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Absolute frequency and percentage of responses for items in Category II, Normative and Economy. Variable: Environmental awareness.
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The United Nations General Assembly has pointed out that education is an essential tool for properly instructing society to achieve sustainable development, in terms of values, skills, knowledge or abilities. Within this framework, this research focuses on environmental attitude and awareness as an influential element in the teaching and learning p...
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Context 1
... it should be noted that in I06 24.4% of students selected option 3, suggesting that teachers were hesitant about the right attitude to adopt. Table 5 shows the frequencies and percentages of students choosing each range value in Category II "Normative and Economy". Table 5 shows that the attitudes expressed by a large part of future teachers towards the concept of waste related to the economy and regulations are not entirely favorable. ...Context 2
... 5 shows the frequencies and percentages of students choosing each range value in Category II "Normative and Economy". Table 5 shows that the attitudes expressed by a large part of future teachers towards the concept of waste related to the economy and regulations are not entirely favorable. Specifically, in the I27 the percentage of students is very much distributed among the different ranges, and 50% of the subjects show a positive attitude towards this item from which a negative attitude was expected from the participants. ...Similar publications
This paper examines the implementation status of sustainable development goals (SDG) in Spain and explores the extent to which the country will be able to meet European standards in sustainability by the year 2030 within the current regulation and praxis. Based on data retrieved from official statistics supplied by Eurostat for a set of indicators...
Citations
... This is because ESD is that form of education with shared understandings for meeting the developmental apprehensions to maintain a futuristic and prospective growth in the society [17]. Emotional awareness, environmental awareness and self-efficacy have very important roles in maintaining sustainability in the education curriculum [18]. Emotions' regarding sustainability becomes one of the important predictors on ESD [19]. ...
span lang="EN-US">Teachers are the torch bearers of sustainable development, promoting social change and maintaining balance between two important concepts development and sustainability. They have a pivotal role in promoting education for sustainable development (ESD) perpetuating social change leading to progressive development and a futuristic growth in the society. ESD is one of the millennium development goals acknowledged globally and need to get practiced widely. Teachers play prominent role in inculcating the knowledge, spreading values, and enriching skills that are needed for sustainability to cope with the change in attributes of workplace. The central theme of the study was to determine the attitude of high school teachers concerning ESD. For this, the normative survey method (N=150) was used to collect data. The data were collected by an attitude scale entitled “ESD attitude scale”. This investigation examined teachers’ attitude towards ESD based on teachers’ gender, subject of teaching, and type of management of the institution. To achieve the objectives of the study, item-based assessment with percentage analysis, t-values and F-values were calculated. Research findings showed that teachers have a favorable attitude towards ESD. Gender and management of the institution were not found to change attitudes towards ESD of high school teachers, whereas the subject of teaching was found to change the same. With these pieces of evidence from the present study, educationalists can reform the existing high school education system for sustainable development.</span
... It would not be misleading to say that teachers are prone to mirror their degree of environmental awareness in both their material design, in-class activities and lesson plans (Carroll, 2015;Marpa, 2020). For instance, according to the Ministry of National Education in Turkey, pre-service teachers, in addition to other qualifications, are expected to be citizens who are environmentally sensitive and aware of environmental issues (Ministry of National Education, 2017) as the more environmentally aware teachers we have in a country, the more environmentally sensitive the society becomes (Borreguero et al., 2020). ...
... Martínez-Borreguero et al. (2) identified the possible causes of problems in sustainability and the environment as the lack and non-recognition of environmental activities and sustainable development in the university curriculum and a lack of support in this regard. On the other hand, Poursalim et al. (12) conducted a study via semi-structured interviews, discussing that the global citizen education model encompasses needs, goals, contents, teaching methods, teachers' role, evaluation, time, space, materials/resources, organizational factors, tacit learning, and program outcomes. ...
... In total, 320 online questionnaires were distributed via a press line system and completed by the students. Based on content validity indices and the content validity ratio in the sample population of the students (n = 30) 2 Educ Res Med Sci. 2021; 10(2):e120546. ...
Background: Concerns about the environment have persisted over decades, and governments determinedly pursue the issue of environmental education. Designing an integrated curriculum is an effective approach to learning, participation, behavior, and critical thinking. Objectives: The presented study aimed to propose and validate an integrated model of environmental education curriculum for general medicine. Methods: This study was conducted using a mixed method (quantitative and qualitative). Data were collected using a questionnaire and via interviews. By using the Morgan's table, the target population was determined to be 280 in Isfahan University of Medical Sciences (15 professors and 265 students). Results: The students had inadequate knowledge and low positive attitudes toward environmental education. Given the maximum consistency of the data obtained and the curriculum models provided by Silver and Alexander and Taylor and Kelvin, the integrated environmental education curriculum model was designed in 11 stages, including needs assessment, objectives, content, area determination , learning materials and resources, learning-teaching strategies, implementation and the role of professors, grouping, time, place, and evaluation. The proposed model was validated based on experts' comments, and the content validity ratio was considered appropriate. Conclusions: Considering the integrated features of the proposed model, it applies to all stages of medical education and could foster effective interactions between students and environmental education during the seven-year study period, which confirms the efficacy of the model if implemented correctly. Considering the subjects of environmental education based on health-centered environment and the effects on physical, mental, and social health, the proposed model recognizes the contents of the current medical curriculum (i.e., disease prevention and treatment and the position of integration in organizing the content). In addition, it selects the contents of the model, which are reflected in its integrated approaches. The model composes of thematic knowledge, efficient knowledge, and functional knowledge in environmental education in medicine in the form of an integrated curriculum.
... It never occurs to ask "is eating cows good for our survival?". Poor training in scientific content related to sustainability can be a limitation to education and a barrier to changing attitudes, thus Universities, should be the main agents of change providing answers to the problems and challenges of today's society (Martínez-Borreguero et al., 2020). Although quality education is one of the 17 United Nations sustainable development goals, lacking modern and effective content for environmental sustainable development (Glavič, 2020). ...
... An EE of ethic, aesthetic and spiritual values must ultimately become integral to all university courses and all curricula in general (Devuyst and Hens, 1990;Petegem et al., 2007). Meeting basic human needs, now and in the future, requires a significant change in the thinking, values and actions of all people and institutions with respect to the natural environment (Martínez-Borreguero et al., 2020). The challenge is timely evolution of the human society towards a deep transformation. ...
... Likewise, international institutions such as the United Nations have proposed the Sustainable Development Goals (SDGs) as an international agenda that will guide development policies into 2030, so that the countries of the world continue their efforts to achieve sustainability [4,12,31]. These UN Sustainable Development Goals include an education sector goal, SDG 4 "Quality Education", which focuses on the acquisition by students of the knowledge and skills needed to promote sustainable development [36]. This agenda also considers water in its SDG 6 "Clean Water and Sanitation" [12], so the state of water has become a goal and a challenge to be faced in the coming years [37]. ...
... Teachers claim to have an adequate level of knowledge on some waterrelated issues but declare that the educational curriculum does not give priority to this resource [5,[49][50][51][52][53]. They generally show responsible behavior towards the environment as well [36]. However, many educators find it difficult to complete coursework on time, making it difficult to emphasize sustainability issues [5]. ...
... Therefore, we emphasize the need for the basic regulations governing the curriculum in compulsory education to address sustainability, a crucial element in the formation of citizenship based on an initial reference scheme that integrates the various social, environmental and economic dimensions involved and ensures their presence, in a balanced way, in the various subjects and through a progressive and interdisciplinary treatment throughout this educational stage [76]. In this way, it would be possible for citizens to have their own unbiased opinion and generate correct attitudes towards the care of the environment [36]. Funding: This research was funded by Junta de Extremadura/Fondo Europeo de Desarrollo Regional, Research Project IB16068, Agencia Estatal de Investigación/Fondo Europeo de Desarrollo Regional, Research Project EDU2016-77007-R and Junta de Extremadura/Fondo Europeo de Desarrollo Regional, Grant GR18004. ...
Current educational curricula in Spain contain few references to sustainability topics, so there is insufficient coverage of these issues in the classroom. Notably, there is a lack of reference to the concept of water from a sustainable perspective. The key aim of this study was to analyze the presence of the concept of water in the curriculum that regulates secondary education in Spain using a previously established system of categories. An exploratory and descriptive research methodology was followed, in which we carried out a qualitative lexicographical analysis of the concept of water in the Spanish secondary education curriculum. An analysis of the cognitive demand required of students to learn about water, according to Bloom’s taxonomy, was also conducted. The results show that the concept of water appears moderately in the curriculum focusing on some aspects of Sustainable Development. Likewise, the analysis of the cognitive demand required of students for learning about water reveals that lower levels of knowledge and comprehension predominate based on Bloom’s taxonomy. We consider that teaching water from a sustainable perspective can generate in students awareness and values about nature and the environment, knowledge that contributes to sensible use of water and involvement for sustainable development.
