Special Issue "Promoting Pro-environmental Awareness and Behaviors in Campus"

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

Deadline for manuscript submissions: 31 December 2021.

Special Issue Editors

Prof. Maria Eduarda Ferreira
E-Mail Website
Guest Editor
Research Unit for Inland Development, Polytechnic of Guarda, Avenida Doutor Francisco Sá Carneiro N◦50, 6300-559 Guarda, Portugal
CI&DEI, Centre for Studies in Education and Innovation, Polytechnic of Viseu, Av. Cor. José Maria Vale de Andrade, Campus Politécnico, 3504-510 Viseu, Portugal
Interests: environmental education; sustainability; science education; teacher education; teacher training
Prof. Rui Pitarma
E-Mail Website
Guest Editor
Research Unit for Inland Development, Polytechnic of Guarda, Avenida Doutor Francisco Sá Carneiro N◦50, 6300-559 Guarda, Portugal
CISE - Electromechatronic Systems Research Centre, University of Beira Interior, Calçada Fonte do Lameiro, 6201-001 Covilhã
Interests: energy; environment; sustainability

Special Issue Information

Dear Colleagues,

Current environmental issues, such as ecosystem deforestation and global climatic change, have led to local and global environmental imbalances, to the point of compromising the present and future of the ecosphere. Human behavior has significant involvement in the breakdown of balance in ecological interrelationships. The environmental impact leaves humanity with troubling challenges, which require a commitment to the search for urgent answers and solutions. Thus, it is urgent to develop competencies to enable the exercise of critical, reflexive, and committed citizenship with pro-environmental awareness and behaviors. Scientific literacy and citizenship are intertwined in the environmental learning, so it is a necessity of society.

It is a motivating educational challenge to engage children and young people in the identification of causes and the search for solutions to current serious environmental problems. It is expected that teacher education will include the development of skills for teachers to be reflective, evaluative, and critical concerning the need of education for sustainable development.

Future teachers need to understand the relevance of the development of valuation and environmental preservation attitudes; these attitudes are the basis of sustainability.

An educational process capable of developing competencies based on respect for sociocultural differences and synchronized with a pro-environmental intervention role could contribute to this need for ecosphere sustainability.

Thus, the educational process is a challenge and needs to be updated permanently. Therefore, it is necessary to debate this subject (for example: What are the best approaches and methodologies?) and also teacher education (for example: (Re)Think and (re)construction of the formative process of future teachers in order to direct the teaching–learning process to real environmental problems and to promote the necessary debate to achieve innovation of pedagogical practices).

Prof. Maria Eduarda Ferreira
Prof. Rui Pitarma
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 papers will be 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 1900 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

  • Pro-environmental awareness
  • Pro-environmental behaviors
  • Education for sustainable development
  • Citizenship education
  • Environmental curriculum
  • Environmental learning
  • Promoting sustainability
  • Teacher education
  • Eco-teacher training

Published Papers (1 paper)

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Research

Article
Integration of Sustainability Awareness in Entrepreneurship Education
Sustainability 2021, 13(9), 4934; https://doi.org/10.3390/su13094934 - 28 Apr 2021
Viewed by 460
Abstract
Compared to topics such as creativity and strategic implementation in entrepreneurship education, sustainability has not been profoundly emphasized in programs. This study seeks to fill this gap by examining cross-cultural differences between the Austrian and Taiwanese educational contexts in terms of sustainability awareness [...] Read more.
Compared to topics such as creativity and strategic implementation in entrepreneurship education, sustainability has not been profoundly emphasized in programs. This study seeks to fill this gap by examining cross-cultural differences between the Austrian and Taiwanese educational contexts in terms of sustainability awareness in entrepreneurship among students in higher education. To conduct the study, students from both Austria and Taiwan were interviewed after developing a procedure to cross-examine their activities in programs, workshops, and team projects. The results indicated that students’ perception of sustainability differed according to sociocultural background: Taiwanese students tended to prefer individual responsibility and action, whereas Austrian students were more aware of the impact of industry and food production on sustainability. Such an approach could help students in both Taiwan and Austria to attain a better understanding of the sustainability problems that require entrepreneurial solutions. The uniqueness of this study lies in its cross-examination and cross-comparisons of sustainability integration in entrepreneurship education in Austria and Taiwan. Such comparisons provide educators and policymakers the opportunity to engage in cross-cultural exchanges of knowledge and experiences from which they can learn and adapt. Full article
(This article belongs to the Special Issue Promoting Pro-environmental Awareness and Behaviors in Campus)
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