Search Results (116)

Enhancing farmers’ digital literacy is both an inevitable requirement for adapting to the digital age and an important measure for promoting the sustainable development of livestock and poultry manure resource utilization. This study surveyed and obtained data from 1047 farm households in Ningxia and Gansu, two provinces in China that have long implemented livestock manure resource utilization policies, from December 2023 to January 2024, and employed the binary probit model to analyze how digital literacy influences farmers’ willingness to adopt two livestock manure resource utilization modes, as well as to analyze the moderating role of three policy regulations. This paper also explores the heterogeneous results in different village forms and income groups. The results are as follows: (1) Digital literacy significantly and positively impacts farmers’ willingness to adopt both the “household collection” mode and the “livestock community” mode. For every one-unit increase in a farmer’s digital literacy, the probability of farmers’ willingness to adopt the “household collection” mode rises by 22 percentage points, and the probability of farmers’ willingness to adopt the “livestock community” mode rises by 19.8 percentage points. After endogeneity tests and robustness checks, the conclusion still holds. (2) Mechanism analysis results indicate that guiding policy and incentive policy have a positive moderation effect on the link between digital literacy and the willingness to adopt the “household collection” mode. Meanwhile, incentive policy also positively moderates the relationship between digital literacy and the willingness to adopt the “livestock community” mode. (3) Heterogeneity analysis results show that the positive effect of digital literacy on farmers’ willingness to adopt two livestock manure resource utilization modes is stronger in “tight-knit society” rural areas and in low-income households. (4) In further discussion, we find that digital literacy removes the information barriers for farmers, facilitating the conversion of willingness into behavior. The value of this study is as follows: this paper provides new insights for the promotion of livestock and poultry manure resource utilization policies in countries and regions similar to the development process of northwest China. Therefore, enhancing farmers’ digital literacy in a targeted way, strengthening the promotion of grassroots policies on livestock manure resource utilization, formulating diversified ecological compensation schemes, and establishing limited supervision and penalty rules can boost farmers’ willingness to adopt manure resource utilization models. Full article

Urban wetlands are increasingly recognized for their ecological and cultural benefits, yet remain underutilized due to limited public awareness and environmental literacy. This study investigates how visitors’ perceptions of wetland ecosystem services influence their motivations to engage with a constructed wetland in Putrajaya, Malaysia. By integrating the ecosystem services framework with push-pull motivation theory, the research aims to bridge knowledge gaps and inform sustainable wetland tourism planning. A structured questionnaire was administered to 420 visitors, with 385 valid responses (response rate: 91.7%). Data were analyzed using non-parametric tests (Kruskal–Wallis, Spearman correlation) and multiple regression analysis. Results show that cultural and regulating services are perceived most positively, while emotional restoration and aesthetic appreciation emerged as key motivational drivers. Regression findings reveal that push factors are stronger predictors of ecosystem service engagement than pull factors. These insights highlight the importance of emotional and psychological connections to nature, offering practical implications for urban wetland management, visitor education and environmental communication strategies. Full article

This study investigates the interconnected roles of financial planning, environmental consciousness, and artificial intelligence (AI) in fostering sustainable entrepreneurship among merchants in Machala, Ecuador. Through structural equation modeling analysis of data from 300 entrepreneurs, we found that financial planning positively influences both sustainable entrepreneurship (β = 0.508, p < 0.001) and environmental consciousness (β = 0.421, p < 0.001). Environmental consciousness demonstrates a significant impact on sustainable business development (β = 0.504, p < 0.001), while AI integration emerges as a powerful enabler of both financial planning (β = 0.345, p < 0.001) and sustainable entrepreneurship (β = 0.664, p < 0.001). The findings reveal how AI technologies can democratize access to sophisticated sustainability planning tools in resource-constrained environments, potentially transforming how emerging market entrepreneurs approach environmental challenges. This research advances our understanding of sustainable entrepreneurship by demonstrating that successful environmental business practices in developing economies require an integrated approach combining financial literacy, ecological awareness, and technological adoption. The results suggest that policy interventions supporting sustainable entrepreneurship should simultaneously address financial capabilities, environmental education, and technological accessibility to maximize their impact on sustainable development. Full article

Science teachers continue to face decreased motivation, lower achievement levels, and decreased enrollment in post-secondary science programs. Teachers ask themselves this question: How do I motivate my students to achieve? Student-centered pedagogies, such as an in-depth pedagogy informed by Self-Determination Theory, can improve students’ motivation by addressing students’ basic psychological needs for autonomy, competency, and relatedness. Problem-based learning presents students with relevant situations and actively engages them in developing plausible solutions to problems. Environmental sustainability encompasses issues concerning our ecological and social environments. Teachers can focus on these issues to develop authentic problem-based learning units that offer a student-relevant pathway to improve motivation and scientific literacy. We propose a pedagogical framework, drawing on Self-Determination Theory, to promote students’ motivation to engage keenly with environmental sustainability education through problem-based learning. This framework is designed for secondary science classrooms to inform science teachers’ pedagogical practice. Full article

Understanding the complex and multidimensional nature of poverty is essential for designing effective and targeted policy interventions in rural Ethiopia. This study examined the determinants of multidimensional poverty in Bilate River Basin in South Ethiopia, employing cross-sectional household survey data collected in 2024. A total of 359 households were selected using a multistage sampling technique, ensuring representation across agro-ecological and socio-economic zones. The analysis applied the Generalized Ordered Logit (GOLOGIT) model to categorize households into four mutually exclusive poverty statuses: non-poor, vulnerable, poor, and extremely poor. The results reveal that age, dependency ratio, education level, livestock and ox ownership, access to information and credit, health status, and grazing land access significantly influence poverty status. Higher dependency ratios and poor health substantially increase the likelihood of extreme poverty, while livestock ownership and access to grazing land reduce it. Notably, credit use and access to information typically considered poverty reducing were associated with increased extreme poverty risks, likely due to poor financial literacy and exposure to misinformation. These findings underscored the multidimensional and dynamic nature of poverty, driven by both structural and behavioral factors. Policy implications point to the importance of integrated interventions that promote education, health, financial literacy, and access to productive assets to ensure sustainable poverty reduction and improved rural livelihoods in Ethiopia. Full article

In the wake of intensifying global Extreme Climate Incidents (ECIs), which have particularly noticeable effects on indigenous populations, integrating value-driven education has become a global imperative. While Education for Sustainable Development (ESD) for SDG 13 climate action has been widely adopted in science and engineering curricula, language and culture programs remain underexplored as venues for transformative sustainability learning in Global Competence (GC). Learners in these fields often demonstrate critical literacy and global awareness, but lack the interdisciplinary tools and strategies to translate values into climate-conscious behavior. This study responds to this gap by incorporating virtual reality (VR) into a modified Global Competence Framework (GCF) in an experiment study within intercultural communication courses (N = 303, VR explorative group = 152, control group = 151). A mixed methodological approach was adopted by evaluating pretest–posttest quantitative data of ESD knowledge, attitudes, behaviors, and qualitative data of critical online reflection. The results demonstrate increase localized ESD knowledge in terms of climate, attitudes, and ecological behaviors in both groups in the lived experience of GCF, yet the VR explorative group showed a greater improvement in knowledge and behavior because of their visualization of the 3D rotation of rarely acquired scientific knowledge in monsoonal movement and the local indigenous village reconstruction after destruction. By localizing the Typhoon Morakot tragedy that devastated Shiaolin Village, the intervention provided a culturally specific and interactive context for ESD concepts, enabling interdisciplinary learners to experience climate injustice firsthand with value-based strategies while critically reflecting on global responsibility and sustainable action. Full article

The issue of environmental protection and nature conservation has gained global importance, and its solution requires not only scientific and technological efforts but also the education of an environmentally conscious and active young generation. Children’s literature serves as an effective means for this task. The article analyzes the eco-pedagogical potential of contemporary Ukrainian children’s literature through the prism of young eco-rebels. These characters inspire readers with their emotional power, eco-centric worldview, and bold resistance to environmental injustice. They contribute to the formation of ecological values in readers through emotional impact. Based on the ecocritical interpretation and typological comparison of Ghosts of Black Oak Wood by Bachynskyi and Taming of Kychera by Polyanko, we observe that the components of representation of the ecological topic are problematic eco-situation; behavior models, young eco-rebels’ actions and deeds; and eco-initiatives. The article further presents the results of ecocritical dialogues on environmental topics with 26 readers aged 14–15 (Ukraine). The methodology included interactive tools (e.g., Padlet) and surveys, which revealed that literary engagement promoted critical thinking, empathy, and personal eco-involvement. The findings confirm that children’s literature, when integrated with dialogic and participatory teaching methods, can serve as a powerful tool for shaping environmental literacy and civic responsibility in youth. Full article

The pressing need to address climate change and environmentally related challenges highlights the importance of reimagining educational approaches to equip students with the skills required for innovation and sustainability. This study proposes a novel holistic pedagogic framework for architectural education that integrates biomimicry, systems thinking, and Bloom’s Revised Taxonomy to advance innovation, sustainability, and transformative learning. Developed through a triangulated methodological approach—combining reflective practitioner inquiry, design-based research, and conceptual model development—the framework draws from multiple theoretical perspectives to create a cognitively structured, interdisciplinary, and ecologically grounded educational model. Bloom’s Taxonomy provides a scaffold for learning progression, while the Function–Structure–Behavior (FSB) schema enhances the establishment of cross-disciplinary bridges to enable students to address complex design challenges. The framework is informed by insights from the literature and patterns observed in bio-inspired studios, student projects, and interdisciplinary workshops. These examples highlight how the approach supports systems thinking, ecological literacy, and ethical decision-making through iterative, experiential, and metacognitive learning. Rather than offering a fixed intervention, the framework is presented as a flexible, adaptable model that aligns learning outcomes with real-world complexity. It enables learners to navigate interdisciplinary knowledge, reflect critically on design processes and co-create regenerative solutions. By positioning nature as mentor, model, and measure, this pedagogic framework reimagines architectural education as a catalyst for sustainability and systemic change in the built environment. Full article

Adolescents’ pervasive use of social media has been increasingly linked to aggression, including cyberbullying and hostile online interactions. While this association is well documented, the psychological and contextual mechanisms that mediate or moderate it remain unclear. This scoping review maps quantitative evidence on mediators and moderators between social media use and aggression among adolescents. A comprehensive search using ProQuest’s Summon platform was conducted across PsycINFO, Scopus, PubMed, and Web of Science, following the PRISMA 2020 guidelines. Eligible studies, published between January 2020 and March 2025, included adolescents aged 11–18 and reported at least one statistical mediation or moderation analysis. Forty-four studies from 19 countries (N > 90,000) were thematically synthesized. Key mediators included problematic use, moral disengagement, depression, attention-seeking, and risky digital behaviors. Moderators included gender, body satisfaction, cultural setting, school type, and family attachment. Most of the studies used structural equation modeling or PROCESS macro, although cross-sectional designs predominated. Limitations included reliance on self-reports and inconsistent social media measures. The findings suggest that social media–aggression links are indirect and shaped by emotional, cognitive, and ecological factors. Multi-level interventions targeting digital literacy, moral reasoning, and resilience are needed. This review was not registered and received no external funding. Full article

This study examines the environmental science curricula in secondary- and high-school education, as well as the prior knowledge of first-year university students regarding environmental pollution and sustainability. To this end, an inquiry-based methodology was implemented, focusing on the assessment of agricultural pollutants, with particular emphasis on the use of herbicides and pesticides. Through field studies, students developed analytical skills to evaluate crop conditions and understand the impact of agrochemicals on ecosystems. This study carried out in Spain, but may be transposable to other countries with similar characteristics. The results reveal significant variability in students’ prior knowledge, allowing for the identification of two distinct groups: those with no prior knowledge (G1) and those with a partial understanding of sustainability concepts (G2). This heterogeneity highlights the need for educational strategies that integrate scientific knowledge with environmental action, thereby strengthening ecological literacy. In this regard, this study underscores the importance of awareness programs that bridge theoretical concepts with practical applications in chemical risk management within agricultural production. Based on these findings, measures are proposed to mitigate the impact of pollutants on human health and the environment, including phytosanitary control strategies and the promotion of sustainable agricultural practices. In conclusion, this educational approach plays a key role in shaping citizens committed to sustainability and the transition toward responsible production and consumption models. Full article

This paper expands on the anthropocentric focus of the Self-Directed Flourishing (SDF) framework by introducing the Eco-Systemic Flourishing (ESF) framework. The primary contribution of the ESF is the integration of ecological systems thinking, place-based education, and regenerative learning into existing flourishing frameworks. Methodologically, the paper synthesizes interdisciplinary perspectives from developmental psychology, systems theory and sustainability education and to propose a transformative educational approach. The results outline how the ESF framework positions education as a crucial driver for fostering relational awareness and ecological literacy, thus promoting both human and planetary flourishing. The framework’s implications are significant, offering a scalable model for sustainability integration in educational systems, curriculum design, and policy development. Future empirical validation, through longitudinal studies, is recommended to evaluate ESF’s effectiveness in enhancing educational outcomes and ecological stewardship. Full article

Biodiversity is fundamental to ecosystem stability and sustainability, yet its global decline underscores the urgent need for effective education to foster awareness and conservation efforts. This study evaluates the biodiversity knowledge of higher education students at ISEC Lisboa and examines the influence of academic content on their understanding. A mixed-methods approach was applied, combining a structured survey with curriculum analysis. The survey, distributed among 149 students across different academic programs, assessed their perception, awareness, and knowledge of biodiversity. Statistical analysis, including Chi-square tests, was conducted to identify significant differences between study areas. The findings reveal that only 4.87% of the curricular units incorporate biodiversity-related content, and students primarily associate biodiversity with species richness rather than ecosystem complexity or genetic diversity. Despite expressing strong agreement as to the importance of biodiversity, most participants demonstrated limited knowledge of species’ conservation status. No significant differences in biodiversity knowledge were found across academic disciplines, suggesting that content within the curriculum remains insufficient. These results highlight the need for a more integrative and interdisciplinary approach to biodiversity education in higher education institutions. Strengthening hands-on learning experiences and incorporating biodiversity themes across various disciplines could enhance students’ ecological literacy and engagement in conservation efforts. Full article

Background: This study developed and validated the Aquatic Competence Assessment for Children (ACA-C), an instrument designed to measure personal aquatic competence index in children aged 6 to 12 years. Aquatic competence is essential for water safety and the promotion of healthy habits, yet few validated tools integrate its multiple dimensions. The ACA-C is based on an ecological approach, considering the interaction between the child and various aquatic environments, both artificial (swimming pools) and natural (seas, rivers, and lakes). It is structured into three dimensions: aquatic literacy, drowning prevention, and environmental education, facilitating its application in diverse contexts. Methods: The ACA-C was validated using the Delphi method, with experts in aquatic education and safety. Kendall’s W coefficient of concordance was employed to measure the level of agreement among judges, ensuring rigorous criteria for item selection. Additionally, pilot studies were conducted with children in controlled aquatic environments to refine the instrument’s structure and content. Results: The results demonstrated high reliability and validity of the ACA-C for assessing children’s aquatic competence. This tool enables the identification of both actual and perceived competence levels, guiding pedagogical strategies for improvement. The inclusion of environmental education reinforces a comprehensive approach, fostering safety, responsible decision making, and enjoyment of aquatic environments. Conclusions: This study provides a validated instrument for use in educational and preventive contexts, contributing to water safety and well-being. Full article

Background/Objectives: The transition to university life brings significant social, psychological, and environmental changes, making it a critical period for establishing long-term dietary habits. However, many Mexican university students fail to meet national dietary guidelines, increasing their risk of non-communicable diseases. This study examines the determinants of healthy eating among university students in Oaxaca using a holistic, multi-level approach grounded in the Social Ecological Model (SEM) and Social Cognitive Theory (SCT). Methods: A mixed-methods approach was employed, integrating ethnography with a validated self-report questionnaire completed by 411 students at the Universidad Autónoma Benito Juárez de Oaxaca (UABJO). The ethnographic data included observations, field notes, photographs, informal conversations, and 13 semi-structured interviews. Data triangulation provided a comprehensive understanding of dietary behaviors by capturing both self-reported patterns and real-world eating practices and the food environment, as captured through ethnographic methods. The analysis included descriptive statistics, normality tests, and parametric tests to assess significant differences. Results: The findings revealed a decline in diet quality, characterized by low fruit and vegetable intake, high snack consumption, and irregular meal patterns, particularly among students living independently. Key barriers included academic stress, time constraints, low cooking self-efficacy, limited nutritional knowledge, peer pressure, and negative social norms, which contributed to reliance on convenient, processed foods. The lack of healthy food options on campus and the high perceived cost of nutritious food further led students to prioritize cheap, calorie-dense foods over healthier choices. Conversely, enablers included structured university schedules; peer support; hands-on culinary interventions; and improved access to affordable, healthy food. Conclusions: Addressing these barriers requires multi-level interventions that enhance nutrition literacy, cooking self-efficacy, and peer-led strategies while improving the campus food environment. Future research should explore SCT-based initiatives leveraging social networks and culinary education to foster sustainable dietary behavior change in university settings and assess how these findings can be applied in other socioeconomic and cultural contexts. Full article

A land-grant university in the Southeastern U.S. has integrated sustainability into an environmental science course (ES100, Introduction to Environmental Science). Two assignments—calculating ecological footprints (EF) and designing a Lifestyle Change Project (LCP)—ask students to consider their environmental impact (EF) and make a lifestyle change to reduce their ecological footprints (LCP). However, these two aspects have been evaluated separately, and assessing their connectivity is less explored. Here, we utilized data from the course to (1) assess the size of students’ EFs; (2) identify Lifestyle Change Projects; and (3) evaluate the relationship between EF and their lifestyle changes. Results showed that the average EF was 7.3 global hectares (gha), which is three times higher than the global average of 2.6 gha. Students performed lifestyle changes focusing on shelter (26%), food (15%), mobility (13%), and goods (46%). Generally, students planned to focus their LCP on their highest calculated category for their EF (R² = 0.88, p < 0.05). Surprisingly, this alignment shifted once students put their LCPs into practice (R² = 0.44, p < 0.05). Our findings suggest that attitudes toward EF results do not always translate into actual behavioral changes in students’ lifestyles. Our study highlighted the effectiveness of the EF calculator as a tool for potentially influencing students’ lifestyle behavior in reducing their ecological footprints, thus enhancing their ecological literacy. Full article