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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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... is considered that this group will have in their hands the scientific training of future generations and, therefore, their contribution to the achievement of the Sustainable Development Goals proposed by the United Nations [20]. Table 1 shows a descriptive analysis of the selected sample. The absolute frequency and percentage of the variables gender, age and degree are indicated; 73.8% of the respondents are women and that most of them are between 20 and 29 years old. ...Context 2
... research concluded that there is a clear lack of knowledge and training on the part of future secondary school teachers with respect to this concept. Table 10 shows a comparison of the results obtained by future secondary education teachers [52] with those obtained by the sample of future primary education teachers in the knowledge level variable according to the different categories established. The descriptive statistics are presented, mean (out of 1 point), standard deviation and standard error of the mean. ...Context 3
... descriptive statistics are presented, mean (out of 1 point), standard deviation and standard error of the mean. Likewise, Table 11 shows the inferential analysis carried out by means of the Student's t-test to analyze the statistically significant differences between both groups in the different categories: Waste and Society (WS); Normative and Economy; (NE) Awareness and Ethics (AE) and Typology (T). As can be seen in Table 10, which presents the mean over 1 of the level of knowledge of the teachers in training in the different categories, the participating sample presents a low level of knowledge in the concept of waste. ...Context 4
... Table 11 shows the inferential analysis carried out by means of the Student's t-test to analyze the statistically significant differences between both groups in the different categories: Waste and Society (WS); Normative and Economy; (NE) Awareness and Ethics (AE) and Typology (T). As can be seen in Table 10, which presents the mean over 1 of the level of knowledge of the teachers in training in the different categories, the participating sample presents a low level of knowledge in the concept of waste. A better mastery of the contents in Category I (Waste and Society) and Category III (Awareness and Ethics) is observed in both groups. ...Context 5
... comparing the results between academic groups (Table 11), it should be noted that the level of knowledge shown by primary education teachers in training is lower than that shown by secondary education teachers in training in all the categories analyzed. Specifically, statistically significant differences are found (Sig. ...Context 6
... results obtained reveal that, generally, the attitudes shown by the participating sample do not change according to the subject's gender, although it is true that statistically significant differences have been found in some of the survey's questions in favor of women in most cases, thus coinciding with the contributions of other research [45,72,73]. Table 12 shows those questions in which statistically significant differences between genders were found, in favor of women in I19, I20 and I21 (items in which a negative attitude was expected from the subjects) and in favor of men in I26 (item in which a positive attitude was expected from the respondents). The above data lead us to partially accept Hypothesis H3 "women show greater environmental awareness than men regarding the concept of waste in the sample" since significant differences have been found in environmental attitudes in favor of the female collective in some cases. ...Context 7
... above data lead us to partially accept Hypothesis H3 "women show greater environmental awareness than men regarding the concept of waste in the sample" since significant differences have been found in environmental attitudes in favor of the female collective in some cases. Table 13 shows the averages of positive and negative emotions for each of the categories considered, for both primary and secondary education teachers in training. The analysis of the data about the emotional variables (Table 13) shows that the manifestation of positive emotions in the participating sample prevails over negative ones when teaching the contents on waste referring to all the established categories, independently of the degree studied. ...Context 8
... 13 shows the averages of positive and negative emotions for each of the categories considered, for both primary and secondary education teachers in training. The analysis of the data about the emotional variables (Table 13) shows that the manifestation of positive emotions in the participating sample prevails over negative ones when teaching the contents on waste referring to all the established categories, independently of the degree studied. However, it is the contents of Category I Waste and Society and Category III Awareness and Ethics that produce greater emotional well-being in those surveyed compared with the rest of the categories. ...Context 9
... inferential statistical analysis carried out with the Student's t-test between academic groups revealed that there were no statistically significant differences at the emotional level in any of the categories. Specifically, the significance values found are shown in Table 14. Table 13 includes in its last row the mean value of positive and negative emotions considering the whole sample in order to carry out an inferential statistical analysis and check if there are statistically significant differences in the level of manifestation of positive emotions versus negative emotions considering the whole participating sample. ...Context 10
... the significance values found are shown in Table 14. Table 13 includes in its last row the mean value of positive and negative emotions considering the whole sample in order to carry out an inferential statistical analysis and check if there are statistically significant differences in the level of manifestation of positive emotions versus negative emotions considering the whole participating sample. Table 15 shows the results obtained by the entire sample in the Student's t-test, distinguishing by category. ...Context 11
... 13 includes in its last row the mean value of positive and negative emotions considering the whole sample in order to carry out an inferential statistical analysis and check if there are statistically significant differences in the level of manifestation of positive emotions versus negative emotions considering the whole participating sample. Table 15 shows the results obtained by the entire sample in the Student's t-test, distinguishing by category. The results shown in Table 15 reveal that there are statistically significant differences (Sig. ...Context 12
... 15 shows the results obtained by the entire sample in the Student's t-test, distinguishing by category. The results shown in Table 15 reveal that there are statistically significant differences (Sig. < 0.05) in all the cases analyzed, that is, the future teachers in the sample show more positive emotions than negative ones about the teaching of contents on waste in all its categories, this difference being significant. ...Context 13
... these categories the level of teaching self-efficacy is lower, as was the level of knowledge, the manifestation of positive emotions was lower, and the manifestation of negative emotions was higher. The results on the level of teacher self-efficacy are shown in Table 16. Subsequently, it was decided to test whether there were statistically significant differences between future secondary teachers and those of primary school with respect to the level of teacher self-efficacy shown in each category. ...Context 14
... it was decided to test whether there were statistically significant differences between future secondary teachers and those of primary school with respect to the level of teacher self-efficacy shown in each category. The results shown in Table 17 indicate that there are no statistically significant differences (Sig. > 0.05) in this self-efficacy variable according to the degree studied. ...Context 15
... into account that no differences were found in teacher self-efficacy according to the group, an ANOVA test with Tukey's Post-Hoc was carried out, considering the whole participating sample, to check if there are statistically significant differences in the teacher self-efficacy shown according to the category to be taught. Table 18 shows the results obtained in the one-way ANOVA test. The results shown in Table 18 reveal that the future teacher in the sample shows greater competence in some categories than in others as statistically significant differences are found. ...Context 16
... 18 shows the results obtained in the one-way ANOVA test. The results shown in Table 18 reveal that the future teacher in the sample shows greater competence in some categories than in others as statistically significant differences are found. To check between which categories these differences are presented, Table 19 presents the data obtained in the Tukey's Post-Hoc test. ...Context 17
... results shown in Table 18 reveal that the future teacher in the sample shows greater competence in some categories than in others as statistically significant differences are found. To check between which categories these differences are presented, Table 19 presents the data obtained in the Tukey's Post-Hoc test. The results shown in Table 19 indicate that there are statistically significant differences in the teaching self-efficacy shown by the participants according to the category to be considered. ...Context 18
... check between which categories these differences are presented, Table 19 presents the data obtained in the Tukey's Post-Hoc test. The results shown in Table 19 indicate that there are statistically significant differences in the teaching self-efficacy shown by the participants according to the category to be considered. Specifically, the teachers are less competent in teaching content on waste related to Category II Normative and Economy and Category V Typology compared to the rest, as significant differences were found in all these cases. ...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...
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... 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.
