Educational Facility Users: A Study on Improving Environmental Curricula and General Pedagogy from Students and Instructors in Anyang

The purpose of this study was to investigate ways to improve environmental curricula and local pedagogy by analyzing the satisfaction factors of student and instructors of various educational facilities in Anyang, South Korea. A survey questionnaire was conducted for 30 days from August 27, 2018 to September 26, 2018, for a sample group consisting of 1,000participants in Anyang. The survey questionnaire investigated various curricula and the educational, recreational, social, and environmental effects of pedagogy while studying the spatial, service, environmental, and policy factors of its corresponding facilities for both students and instructors.The cognitions of ‘Awareness to curriculum and pedagogy’ were analyzed. The cognitions of the purpose of taking classes were dispersed somewhat steadily among possible selections with ‘...for personal growth in developing skills.’ set at the highest frequency, and ‘...to be able to give and follow orders.’ set at the lowest frequency. In addition, class satisfaction was moderately set at above average frequency, while the above average frequency of student-teacher relationships was set moderately lower than class satisfaction’s above average frequency. In regards to curriculum and pedagogy satisfaction, the frequencies of both were set somewhat steadily. ‘Athletics and wellness’ was the most liked, while ‘Mathematics’ was the least liked. In addition, ‘Visual spatial’ and ‘Auditory-musical’ was the most liked, while ‘Solitary’ study was the least liked. Then, in ‘Checking academic progress’, ‘Tests/exams’ was set at the highest frequency, while ‘Frequent homework’ was set at the lowest frequency. In regards to fondness of nature and pets, ‘Outdoor activities’ were set at a significantly high frequency of approval, while ‘Have or want pets’ was set at a significantly low frequency of approval. Thus, the potential capability of environmental curricula improvements and general pedagogical improvements is very strong. In cognition towards the awareness on effects of environmental pedagogy, ‘Participate in camping and outdoor sporting (fishing, hiking, etc.)’ and ‘Participate in special interest meetings (hobbies and camps)’ were shown to be in high points of agreement. Furthermore, in preference of the types and activities of the 7 styles of pedagogy, ‘Use images, pictures, color and other visual media’, ‘Use sound, rhyme, and music’, ‘Role-playing is a technique that works well with others’, and ‘Highlighting your thoughts and feelings when you visualize’ were shown to be highly preferred types. Within the awareness on effects of environmental pedagogy, the three (3) factors were categorized as; ‘Environmental improving effects’, ‘Cultivation of gardens’, and ‘Participation in experiencing/education programs’ respectfully. In addition, three(3) factors were prevalent in types and activities of the 7 styles of pedagogy, thus categorized as ‘Analytical Learner’, ‘Emotional Learner’, and ‘Investigative Learner’.In addition to conducting a correlation analysis to determine the correlation between the preference of class satisfaction and satisfaction with nature responses for possible continuity, further research analytics rearranged the acquired data into two (2) additional forms of data output consisting of clusters and parallel plot groups. There were four (4) distinct clusters created from a dendrogram that grouped each participant’s profile according to fifty-six (56) of their cumulative survey questionnaire responses. Within the dendrogram of participant profiles, the four clusters were categorized as; ‘Low environmental engagement’, ‘Moderate environmental engagement’, ‘High environmental engagement’, and ‘Arbitrary environmental engagement’ with respect to environmental curriculum and pedagogy. Furthermore, the dendrogram data was converted to a series parallel plot points groups. Moreover, five (5) additional parallel plot groups were created and categorized by academic level, occupation, residence, age, and gender respectively.Conclusively, although the current situation of the city of Anyang is in the stages of major urban redevelopment, the potential overall effects of environmental education in Anyang are great. In the future, a diverse plethora of programs, such as diverse education/experiencing programs and information supporting programs can be applied to future curriculum and pedagogical development. In addition, the results of this study can be used as basic material for studying environmental awareness and directions of improvement for environmental education and pedagogy in the future.

From Environmental Awareness to Environmental Responsibility: Towards a Stewardship Curriculum

<p>The period of environmentalism heightened environmental concern and subsequently the emergence of Environmental Education that is anchored on awareness. It is thought that increase in environmental awareness will reverse the misuse of the environment and its resources. Four decades after the international call for Environmental Education, Earth’s degradation is far from abating as it’s pristinity is consistently and irreversibly being eroded by no less than from anthropocentric activities. Humans have seen themselves as the dominant species that is apart and not part of the organisms that constitute the environment. The philosophical value free nature concepts and the theological assumption that human are the ultimate species together with the rise of capitalism and its surrogates consumerism together conspire to diminuate environmental health. To protect the environment therefore, we must refocus EE to change human’s view of the environment and attitude towards the utilization of its resources. Environmental education can become more effective in creating respect for the environment. This paper examined the failure of efforts at addressing environmental issues via environmental education. The paper posits that environmental problems are on the increase due to lack of deliberate responsibility and stewardship, lack of a unique EE curricula and ineffective pedagogy. We suggest therefore that EE can target human perception and attitude and direct then towards biocentric stewardship for the environment. This can be achieved through a deliberate pedagogy of environmental values that promotes sustainable attitude and respect for the environment. Humans must bear the burden of responsibility to ensure the wellbeing of the environment. We must replace the philosophical value free nature concepts that nature is a common commodity and the theological assumption that humans are the ultimate species. We must also rethink our consumerism nature and the endless faith in the efficacy of technology to solve reoccurrence human induced ecological problems. These issues must be embedded in the school curriculum. Pedagogical approach to EE should essentially be the experiential model. The school curriculum must be the carrier and doer of these values that are crucial to the sustainability of the environment. Environmental ethics, environmental code of conduct, environmental nationalism, nature as manifestation of God, ascetic consumerism are recommended as key component of environmental curricula and pedagogy.<strong> </strong></p>

Some aspects of the environmental labour market in five European countries and conclusions with respect to environmental curricula

The environmental labour market in the Czech Republic, Germany, Italy, Sweden and the Netherlands was evaluated by analysing up to 120 job advertisements in each country. The conditions and requirements were grouped into 11 categories showing clear similarities and differences between the five countries. Further evaluation of the data gives evidence that the private sector plays a significant role for technical environmental professionals in Europe. As a central task, conclusions regarding degree and knowledge requirements, respectively, and the importance of a variety of skills are drawn. Suggestions are made how the findings can be accounted for in environmental curricula. Furthermore the role of networks for the graduates' entry into the labour market is emphazised.

An Education Program in Support of a Sustainable Future

The historical evolution and current status of sustainability education at Michigan Technological University is described. The history considers the last 15 years, during which, the faculty of Michigan Tech have been collaborating on the development of environmental curricula and courses. This development effort initially focused on specialized offerings for the environmental/chemical engineering programs. With time, recognition of the importance of environmental issues (wastes, natural resources, energy, etc.) to other disciplines across the campus grew. For example, chemists, biologists, foresters, etc. each have a role in characterizing the behavior of ecological systems. Engineering disciplines that are focused on the design of products, processes, or systems influence long term societal sustainability. Social scientists must understand the relationship/linkages between the environment, industry, citizens, and government. Greener products, environmentally responsible processes, life cycle thinking, and environmental stewardship need to become part of the modern lexicon of globally aware students. Faculty from diverse disciplines across the campus are now collaborating to develop courses and modify curricula to educate students with respect to the triple bottom line (i.e., sustainable economic, societal, and environmental future). Problems associated with the traditional education paradigm are discussed. A new education model aimed at training students to create a sustainable future is proposed.