Development and Validation of the Environment Preservation Knowledge Scale for Young Children based on Sustainable Development Education

2016 ◽  
Vol 17 (2) ◽  
pp. 459-491
Author(s):  
Yeon Seung Lee ◽  
Suk Kyung Cha
Keyword(s):  
Sustainable Development ◽  
Young Children ◽  
Development Education ◽  
Knowledge Scale ◽  
Development And Validation ◽  
Sustainable Development Education ◽  
Environment Preservation

scholarly journals The Premises of the Appearance of the Education Concept for Sustainable Development

2019 ◽  
Vol 25 (1) ◽  
pp. 241-244
Author(s):  
Elisabeta-Emilia Halmaghi ◽  
Ruxandra Moşteanu
Keyword(s):  
Sustainable Development ◽  
Environmental Factors ◽  
Negative Impact ◽  
Development Education ◽  
Sustainable Development Education ◽  
Education Concept

Abstract Paradoxically, the more educated and wealthier the society is, the greater the negative impact on the environment, because the consumption needs are higher, which leads to an increase in the pollution of the environmental factors. This leads us to the conclusion that, in order to achieve sustainable development, education of the population is not sufficient. The link between sustainable development and education is very complex, and the challenge faced by mankind is to educate the population to become a factor of change.

Media Education for Sustainable Development

2020 ◽  
pp. 137-153
Author(s):  
Hossam Mohamed Elhamy
Keyword(s):  
Sustainable Development ◽  
Teaching And Learning ◽  
Education For Sustainable Development ◽  
Media Education ◽  
Development Communication ◽  
Development Education ◽  
Program Content ◽  
Education Decision ◽  
Teaching Learning ◽  
Sustainable Development Education

This chapter describes ways sustainable development education can be integrated into media education on various levels: institutional or university level, program content, and teaching—learning arrangements. Several chapter topics relate to the relationship between sustainable development and media education, such as the role of communication in development, communication strategies for the implementation of sustainable development, education for sustainable development, and reorienting media education programs to address sustainability. The chapter also details a guideline for media education decision makers regarding planning and implementation of the integration of sustainability and sustainable development on macro levels (institutional) and micro levels (programs structure, content, teaching, and learning).

Impact Of Sustainable Development Education At Universiti Teknologi Malaysia (UTM)

2011 ◽  
pp. 45-62
Author(s):  
Samaneh Zolfagharian ◽  
Mehdi Nourbakhsh ◽  
Javier Irizarry ◽  
Masoud Gheisari ◽  
Rozana Zakaria
Keyword(s):  
Sustainable Development ◽  
Key Words ◽  
Environmental Awareness ◽  
Education And Training ◽  
Development Education ◽  
Sustainable Living ◽  
Before And After ◽  
Level Of Knowledge ◽  
And Training ◽  
Sustainable Development Education

The aim of this paper is to investigate the effects of education and training on promoting knowledge of sustainable living and engineering. This study was carried out during a sustainability workshop, which aimed to encourage students to cooperate in developing Universiti Teknologi Malaysia (UTM) as a sustainable campus. The data was collected through a survey to measure the level of knowledge and awareness of the students before and after attending the workshop. The collected data was evaluated based on the Kirkpatrick method and its levels of assessments namely attendance satisfaction and learning. The results showed significant differences on students’ knowledge, awareness, and attitudes toward sustainable living prior an after the course. Key words: Education; sustainable development; environmental awareness; sustainability; sustainable training

scholarly journals Perceptions and Attitudes towards Sustainable Development among Malaysian Undergraduates

2019 ◽  
Vol 9 (1) ◽  
pp. 44 ◽  
Author(s):  
Balamuralithara Balakrishnan ◽  
Fumihiko Tochinai ◽  
Hidekazu Kanemitsu
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Environmental Economic ◽  
Undergraduate Students ◽  
Higher Education Institutions ◽  
Development Education ◽  
The Sustainable Development ◽  
Perceptions And Attitudes ◽  
Current Paradigm ◽  
Sustainable Development Education

This paper reports the findings of the perceptions and attitudes towards sustainable development among Malaysian undergraduates. The study was carried out involving 154 undergraduates from five universities in Malaysia. This research was conducted based on a survey whereby the respondents were given a questionnaire to gauge their perception and attitude towards sustainable development. The output of the analyses showed that the respondents have positive perceptions and attitudes towards all sustainability dimensions—environmental, economic, and social—except for economic and social bound issues. These findings suggest that the educators who are involved in sustainable development education need to focus on economic and social bound aspects. Overall, the findings showed that the sustainable development education in higher education institutions has cultivated an appropriate sense of responsibility towards sustainability among their undergraduate students. As such, this investigation serves as a cornerstone to which the current paradigm of sustainable development education can be examined for further improvement by related stakeholders.

scholarly journals Investigation of the Relationships between Individual Innovation and Sustainable Education Beliefs

2020 ◽  
Vol 12 (2) ◽  
pp. 447
Author(s):  
Sukru Ada
Keyword(s):  
Sustainable Development ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
Current Knowledge ◽  
Development Education ◽  
Personal Innovativeness ◽  
Knowledge And Beliefs ◽  
Sustainable Education ◽  
The Individual ◽  
Sustainable Development Education

The concept of sustainable education has seven main features: being holistic and interdisciplinary, focusing on values, directing to critical thinking and problem solving, requiring the use of multiple teaching methods, encouraging participatory decision-making, highlighting applicability and locality. The knowledge and beliefs of the people, who will start teaching as a vocation, have an important role for both teachers and students in terms of being in an innovative understanding and attitude. Describing the attitudes of prospective teachers with the potential to raise future generations is important for reviewing teacher training policies. For this purpose, two scales were used in the study. The first one, “The Beliefs for Sustainable Development Education Scale”, consists of 32 items and three sub-factors. The other is the “Individual Innovation Scale”; this 20-item 5-point Likert scale has five sub-dimensions as Innovative, Pioneer, Questioner, Sceptic, and Traditionalist. The data obtained were subjected to correlation and regression statistics and discussed in the light of literature. All in all, it can be seen that there are significant relationships between personal innovativeness and the dimensions of sustainable development education. According to findings, it was observed that as long as the willingness and openness-to-experience of teacher candidates’ taking risk increases in the context of personal innovativeness, their beliefs regarding sustainable development increase concordantly. Teacher candidates can resist change with the concern over whether the current knowledge and efforts will be valuable in the new situation afterwards.

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