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Environmental Education and Sustainable Development: Practice and Challenges

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: 31 July 2025 | Viewed by 15596

Special Issue Editors


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Guest Editor

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Guest Editor
Department of Marketing, The Bucharest University of Economic Studies, 010374 Bucharest, Romania
Interests: education; cyber-marketing; neuro-marketing

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Guest Editor
Instituto Politécnico de Bragança (IPB), Campus de Santa Apolónia, 5300-253 Bragança, Portugal
Interests: social marketing; consumer behavior research; health behavior research; food and feeding; higher education research

Special Issue Information

Dear Colleagues,

The 2030 Agenda of the Sustainable Development Goals (SDGs), formulated by the United Nations General Assembly, contains 17 items that complement each other. However, there are three goals that were considered relevant to this Special Issue as they concern with health and well-being, as well as the quality of education and social responsibility about the production and consumption.

With the need to develop approaches that are broad and sustainable, but that can also involve people in promoting positive changes in the community, especially regarding environmentally friendly practices, we would like to invite researchers to reflect together on the challenges of environmental education and sustainable development, as well as best practice.

Considering that education is a wide system important for sustainable development, there are many questions we can raise, but this Special Issue is centered on two: i) What we can do to promote sustainable development? ii) What is the role of education? In order to capture students' attention and stimulate their creativity, teachers should use new technologies and teach interactively.

Students at schools also need to learn how to use facts and critical thinking from their surroundings, as well as how to adapt to their environment. In other words, the development of a dynamic AI curriculum (D-AI-C) and an information smart system (ISS) are  creative endeavors aimed at assisting educators in staying up-to-date on AI-related matters and equipping them with resources to instruct pupils.

However, certain behaviors need to change; therefore, the objective is promoting sustainable development practices. In this case, behavior becomes the heart of the matter. In order to understand behavior, it is crucial to identify the main variables as well as the most important players/agents influencing behavior change. In this context, individual and social beliefs can be relevant, as well as sensorial system and individual perception. Moreover, social marketing glasses can complete the most appropriate framework.

Behavior may be predicted. Using social lens, decision-making is based on a social consensus and tribal wisdom. The experiential perspective focuses on individually seeking out and learning about novel, thrilling events. The instinctual perspective entails merely acting on instincts and what seems right at the time.

From a complementary perspective, it is possible to explore physiological factors, as well as neurological signals, to understand motivations, preferences and decisions. As such, neuromarketing can be used for consumer behavior prediction based on neural network algorithms, examining customer perceptions by robots using eye tracking technology and the identification of human feelings via a webcam. AI can help in collecting huge volumes of data through robots designed to track changes on websites and social media. AI has advanced neuromarketing research by making tests easier to perform and helping disclose patterns that were previously difficult to spot. Deep learning is issued to identify consumers' interests from a merged electroencephalogram (EEG) and functional near-infrared spectroscopy (fNIRS) data. A re-current neural network is known as long short-term memory (LSTM).

Through intervention strategies, individuals, communities, organizations and governments can help promote good lifestyles. It is also possible to use techniques for engaging individuals and promoting the adoption of eco-friendly practices and healthier behaviors.

From the perspective of resource utilization, production, supply chains and consumption need to be considered a continuous process as well as environmentally friendly. In other words, challenges should be overpassed, for example, through education, which can result in better practices for the individual and society. Finally, it is important to highlight that development depends on being sustainable, and education can result in better practices of the individual, society and environment.

This Special Issue is centered on (but not limited to) the following suggestions for topics:

  • Developing environmental education, as well as sustainable development;
  • Sustainable development challenges;
  • Sustainable development best practice;
  • Learners and educators with the knowledge, skills and attitudes regarding sustainable development that can help us understand motivations, preferences and decisions;
  • Helping education and training institutions integrate sustainability into teaching and learning;
  • Transformative changes needed in education and training for sustainability;
  • Implementation of sustainability principles by higher education institutions;
  • Sustainability-based curricula and culture change;
  • Interdisciplinary studies on sustainability;
  • Political environment and stakeholders’ interest affect sustainability;
  • Examining customer perceptions by means of neuromarketing.

Prof. Dr. Rocsana Bucea-Manea-Tonis
Prof. Dr. Orzan Gheorghre
Prof. Dr. Oliva M. D. Martins
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 single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly 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 2400 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

  • agenda of sustainable development goals
  • environmental education
  • sustainable behaviour
  • sustainable development
  • social marketing
  • neuromarketing

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Published Papers (8 papers)

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Research

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30 pages, 972 KiB  
Article
Environmental Literacy Among the General Public in Chiayi County, Taiwan
by Su-Hwa Lin, Amit Kumar Sah and Yao-Ming Hong
Sustainability 2025, 17(7), 3108; https://doi.org/10.3390/su17073108 - 1 Apr 2025
Viewed by 840
Abstract
Environmental literacy plays a crucial role in promoting sustainable behavior and increasing public participation in environmental protection. This study investigates the environmental literacy of the general public in Chiayi County, Taiwan, focusing on five key dimensions: environmental awareness, knowledge, attitudes, action skills, and [...] Read more.
Environmental literacy plays a crucial role in promoting sustainable behavior and increasing public participation in environmental protection. This study investigates the environmental literacy of the general public in Chiayi County, Taiwan, focusing on five key dimensions: environmental awareness, knowledge, attitudes, action skills, and behavior. A cross-sectional survey was conducted using a structured questionnaire, with data analyzed through SPSS, including descriptive statistics, factor analysis, reliability testing, hierarchical regression analysis, and moderation analysis. The results indicate that while respondents demonstrate high awareness of environmental issues and positive attitudes toward sustainability, there are significant gaps in environmental knowledge and action skills. Furthermore, demographic factors such as education, age, gender, and occupation moderate the relationships between these dimensions. These findings highlight the need for targeted educational initiatives and policy interventions to bridge the gap between awareness and actual environmental behavior. This study provides empirical insights for environmental education programs, emphasizing the importance of practical skill development, community engagement, and policy-driven support. By refining environmental education strategies, Taiwan can foster a more environmentally responsible society, contributing to long-term sustainability goals. Full article
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20 pages, 2455 KiB  
Article
Environmental Stewardship Education in Tuvalu, Part 1: The Role of Policy Alignment
by Soseala S. Tinilau, Sarah L. Hemstock, Theresa G. Mercer, Matthew Hannaford and Andrew P. Kythreotis
Sustainability 2025, 17(3), 872; https://doi.org/10.3390/su17030872 - 22 Jan 2025
Cited by 1 | Viewed by 1208
Abstract
Environmental stewardship is crucial for fostering sustainable development, particularly in vulnerable small-island developing states like Tuvalu. Government policies and frameworks play a vital role in shaping the education system, but inconsistencies in policy alignment often hamper efforts to embed Environmental Stewardship Education (ESE) [...] Read more.
Environmental stewardship is crucial for fostering sustainable development, particularly in vulnerable small-island developing states like Tuvalu. Government policies and frameworks play a vital role in shaping the education system, but inconsistencies in policy alignment often hamper efforts to embed Environmental Stewardship Education (ESE) into the national curriculum. We aimed to answer four questions: 1. What formal policies shape Environmental Stewardship Education (ESE) in Tuvalu? 2. Are national educational and environmental policies mutually consistent? 3. Are these national policies consistent with regional and global policies? 4. What challenges hinder the implementation of ESE in Tuvalu? These questions were addressed using a study of regional, international, and Tuvaluan online-available documentary assessments of national policies and frameworks in conjunction with those obtained from the Education Department. Our findings revealed that a combination of Tuvalu’s environmental and educational policies was instrumental in shaping ESE. Nationally, educational and environmental policies are internally inconsistent, as well as being inconsistent externally with regional and international policies. Recommendations for improving policy alignment and the sustainable integration of ESE into the curriculum are provided. The second part (Part 2) of our review covers the development and delivery of effective curricula for ESE. Full article
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22 pages, 1103 KiB  
Article
Mechanism by Which Environmental Education Influences Pro-Environmental Behavior in Wuyishan National Park, China
by Xinyi Wu, Weiguo Jia and Tianyu Wu
Sustainability 2025, 17(1), 43; https://doi.org/10.3390/su17010043 - 25 Dec 2024
Viewed by 924
Abstract
Environmental education is one of the main functions of China’s national parks, and it also plays a crucial role in the construction of an ecological civilization. Compared with the rest of Asia, the inception of national parks in China occurred relatively late, and [...] Read more.
Environmental education is one of the main functions of China’s national parks, and it also plays a crucial role in the construction of an ecological civilization. Compared with the rest of Asia, the inception of national parks in China occurred relatively late, and fostering tourists’ pro-environmental behavior is a challenging endeavor. According to the theoretical paradigm of stimulus–organism–response (SOR), in this study, we selected place attachment, environmental attitude, and environmental quality to construct a theoretical model of the relationship between the perception of environmental education and pro-environmental behavior. We conducted a sample survey of 728 tourists who had been to Wuyishan National Park and constructed a structural equation model. Our findings indicate the following: (1) pro-environmental behavior is directly and significantly promoted by one’s perception of environmental education, place attachment, and environmental attitude; (2) place attachment and environmental attitude play an intermediary role between one’s perception of environmental education and pro-environmental behavior; and (3) the quality of the external environment positively influences the correlation between one’s perception of environmental education and place attachment. This study provides solutions and suggestions for Wuyishan National Park to improve the effectiveness of environmental education regarding tourists’ pro-environmental behavior. Full article
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24 pages, 4110 KiB  
Article
Water as a Key Focus Point for Developing Education for Sustainable Development: Content Analysis Based on Curriculum Standards
by Jiaqi Li, Xiangdong Wang, Xiuhua Liang, Xiaolan Song, Li Pan and Linhe Lu
Sustainability 2024, 16(24), 11229; https://doi.org/10.3390/su162411229 - 21 Dec 2024
Viewed by 1207
Abstract
Water, as the source of life, is a key element of environmental education. Geography education is strongly linked to the three pillars of sustainable development (SD). Firstly, this paper used the water-related standards of China’s national geography curriculum (GCSs) as the object of [...] Read more.
Water, as the source of life, is a key element of environmental education. Geography education is strongly linked to the three pillars of sustainable development (SD). Firstly, this paper used the water-related standards of China’s national geography curriculum (GCSs) as the object of textual analysis. Two coders categorized the water-related GCSs, coding them with two distinct dimensions: geography core competencies and the SD literacy framework. Then, the coding results were analyzed by word frequency analysis to compare them with U.S. high school GCSs. Finally, the distribution of core competencies and the degree of SD literacy in China’s water-related GCSs were summarized and described. Finally, this study showed that China’s sustainable water education content is rich in content, yet fragmented. China’s water-related GCSs focus on the three dimensions of ESD, with an emphasis on the environmental dimension. GCSs in both countries emphasize human–Earth relations effectively. Full article
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16 pages, 1621 KiB  
Article
Education for Sustainable Development: What Matters?
by Rocsana Bucea-Manea-Țoniș, Dan Gheorghe Păun, Oliva M. D. Martins, Artur J. Santos and Laura Urdeș
Sustainability 2024, 16(21), 9493; https://doi.org/10.3390/su16219493 - 31 Oct 2024
Cited by 1 | Viewed by 2140
Abstract
There is a raising of concerns about the need to change environmental behaviours through economic and social activities. Education plays a significant role in this process, with schools enhancing the necessary behaviour adoption by youngsters and their community. Thus, the present study examines [...] Read more.
There is a raising of concerns about the need to change environmental behaviours through economic and social activities. Education plays a significant role in this process, with schools enhancing the necessary behaviour adoption by youngsters and their community. Thus, the present study examines the relationship between different variables, such as sustainability (green public procurement, healthy food activity) and education (course, impact, interactive teaching methods/technology). We developed a survey regarding education for sustainable development (ESD), with five sections considering the referred variables. We applied it to 385 Romanian educators and teachers from kindergarten and primary school. An SEM model was formed to evaluate the relationship between the associated variables. The results showed that an organisation or school with a long-term plan incorporating green public procurement will positively stimulate initiatives that help the next generation adopt good eating habits. Moreover, this eco-sustainable approach affects the creation of interactive teaching methods and the courses and classes. Consequently, the changes in interactive methods will positively affect the overall impact. Nevertheless, the relationship between courses and impact was not significant. This means management decisions regarding green strategies can lead to a broader change in a school setting, fostering the ESD. Full article
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17 pages, 400 KiB  
Article
Exploring the Impact of Values Education on Sustainable Environmental Awareness and Behavior Among Eighth-Grade Students
by Dilan Kalaycı Alas and Kurthan Korutürk
Sustainability 2024, 16(21), 9302; https://doi.org/10.3390/su16219302 - 26 Oct 2024
Cited by 2 | Viewed by 3746
Abstract
Education plays a crucial role in fostering numerous established and sustainable behaviors in individuals. Among these behaviors, environmental awareness is particularly important because of its significant sociological impact. The aim of this study is to investigate the effect of values education on environmental [...] Read more.
Education plays a crucial role in fostering numerous established and sustainable behaviors in individuals. Among these behaviors, environmental awareness is particularly important because of its significant sociological impact. The aim of this study is to investigate the effect of values education on environmental awareness and pro-environmental behavior. This study employs a mixed-method approach, combining both quantitative and qualitative research methods. The quantitative part of this research consists of 225 eighth-grade students and the qualitative part consists of six Turkish teachers. As a result of the quantitative analysis, it was found that the environmental attitude levels of the middle school students participating in this study were at a high level. In the qualitative analysis, it was found that the teachers participating in this study established a strong connection between mother tongue education, values education, and environmental education. The outcomes from the qualitative and quantitative analysis were discussed in depth and compared with the results previously presented in the literature. Additionally, the findings of this study indicated opportunities for future research as presented in the Discussion Section. Full article
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15 pages, 573 KiB  
Article
Environmental Education on Sustainable Principles in Kindergartens—A Foundation or an Option?
by Miroslav Poje, Iva Marinić, Aleksandar Stanisavljević and Iva Rechner Dika
Sustainability 2024, 16(7), 2707; https://doi.org/10.3390/su16072707 - 25 Mar 2024
Cited by 2 | Viewed by 3255
Abstract
Preschool education plays an important role because it lays the foundation for a child’s cognitive, social, and emotional development and shapes responsible and informed individuals. Early childhood education teaches values such as sustainability, environmental protection, and social responsibility. By integrating sustainability into preschool [...] Read more.
Preschool education plays an important role because it lays the foundation for a child’s cognitive, social, and emotional development and shapes responsible and informed individuals. Early childhood education teaches values such as sustainability, environmental protection, and social responsibility. By integrating sustainability into preschool education, we are cultivating an environmentally conscious generation that will contribute to a more sustainable and resilient future. The aim of this study was to determine if there are differences in attitudes and knowledge about various aspects of sustainability (such as gardening, plants, food and proper nutrition, and waste recycling) among children attending two different kindergarten educational programs (ecological and language programs). The study was conducted using the F2F-PAPI survey method and included 58 children aged 4 to 6 years. The results showed that children from the ecological program had greater knowledge of sustainability topics than children whose program focused on early foreign language learning (t(44) = 12.542, p = 0.000). Taking into account the desirable diversity of different educational programs in kindergartens, the results suggest that it is necessary to include environmental education to a greater extent as a foundation in the curricula of mandatory regular programs if we are to achieve some of the key sustainable development goals. Full article
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9 pages, 730 KiB  
Commentary
Environmental Stewardship Education in Tuvalu Part 2: Insights into Curriculum Integration and Classroom Realities
by Soseala S. Tinilau, Sarah L. Hemstock, Theresa G. Mercer, Matthew Hannaford and Andrew P. Kythreotis
Sustainability 2025, 17(9), 4119; https://doi.org/10.3390/su17094119 - 2 May 2025
Viewed by 317
Abstract
This commentary is the second in a two-part series on Environmental Stewardship Education (ESE) in Tuvalu. While Part 1 examined the alignment between education and environmental policies, this follow-up focuses on how those policies are—or are not—translated into formal curriculum and classroom practice. [...] Read more.
This commentary is the second in a two-part series on Environmental Stewardship Education (ESE) in Tuvalu. While Part 1 examined the alignment between education and environmental policies, this follow-up focuses on how those policies are—or are not—translated into formal curriculum and classroom practice. Drawing on both academic research and professional experience in government, this article explores the gap in curriculum design, student engagement, and teaching strategies. It argues for the early integration of ESE in primary education, greater inclusion of traditional ecological knowledge, and participatory teaching approaches. These insights are grounded in Tuvalu’s context but offer valuable lessons for other small island developing states striving to align sustainability policy with educational delivery. Full article
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