity of organizations that engage in this work, the challenge remains how to bring these organizations together. Over the last decade, scholars have called for building bridges, but we still know very little about organizational networking and integration processes in EE. In this paper, I analyzed a case study of the first local education office (LEO) to manage an EE network in California. Drawing on institutional theory, I found that the LEO cultivated a local EE organizational field through three complementary strategies of relational work: enabling connections, aligning the field, and holding space. These three strategic tools enabled EE organizations to connect, develop a shared meaning system, and grow their capacity to serve schools. Based on my findings, I propose a model for managing local EE networks, as well as theoretical constructs for understanding organizational processes within the evolving EE landscape.

Although natural playgrounds have originated from an intention to provide greater access to nature for children, these play spaces offer a designed and regulated space that diverges from other natural contexts. This study investigated the perceived and sociomaterially constructed role of nature in natural playgrounds by examining what people (i.e. playground designers and users) perceive and experience as natural within five natural playground sites in Calgary, Alberta. Drawing from interviews with playground developers, caregivers, and children that use the natural playground sites, this study describes what features are perceived as natural within the playgrounds, what shapes these forms of nature, and how these forms of nature may contribute to sustainable learning environments. This study found several opportunities and challenges surrounding sustainability, including the use of sustainable design within sites, the tension of sharing sites with non-human users, and the potential for further environmental education embedded within site design.

Creativity is key in developing students' environmental competence so that they come up with working and sustainable solutions to address environmental issues in daily life. However, these remain under-investigated in both Environmental Education (EE) and Education for Sustainable Development (ESD) research. Here, we report an action research study conducted in a Greek kindergarten, supporting and exploring little-c creativity in a group of preschool students during an art-based EE/ESD project. Visual art had a two-fold role in the study: it was applied as the pedagogical approach in the project and also functioned as a complementary art-based research method, to focus on the conditions that enable young learners' creativity within an educational intervention. The findings show that preschoolers' creative thinking is enhanced when encouraged to identify environmental problems in their school and leads to actions towards sustainability. This supports the idea that creativity in preschool EE and ESD requires a pedagogical framework that is receptive to innovation, alongside a supportive teacher who incorporates imaginative, collaborative and reflective approaches to unfold and develop students' creative potential.

Outdoor environmental education (OEE) programs can provide a valuable entry point for youth of color and girls who may have felt excluded and/or marginalized from traditional science learning experiences. This study investigated: (1) Can OEE programs contribute to the development of positive dispositions toward science and the environment?, and (2) Are there differences in effects by racial/ethnic and gender identity, or interactions thereof? Youth (n = 457; grades 4-6, approximate ages 9-12) reported their dispositions toward science and the environment along 5 scales before and after participating in OEE programs. Results found growth across all subscales for youth overall. Girls showed stronger effects than boys, and youth of color showed stronger effects than White youth. Girls of color showed particularly strong growth in Comfort in Nature. The implications of these results, particularly as a challenge to long-standing biases and inequities in the field, are discussed.

The present study focuses on the impact of woodcraft-style family camping on preschool children, using their parents' perspectives. Although the history and methodology of Woodcraft have been well documented, the theme of family camping has attracted very little research attention, and even fewer studies have targeted the impact of this leisure activity on preschool children. By inquiring about the parents' experience, the researchers adopted a qualitative approach backed by a phenomenology and hermeneutics-based philosophy for their empirical research. Data was collected through insightful interviews with seven respondents; parents experienced in Woodcraft camping with young children. Interpretative phenomenological analysis, which aims at understanding the uniqueness of one's experience and the meaning attributed thereto, identified six phenomena describing the fundamental structure of this lifestyle: motivation for family camping; camp life and its principles; outdoor education; education through nature; community; and romanticised experiencing following the Native Americans. Since direct childhood experiences predominantly shape environmental attitudes, this topic should be addressed more in environmental education research.

Based on self-reflective narratives, our study focuses on the lived experience of four Greek primary school teachers who are acknowledged for their personal commitment to environmental education. Their experience was narratively explored through recurrent conversations with them to bring out aspects of their identity and practice. The study was based on Connelly & Clandinin's ontological and epistemological tenets of "Narrative Inquiry", which we adopted as our approach and methodology to look into the teachers' reflections on "why they became involved in environmental education". We discuss how engaging teachers in generative reflective processes contributes to gaining insights to environmental education "from within" and "bottom up", while allowing us to "re"-think and "re"-imagine research in the field. We argue that research can thus act as a means of supporting learning for sustainability in terms of the personal and professional development and empowerment of teachers.

In Western industrialised contexts, ecological problems such as climate change are sensed and come largely to be known through media representations. In this article, we consider "aesthetic practices" as a concept for understanding the ways in which the visual sensible world relating to climate change is continuously distributed. Furthermore, we study photography as a pedagogical means to redistribute the sensible. Our data are gathered from a photography course in which participants explored four alternative aesthetic practices: "revealing connectedness," "recognising agency," "compromising the attractions of consumerism," and "illuminating alternatives." Through their photographic explorations, participants were encouraged to intervene in two problematic consensual frameworks: human-centredness and consumption-centredness. We found that exploring aesthetic practices through photography helped redistribute the sensible in two significant ways: participants recognised visible traces of the consensual frameworks and shifted the emphasis of perception beyond their personal viewpoints.

Place-based education (PBE) offers teachers a unique opportunity to increase engagement and academic outcomes while strengthening students' connections to their environment and inspiring future conservation. In most instances, classroom teachers must independently choose to implement PBE, such as when discussing topics surrounding wildlife and the environment. Environmental values orientations of teachers may explain teachers' implementation of PBE. Through thematic analysis of phenomenological interviews with 11 middle and high school science teachers in Colorado we identified their environmental value orientations. We found that teachers with predominantly mutualist environmental value orientations were associated with high levels of implementation. Our findings can inform professional development of teachers learning about the relationship between PBE and pro-environmental value ­orientations and behaviors among future generations.

Background: The Trickle-Down Engagement Model posits that instructor engagement promotes student engagement which, in turn, has positive implications for student learning. Objective: Our goal was to provide evidence-based practical recommendations for instructors to communicate their engagement with course material to students, activating the trickle-down process. Method: In two experiments, we used recorded mock lectures in which we manipulated instructor movement within the classroom (Study 1) and enthusiastic statements that cued instructor engagement (Study 2). In both studies, we measured student learning and assessed perceptions of the instructor's engagement, their own engagement, and the presented material. Results: Engaged cue statements successfully communicated instructor engagement but physical movement did not. Consistent with the Trickle-Down Engagement Model and our hypotheses, perceptions of instructors' engagement positively related to participants' own engagement, which was also positively related to better learning outcomes. Conclusion: When instructors verbally communicate their engagement with course material, students are more engaged and demonstrate better learning. Teaching Implications: Channeling explicit, positive instructor engagement has numerous benefits, including enhanced student learning and educational experiences.

Incorporating ethnoscience into lessons through the ethnoscience-students' worksheet (ESW) is one method to improve student interest in science learning while introducing them to the local culture. However, no research was reported the effects of ESW on students' responses and the factors that influence ESW implementation in science learning. In order to better understand how students learn through ESW, this study investigated the relationship between ethnoscience context, science learning, and the implementation of students' worksheets. Seventy-two students participated in the survey after they studied ethnoscience learning through ESW. Students' responses are more influenced by science learning. In addition, the ethnoscience-integrated students' worksheets (SW) variable indirectly affects students' responses. Additionally, ESW affects students' responses more significantly than science learning and ethnoscience. This research provides insightful implications for educators on planning, designing, and practicing ESW to enhance students' problem-solving motivation and academic achievement. Furthermore, to contribute significantly to future researchers, further research employed the structural equation model through covariance analysis, also known as confirmatory factor analysis (CFA).

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.

This research investigates the integration of Urban Environmental Quality, Materials and Resource Management, and Green and Sustainable Environment within the international maritime education framework at Sekolah Tinggi Ilmu Pelayaran (STIP Jakarta/ Maritime Institute of Jakarta). The study explores cadet experiences in Nautical, Technical, and Port and Shipping Management Majors, analysing theoretical foundations, curriculum satisfaction, practical training, and the incorporation of Environmental Science elements. Utilizing a qualitative descriptive approach, data is gathered through document analysis and self-reported reflections from 100 randomly selected cadets. The findings reveal distinct dynamics across majors, indicating a strong alignment between theoretical foundations and curriculum satisfaction. However, variations exist in the emphasis on practical training and the integration of Environmental Science elements. Port and Shipping Management Majors stand out with a notable commitment to sustainability principles, while Nautical and Technical Majors show potential areas for enhancement. The implications for future research underscore the need for ongoing refinements in curricula to address the evolving demands of the maritime industry. The study contributes to the scholarly discourse on international maritime education, providing insights for academic institutions to foster environmentally conscious and globally competent maritime professionals.

Increasing community awareness and knowledge about environmental problems is the primary goal of environmental education. This study explores the best practices of the Youth for Environment in Schools--Organization (YES-O) in selected schools in the National Capital Region, Philippines. A qualitative study involving interviews and focus group discussions directed the collection and analysis of data. The study discovered that the implementation of the YES-O program was successful due to the following best practices: (a) personal advocacy, (b) resource availability, (c) flexibility, (d) integrated school efforts, (e) participatory approach, and (f) monitoring and evaluation strategies, which were all supported by the emerging themes. Meanwhile, capacity building and strong networks emerged as important themes supporting the YES-O program implementation in secondary schools. The schools can continue their practices to sustain the implementation of the program. However, schools should take into account certain indicators that require improvement to enhance their performance. These may include strengthening their networking, linkages, and partnership strategies to better engage and synergize environmental education given the mandated programs, projects, and activities of the YES-O program implementation.

Higher education institutions play a crucial role in advancing sustainable development goals. They bear the responsibility of informing and encouraging all stakeholders, including faculty members, students, and industry partners, to collaborate towards achieving these goals. While many universities are integrating Sustainable Development Goals into their operations and educational programs, there is an increasing need to establish collaborative platforms with private sectors and non-governmental organizations to further champion this agenda. Educating the future workforce is a key responsibility of these institutions, and they should actively raise students' awareness of these goals, enabling them to develop competencies related to sustainability. This study aims to explore how higher education institutions can effectively raise awareness of sustainable development goals. In addition, the research contributes to the literature by presenting a curriculum designed in a Turkish higher education institution to foster awareness of sustainable development goals. The findings hold the potential to significantly enrich existing literature on awareness-raising practices and the promotion of sustainability strategies, extending beyond higher education institutions to organizations at large.

In 2013, this study was undertaken to enhance the understanding of the changes in the beliefs and practices of Victorian outdoor educators within the school context over a 15-year period. This study is built upon prior research conducted across Australia and New Zealand (Lugg & Martin, 2001; Polley & Pickett, 2003; Zink & Boyes, 2006; Picknoll, 2017.) This research employs a comparable framework and surveying instrument to these previous studies to analyze historical trends in Outdoor Education (OE) in Victoria, Australia, across six key focus areas: (1) employment/qualifications, (2) scope of OE programs in schools, (3) learning outcomes, (4) perceived barriers, (5) Information and Communications Technology (ICT) in OE, and (6) values held by outdoor educators. The study highlights 15 years of transformative growth in OE since the Lugg and Martin (2001) study. Findings reveal significant shifts, with environmental appreciation now ranking as the highest learning outcome in OE, replacing group cooperation. Primary challenges outdoor educators identify include cost and diminishing perceptions of OE's value among peers and the community. Notably, technology has become integral to OE programs, and respondents average 4.4 non-tertiary qualifications, with 81% holding wilderness first aid certification.

Environmental education is an important task conducted in schools at all levels, from preschool to university. This study uses a systematic review of the existing literature to analyze the status quo of pre-service preschool teachers' environmental competencies and the strategies for approaching environmental education in preschool teacher training. There were 14 studies selected by inclusion criteria and rigorously analyzed. These literatures provide an overview of the studies performed to date and allows for a more comprehensive understanding of some formal aspects of the research problem. Most of the reviewed studies measured pre-service preschool teachers' environmental education competencies (N = 8), while a few studies (N = 6) focused on the approaches of pre-service training programs in environmental education, identifying three strategies: (1) addition of environmental education courses in the program, (2) a separate course in environmental education methods, and (3) integration of environmental education methods into courses in existing programs. The search results show that environmental education in preschool teacher training is a recently emerged topic with a scarcity of studies. The findings emphasize the need for a detailed evaluation of current preschool teacher training programs to establish program development strategies regarding environmental education. In addition, this review calls for future research that focuses on experimenting with and applying environmental education strategies in preschool teacher training programs.

In this collaborative professor-student contribution, an experiential nature-based university psychology course is described and discussed. Existing scholarship on experiential environmental education informed the course, with the overall aim of educating the "whole student". Experiential environmental education has been identified as having the potential to provide a diverse spectrum of short-term and long-term outcomes such as positive changes in pro-environmental attitudes and behaviors, enhanced nature connectedness, and resilience. By attending to the development of the course, content topics, and experiential practices and assignments, the authors reflect on how reciprocity and connectedness formed two fundamental threads throughout the course. These two linchpins formed discrete lecture topics and were also incorporated into other topics, such as traditional ecological and Indigenous knowledges and settler colonialism, to provide a critical lens through which current decontextualized Western approaches to knowledge were probed. Specific nature-based experiential practices, such as a regular sit-spot (non)activity and guided forest bathing walks, are described with attention to how these practices both were informed by and elicited reciprocity and connectedness. The experiential focus of the course highlights the relevance of holistic environmental learning where students are encouraged to adopt embodied engagement and multi-sensory explorations in their learning.

Field studies are defined here as any study of the natural world that occurs beyond classrooms. There is rising concern for the future of field studies in Earth and Environmental Sciences in Higher Education, despite being core to environmental inquiry, as cost-cutting across the sector was intensified by the COVID-19 pandemic. This paper reviews the value of fieldwork and provides an overview of its benefits. We show that field studies improve student academic performance, cognition, critical thinking, practical skills, inquiry, and writing skills. Fieldwork accelerates personal development, leads to greater student engagement, and develops confidence and resilience. Students prefer institutions that have more fieldwork opportunities, and this is reflected in higher enrollment and retention rates. Field trips at the undergraduate level transform students into scholars, and the practical skills and experience acquired on field trips are vocational competencies sought out by industry, thereby increasing graduate employability. Courses that incorporate field studies deliver a range of measurable outcomes that elevate student abilities proportionally to the level of immersion in the field. We demonstrate that courses that incorporate field studies are prized by industry, students, and educators alike, and should be recognized as an essential part of higher education courses.

This article shares the first author's experiences at a high school in Fez, Morocco, while implementing education for sustainable development (ESD) in the curriculum. In this action research project, the researcher aimed to embed ESD in the current school curriculum and evaluate whether the strategies and methods used affected the students' attitudes and behaviour towards the environment. A mixed-methods approach was used to collect data. A questionnaire was administered to 60 high school students aged between 16 and 18 immediately after the ESD training. In-depth interviews were then conducted with 44 respondents who completed the questionnaire. The results of the study suggest that formal education, class activities and extracurricular activities can contribute to reshaping students' attitudes and behaviour towards the environment, reflecting not only academic but also personal and social growth. The findings reveal that there are multiple effective ways to embed ESD in a high school curriculum. The study also provides a pedagogical framework for teachers aiming to integrate ESD into their curriculum. While the research involved a limited sample, it could serve as a background for future studies to investigate a larger population.

Decades of research has demonstrated the power of growth mindsets (i.e. belief in the malleability of the qualities of humans) to shape people's ways of making sense of their socio-cultural reality and influence their ways of thinking about and acting towards change. Yet, research which connects mindsets with climate action or sustainability behavior remains scarce. This study explores the association between mindsets and climate action among European young people. Our findings, based on statistical analyses of survey data from Tampere (Finland), Genoa (Italy), Galway (Ireland) and Bristol (United Kingdom) (N = 1,814), indicate that growth mindsets about persons and groups are associated with some dimensions of climate action.1 However, the results also showed that the dimensions of climate actions are understood in slightly different ways in different countries, possibly because of contextual differences. Developing and researching locally adapted approaches to cultivate growth mindsets in climate change education is recommended.

This research analyzes the effect of the implementation of citizen science activities in the Environmental Education (EE) subject program of the Degree in Primary Education applying Experiential Learning Theory. Environmental Attitudes Inventory (EAI) was used to measure the change in environmental attitudes (EA) of 173 preservice teachers through a pre-test--post-test experimental design without a control group. Participation in the training program significantly improved EA in the 12 dimensions defined in the EAI. Of the dimensions included in the second order factor "Preservation," "Enjoyment of nature" reached the largest effect size and "Environmental movement activism" is the one that obtains the smallest effect size. With regard to "Utilization," all dimensions presented a large effect size. No significant differences were found in EA based on the gender variable. It can be concluded that the incorporation of citizen science activities in the EE program significantly improves EA.

Education for Sustainable Development focuses on improving environmental knowledge to combat misinformation and promote sustainable behaviours. In two experiments, we investigated whether retrieval practice, known to foster lasting knowledge acquisition, is a useful tool for (1) increasing environmental knowledge and (2) for improving environmental attitudes and behaviour (i.e., spillover effect). Participants studied a text on the effects of online streaming behaviour by means of retrieval practice or by copying the text. Knowledge gain was assessed after one (Experiment 1) and two weeks (Experiment 2). Attitudes and behaviour were assessed pre- and post-intervention. In both experiments, participants recalled more environmental knowledge after retrieval practice compared to copying. Attitudes and behaviour did not differ between both groups, but attitudes increased after the intervention in both groups. Only Experiment 1 showed declining streaming times. Our findings suggest that retrieval practice enhances lasting knowledge acquisition but barely affects environmental attitudes and behaviour.

The need for well-designed learning experiences about modern, anthropogenic climate change is great. In light of this need, many scholars have looked towards museums, arguing that as trusted institutions of informal learning, museums are uniquely positioned to support public engagement with contentious, impactful issues like climate change. However, while several museum exhibits have emerged over recent years, empirical research on museum-based learning experiences remains quite limited. We take a step towards advancing understanding of museum-based climate change learning through an empirical investigation at a natural history museum in the US. This study examines learners' collaborative discourse within one exhibit about climate change, a multiplayer video game called Utah Climate Challenge (UCC). Investigating moments of failure and struggle, we analyze learners' forms of collaboration through moment-to-moment discourse analysis. Findings demonstrate the importance of scaffolding multiple types of collaboration, as well as the potential for a collaborative, museum-based videogame to support learning of important science concepts relevant to climate change.

This study developed and tested a model of higher education environmental science program review through industry-wide surveys of environmental science graduate employers. We surveyed 62 environmental professionals who manage recent environmental science graduate employees in eastern Australia. The survey captured expectations of graduates' skill performance compared to workplace expectations in the first 6 months of employment in both degree-specific skills and general employment skills. Graduate employee skill importance was ranked significantly higher than their actual performance in degree-specific skills including field work, formal correspondence, policy development, data analysis/interpretation, and understanding environmental legislation. Performance was also significantly lower than expectations of generic employment skills including foundation, collaborative, and employability skills. Work placement within undergraduate programs was reported as being pivotal in efficiently preparing graduates, although workplace time limitations hinder participation. This study provides new evidence for universities to adopt work placement or other work integrated learning as a core program component, embed skill awareness and skill portfolio development in curricula, and periodically undertake industry review of graduate employee performance compared to workplace expectations. The new model presented here, of higher education program review, incorporating both graduate employee performance and employer expectations, will assist universities continuing relevancy in a dynamic employment market.

Green infrastructure has become a critical part of society for environmental sustainability. Students studying in public urban spaces seem less satisfied with their living standards and environmental conditions. This research aims to determine the impact of perceived danger in urban public spaces, green infrastructure, and ecological education on student satisfaction. Additionally, this study considers the moderating effects of ecological education and green infrastructure. Data were collected from 350 students at public schools and colleges. The Partial Least Squares Structural Equation Modeling (PLS-SEM) method was used for data analysis. The study found a significant direct relationship between perceived danger in urban public spaces, green infrastructure, ecological education, and student satisfaction. Moreover, the moderating effects of green infrastructure and ecological education are significant in increasing student satisfaction. This research is based on a novel idea and contributes a newly developed model to the body of knowledge on student satisfaction and ecological education. The research has both theoretical and practical implications for improving student satisfaction through ecological education and green infrastructure. The limitations of this research are described, along with future directions to guide researchers in their future studies.