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Education Sciences
Special Issues
Empowering the Next Generation: Environmental Education for a Sustainable Future
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Empowering the Next Generation: Environmental Education for a Sustainable Future

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (15 October 2024) | Viewed by 11035

Special Issue Editors

Dr. María Mercedes Vázquez Vílchez

E-Mail Website
Guest Editor
Departamento de Didáctica de las Ciencias Experimentales, Facultad de Ciencias de la Educación, Campus Universitario de Cartuja, 18071 Granada, Spain
Interests: environmental education; education for sustainability; game-based learning; gamification; behavior changes
Special Issues, Collections and Topics in MDPI journals
Dr. Abigail López-Alcarria

E-Mail Website
Guest Editor
Departamento de Pedagogía, Facultad de Ciencias de la Educación, Campus Universitario de Cartuja, 18071 Granada, Spain
Interests: environmental education; sustainability; sustainable development; environmental resources management; environmental management; environmental studies

Special Issue Information

Dear Colleagues,

The last decade has seen the emergence of various programmes in Environmental Education, in both formal and informal contexts, dedicated to integrating systemic thinking, social interactions and ecological principles, and their success has generated initiatives to develop modified curricula (Jensen et al., 2019). The literature reveals that educators who implement new resources and strategies can promote good practices in the area of sustainability, stimulating hope and action among their students (e.g. Novo et al., 2015). Achieving the Sustainable Development Goals requires social innovation, that is, changes in society's attitudes and behaviours to ensure the sustainability of life on Earth (Vasconcelos and Orion, 2021). In this sense, attitudinal changes are vital, and this is where Environmental Education can play a crucial role, raising not only literacy and awareness, but also promoting critical thinking and the active participation of students (Borges and Benayas, 2019). Therefore, this monograph is open to the participation of teachers, professors and researchers in early childhood education, primary education, secondary education or at universities who carry out their research work in Environmental Education.

Manuscripts with the following foci are welcome:

  • Educational innovations, in formal and informal contexts, focused on Environmental Education and/or a rigorous evaluation of their impact.
  • Articles of a theoretical or empirical nature that advance the theoretical and practical development of Environmental Education.
  • Systematic reviews that collect knowledge obtained on a specific topic related to Environmental Education.

References

Borges, F.; Benayas, J. Research in EE and ESD in Portuguese public universities. Int. J. Sustain. High. Educ. 2019, 20, 57–74.

Jensen, C.D.; Kotaish, M.; Chopra, A.; Jacob, K.A.;Widekar, T.I.; Alam, R. Piloting a Methodology for Sustainability Education: Project Examples and Exploratory Action Research Highlights. Emerg. Sci. J. 2019, 3, 312–326.

Novo, M.; Menoyo, M.; Ángeles, M. The Processes of Integrating Sustainability in Higher Education Curricula: A Theoretical-Practical Experience Regarding Key Competences and Their Cross-Curricular Incorporation into Degree Courses; World Sustainability Series; Springer Science and Business Media LLC: Cham, Switzerland, 2015; pp. 119–135.

Vasconcelos, C.; Orion, N. Earth Science Education as a Key Component of Education for Sustainability. Sustainability 2021, 13, 1316.

I look forward to receiving your contributions.

Dr. María Mercedes Vázquez Vílchez
Dr. Abigail López-Alcarria
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • education for sustainable development
  • environmental citizenship
  • environmental education
  • SDGs

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Published Papers (5 papers)

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Research

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19 pages, 1852 KiB  
Article
Environmental Literacy in Initial Teacher Training: Pre-Service Teachers’ Perceptions of the Socio-Environmental Impact of Food
by Lucía Rodríguez Pérez, María del Pilar Azcárate Goded and Esther García-González
Educ. Sci. 2024, 14(8), 912; https://doi.org/10.3390/educsci14080912 - 20 Aug 2024
Viewed by 698
Abstract
This qualitative descriptive-interpretive study aims to understand and describe the perceptions of a group of pre-service teachers of the degree of environmental literacy in primary education at the University of Seville. They participated in a training proposal focused on the current eco-social crisis [...] Read more.
This qualitative descriptive-interpretive study aims to understand and describe the perceptions of a group of pre-service teachers of the degree of environmental literacy in primary education at the University of Seville. They participated in a training proposal focused on the current eco-social crisis related to the socio-environmental impact of food in which the different dimensions constituting environmental literacy were analysed. Those dimensions are knowledge, attitudes and emotions, behaviour, and the didactic knowledge associated with socio-environmental issues. The students’ diaries were used as a data-collecting tool in this study. The results reveal a heterogeneous distribution in the students’ understanding and internalisation of concepts related to the dimensions of environmental literacy. In terms of knowledge, most students show a deep and holistic understanding. Diversity is observed in their attitudes and emotions towards socio-environmental issues, and tentative attitudes towards change prevail. Finally, their intentions and proposals for solutions mainly reflect simplistic perceptions. This emphasises the importance of encouraging active participation and collaboration in the search for socio-environmental solutions. In general, the results stress the need to continue improving the preparation of future teachers with regard to environmental education. A deeper understanding and a committed attitude towards sustainability and the preservation of the social and natural environment should be encouraged in initial teacher training. Full article
(This article belongs to the Special Issue Empowering the Next Generation: Environmental Education for a Sustainable Future)
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16 pages, 283 KiB  
Article
Evaluating and Developing Transversal and Sustainability Competencies in University Classrooms to Empower New Generations
by Juan-Carlos Tójar-Hurtado, Clotilde Lechuga-Jiménez and Macarena Esteban-Ibáñez
Educ. Sci. 2024, 14(8), 877; https://doi.org/10.3390/educsci14080877 - 12 Aug 2024
Viewed by 949
Abstract
This study examines the convergence of sustainability competencies in Spanish university curricula. The objective is to analyse and contrast opinions among university teaching staff and students from different fields of study in relation to the presence of competencies and curricular improvements concerning sustainability. [...] Read more.
This study examines the convergence of sustainability competencies in Spanish university curricula. The objective is to analyse and contrast opinions among university teaching staff and students from different fields of study in relation to the presence of competencies and curricular improvements concerning sustainability. The procedure comprised two surveys applied to professors (n2 = 70) and students (n3 = 698). The instrument employed was the Register for Evaluating Curricular Sustainability at the University (RECSU), which permits the collation of data pertaining to sustainability-related transversal competencies, including sustainability values, the use of sustainable methodology in the classroom, the Sustainable Development Goals, and principles of action. In its entirety, this study’s approach uses a mixed QUAN (qual) QUAL design. The results indicate which sustainability-aligned competencies and teaching practices are the most and least utilised by teaching staff, as well as which competencies present the greatest opportunity for improvement from the perspective of teaching staff. The findings highlight the relevance of empowering new generations through the development of transversal competencies in university studies. Sustainability competencies should be a priority to ensure that students are prepared to face future eco-social challenges. Full article
(This article belongs to the Special Issue Empowering the Next Generation: Environmental Education for a Sustainable Future)
18 pages, 4781 KiB  
Article
Exploratory Study on the Competencies in Sustainability of Secondary School Students Facing Conflicts Associated with ‘Fast Fashion’
by Isabel Banos-González, Patricia Esteve-Guirao, Ana Ruiz-Navarro, María Ángeles García-Fortes and Magdalena Valverde-Pérez
Educ. Sci. 2024, 14(7), 694; https://doi.org/10.3390/educsci14070694 - 26 Jun 2024
Viewed by 1449
Abstract
This exploratory study analyses the level of the development of the eight key competencies in sustainability of 237 students in the 7th–10th grades, when confronted with a real conflict situation associated with the production and consumption of ‘fast fashion’. Their responses were categorised [...] Read more.
This exploratory study analyses the level of the development of the eight key competencies in sustainability of 237 students in the 7th–10th grades, when confronted with a real conflict situation associated with the production and consumption of ‘fast fashion’. Their responses were categorised into four levels, representing the degree of development of each competence. The results reflect a low level of competence development, with no significant differences among academic year groups. The competence where the highest level of development was reached was the inter-personal competence, as students recognised that the consumption of fast fashion contributes to the labour exploitation of others. However, this did not prompt students to question the prevailing consumerist values in our society (values-thinking competence), their own practises (implementation competence), or their own contribution to the problem (intra-personal competence). Therefore, it seems necessary to address different socio-environmental issues, critically analyse our daily actions, and thus promote these competencies in sustainability in schools. These will enable students to actively participate in environmental conservation from the perspective of environmental and social justice. Full article
(This article belongs to the Special Issue Empowering the Next Generation: Environmental Education for a Sustainable Future)
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Review

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27 pages, 2044 KiB  
Review
The Role of Microscopes to Promote Sustainable Development Goals at School: A Literature Review
by Susana Rams, Sila Pla-Pueyo and Ángel Blanco-López
Educ. Sci. 2024, 14(11), 1264; https://doi.org/10.3390/educsci14111264 - 19 Nov 2024
Viewed by 602
Abstract
Microscopes are instruments usually associated with the field of Science Education. Unfortunately, despite their great potential for education, their use at school is not generalised. This implies fewer opportunities for students to understand the microscopic world, thus affecting the quality of their Environmental [...] Read more.
Microscopes are instruments usually associated with the field of Science Education. Unfortunately, despite their great potential for education, their use at school is not generalised. This implies fewer opportunities for students to understand the microscopic world, thus affecting the quality of their Environmental Education. In the present systematic literature review, proposals for Primary and Secondary (6–18 years) microscopy education are analysed, as well as their relation to the promotion of Sustainable Development Goals (SDGs). It has been carried out in the databases Web of Science and Scopus, followed by a content analysis of 82 journal articles. The main results show that non-formal educational contexts pay more attention to the relation between school microscopy and the SDGs than the formal ones, and, within these, basic education is the least represented in comparison to middle and high levels. Optical microscopes are the most used in relation to SDGs, in contrast to electron microscopes, while new digital, virtual and remote-controlled models are also mentioned. Within the Science and Technology fields associated with SDGs through school microscopy, ‘Life Sciences’ and ‘Technological Sciences’ stand out, and these fields are particularly varied in the case of SDG4 (Quality Education) and SDG3 (Good health and well-being). In conclusion, microscopes play a diverse and conspicuous role in promoting SDGs in school contexts at an international level, and their use should be encouraged in Environmental Education formal and non-formal Primary and Secondary Education. Full article
(This article belongs to the Special Issue Empowering the Next Generation: Environmental Education for a Sustainable Future)
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Other

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21 pages, 826 KiB  
Systematic Review
The Contributions of Creativity to the Learning Process within Educational Approaches for Sustainable Development and/or Ecosocial Perspectives: A Systematic Review
by Utdin Harvey López, Mercedes Vázquez-Vílchez and Purificación Salmerón-Vílchez
Educ. Sci. 2024, 14(8), 824; https://doi.org/10.3390/educsci14080824 - 27 Jul 2024
Viewed by 6092
Abstract
This systematic review identifies the contributions of creativity to learning and its integration into teaching within educational approaches with an ecosocial and/or sustainable perspective based on scientific publications in the Web of Science and SCOPUS databases, following the PRISMA methodology guidelines. This study [...] Read more.
This systematic review identifies the contributions of creativity to learning and its integration into teaching within educational approaches with an ecosocial and/or sustainable perspective based on scientific publications in the Web of Science and SCOPUS databases, following the PRISMA methodology guidelines. This study establishes a comprehensive understanding of creativity from a sociocultural perspective and examines the relationship between creativity and educational approaches based on sustainable education. The results highlight that creativity is incorporated into teaching in a cross-cutting manner in the ideation, design, and implementation of pedagogical strategies that include diverse techniques, resources, and methodologies. Creativity contributes to learning by being multifaceted and transforming the student experience through the identification, understanding, appropriation, and applicability of concepts. Various strategies and methodologies are identified that promote creativity by involving students in collaborative and reflective processes. Creativity stimulates imagination, interdisciplinary and intercultural integration, and experimentation. The fundamental role of the teacher and the learning environment is emphasized. Finally, the need to integrate creativity into educational plans from these approaches is highlighted, fostering the adaptability to uncertainty and the generation of creative and sustainable responses. This review provides a synthesized and updated resource for teachers and individuals interested in the relationship between creativity, learning, and sustainability. Full article
(This article belongs to the Special Issue Empowering the Next Generation: Environmental Education for a Sustainable Future)
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