How freshmen perceive Environmental Education (EE) and Education for Sustainable Development (ESD).

Concepts of 464 university freshmen towards Environmental Education (EE) and Education for Sustainable Development (ESD) were analyzed. Responses were classified into seven main categories: 'ecological aspects', 'ecological problems', 'economical aspects', 'social...

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Main Authors: Michaela Maurer, Franz Xaver Bogner
Format: Article
Language:English
Published: Public Library of Science (PLoS) 2019-01-01
Series:PLoS ONE
Online Access:https://doi.org/10.1371/journal.pone.0208910
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spelling doaj-3705d0f919c34fe5b6ff8c2594ebc49a2021-03-03T20:58:19ZengPublic Library of Science (PLoS)PLoS ONE1932-62032019-01-01141e020891010.1371/journal.pone.0208910How freshmen perceive Environmental Education (EE) and Education for Sustainable Development (ESD).Michaela MaurerFranz Xaver BognerConcepts of 464 university freshmen towards Environmental Education (EE) and Education for Sustainable Development (ESD) were analyzed. Responses were classified into seven main categories: 'ecological aspects', 'ecological problems', 'economical aspects', 'social aspects', 'environmental attitudes', 'environmental behavior' and 'education'. Analyses of sustainability concepts show a large discrepancy between EE and ESD, whereby the latter includes an additional sub-group: 'the next generation aspect'. Labeling individual sources of EE in a retrospective assessment identified the family as the most important source of knowledge, followed by media, school and outreach. Further differences were detected between students' self-perception and their ideal conception of environmental behavior, by using the scale Inclusion of Nature in Self (INS). Only some EE statements produced higher (unfulfilled) expectations 'economic aspects', 'environmental behavior' and 'ecological problems'. In contrast fewer (unfulfilled) expectations were observed in the categories of 'education' and 'ecological aspects'.https://doi.org/10.1371/journal.pone.0208910
collection DOAJ
language English
format Article
sources DOAJ
author Michaela Maurer
Franz Xaver Bogner
spellingShingle Michaela Maurer
Franz Xaver Bogner
How freshmen perceive Environmental Education (EE) and Education for Sustainable Development (ESD).
PLoS ONE
author_facet Michaela Maurer
Franz Xaver Bogner
author_sort Michaela Maurer
title How freshmen perceive Environmental Education (EE) and Education for Sustainable Development (ESD).
title_short How freshmen perceive Environmental Education (EE) and Education for Sustainable Development (ESD).
title_full How freshmen perceive Environmental Education (EE) and Education for Sustainable Development (ESD).
title_fullStr How freshmen perceive Environmental Education (EE) and Education for Sustainable Development (ESD).
title_full_unstemmed How freshmen perceive Environmental Education (EE) and Education for Sustainable Development (ESD).
title_sort how freshmen perceive environmental education (ee) and education for sustainable development (esd).
publisher Public Library of Science (PLoS)
series PLoS ONE
issn 1932-6203
publishDate 2019-01-01
description Concepts of 464 university freshmen towards Environmental Education (EE) and Education for Sustainable Development (ESD) were analyzed. Responses were classified into seven main categories: 'ecological aspects', 'ecological problems', 'economical aspects', 'social aspects', 'environmental attitudes', 'environmental behavior' and 'education'. Analyses of sustainability concepts show a large discrepancy between EE and ESD, whereby the latter includes an additional sub-group: 'the next generation aspect'. Labeling individual sources of EE in a retrospective assessment identified the family as the most important source of knowledge, followed by media, school and outreach. Further differences were detected between students' self-perception and their ideal conception of environmental behavior, by using the scale Inclusion of Nature in Self (INS). Only some EE statements produced higher (unfulfilled) expectations 'economic aspects', 'environmental behavior' and 'ecological problems'. In contrast fewer (unfulfilled) expectations were observed in the categories of 'education' and 'ecological aspects'.
url https://doi.org/10.1371/journal.pone.0208910
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