How does interpretive tour guiding promote tourists’ pro-environmental behaviour? Evidence from Tanzania

Environmental education creates environmental behaviour of people. Children are social agent who plays prominent role for shaping future life. In order to create environmental consciousness generation environmental education should be delivered to children. This paper reports community engagement activity through providing environmental education for first to third grade of primary school children. The delivery process of environmental education to children was transferred through movies and games. Two movies were played to children have attracted them to understand of the prominent of putting trash to the right litter bin. Meanwhile, game simulation for practicing waste separation resulted 96% of children were able to put rubbish in the right litter: organic, paper and plastic litter. Children who did wrong argue that they made mistakes due to time limit which influenced them to put to the right litter.

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A Game-Theoretic Analysis of Environmental Behaviour at the Corporate and Global Level

SSRN Electronic Journal ◽

10.2139/ssrn.1316864 ◽

2008 ◽

Author(s):

Baris Yalabik ◽

Richard J. Fairchild

Keyword(s):

Global Level ◽

Theoretic Analysis ◽

Environmental Behaviour ◽

Game Theoretic Analysis ◽

Game Theoretic

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Nurturing Environmental Stewards through Preschool Physical Design

Environment-Behaviour Proceedings Journal ◽

10.21834/e-bpj.v1i3.336 ◽

2016 ◽

Vol 1 (3) ◽

pp. 3

Author(s):

Mariam Felani Shaari ◽

Sabarinah Sh. Ahmad ◽

Izaham Shah Ismail

Keyword(s):

Environmental Education ◽

Publishing House ◽

Effective Interaction ◽

Future Generations ◽

Policy Makers ◽

Environmental Behaviour ◽

Physical Environments ◽

International Publishing ◽

Open Access Article ◽

Environmental Stewards

Environmental stewardship starts with education. This paper aims to discuss how preschools can be used to nurture environmental stewards among Malaysian children. In summary, elements of preschool physical environments can be manipulated to enhance environmental education while landscape elements such as vegetation and topography can be manipulated to maximize interaction with nature. Effective interaction with nature is the most important factor to ensure environmental awareness. Findings are useful for Malaysian designers and policy makers to ensure that preschool’s physical settings support environmental education to respond to climate change and preserve the planet for future generations.© 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creative commons.org/licenses/by-nc-nd/3.0/).Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.Keywords: Malaysian preschool ; Green preschool design ; Children environmental behaviour ; Environmental education

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Predicting Energy-Saving Behaviour Based on Environmental Values: An Analysis of School Children’s Perspectives

Sustainability ◽

10.3390/su13147644 ◽

2021 ◽

Vol 13 (14) ◽

pp. 7644

Author(s):

Wan Nur Hafizah Wan Hussain ◽

Lilia Halim ◽

Mee Yeang Chan ◽

Norshariani Abd Rahman

Keyword(s):

Energy Saving ◽

Survey Design ◽

Environmental Values ◽

School Curriculum ◽

Behaviour Pattern ◽

Socioeconomic Background ◽

Daily Lives ◽

Environmental Behaviour ◽

Personal Experiences ◽

Mitigate Climate Change

Energy-saving behaviours are pro-environment behaviours that help mitigate climate change. Environmental values namely biospheric, altruistic, and egoistic one are related to one’s pro-environmental behaviour. Thus, this research examines the contribution of environmental values to the practice of energy-saving behaviour. This research employed the survey design, in which a questionnaire was administered on 341 children (aged 11 years old) in Malaysia. The data were analysed using descriptive and multiple regression analysis. The results showed that children possess all of the environmental values (biospheric, altruistic, and egoistic) and that energy-saving behaviour is found to be occasionally and often practiced in their daily lives. The students’ altruistic values contribute significantly to their energy-saving behaviour pattern compared to biospheric and egoistic values. It is argued that the children’s personal experiences with climate adversity and socioeconomic background underlie these findings. An implication of this study is that the school curriculum should allow for discourse on the connection between environmental values and pro-environmental behaviour. Relating the cause and impact of one’s action in everyday life on the environment should be inculcated across the curriculum, more importantly at the primary level.

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Message framing, environmental behaviour and support for carbon capture and storage in Australia

Energy Research & Social Science ◽

10.1016/j.erss.2021.101931 ◽

2021 ◽

Vol 73 ◽

pp. 101931

Author(s):

Michele Ferguson ◽

Peta Ashworth

Keyword(s):

Carbon Capture ◽

Message Framing ◽

Carbon Capture And Storage ◽

Environmental Behaviour ◽

And Storage

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Impact of Environmental Moral Education on Pro-Environmental Behaviour: Do Psychological Empowerment and Islamic Religiosity Matter?

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18041604 ◽

2021 ◽

Vol 18 (4) ◽

pp. 1604

Author(s):

Abida Begum ◽

Liu Jingwei ◽

Maqsood Haider ◽

Muhammad Maroof Ajmal ◽

Salim Khan ◽

...

Keyword(s):

Moral Education ◽

Structural Equation ◽

Psychological Empowerment ◽

Analytical Techniques ◽

Cross Sectional ◽

Environmental Behaviour ◽

Mediating Role ◽

Global Environmental Problems ◽

Global Environmental ◽

The Relationship

In light of increasing concerns about global environmental problems, environmental moral education is assumed to have a significant influence on the pro-environmental behaviour of students. Within the past decade, several higher education institutes have acknowledged the importance of integrating sustainability into the educational curriculum to have a focused and explicit impact on society. The current study investigated the relationship between environmental moral education and pro-environmental behaviour while drawing upon insights from the conservation of resource theory. The relationship among the aforementioned variables was studied for the mediating role of psychological empowerment and the moderating effect of Islamic religiosity. Data were collected from 429 university students with a cross-sectional approach. The data were analysed using “structural equation modelling” and “PROCESS” analytical techniques. The results of the study followed the predicted conceptual model, that is, environmental moral education was positively related to pro-environmental behaviour. Furthermore, psychological empowerment partially mediated the aforementioned relationship, while Islamic religiosity moderated the relationships between environmental moral education and pro-environmental behaviour as well as between environmental moral education and psychological empowerment. These findings reinforce the importance of environmental moral education and Islamic religiosity in understanding the Muslim student’s ecological behaviours.

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The Long-Term Impact of an Education for Sustainability Course on Israeli Science and Technology Teachers’ Pro-Environment Awareness, Commitment and Behaviour

Australian Journal of Environmental Education ◽

10.1017/aee.2015.31 ◽

2015 ◽

Vol 31 (2) ◽

pp. 264-279 ◽

Cited By ~ 2

Author(s):

Anat Abramovich ◽

Yahavit Loria

Keyword(s):

High School Teachers ◽

Junior High School ◽

Science And Technology ◽

Education For Sustainability ◽

Environmental Behaviour ◽

Junior High School Teachers ◽

Technology Teachers ◽

Long Term Impact ◽

The Impact

AbstractThe impact of an Education for Sustainability (EfS) course for science and technology junior high school teachers on the intentional and actual environmental behaviour of participants was studied by researching the EfS implementation of 13 science and technology teachers within their family, community, and work environment. The research was qualitative in nature, where science and technology teachers’ insights on the EfS course were determined by means of an open-ended questionnaire and intensive interviews. Results indicated that the course clearly influenced the vast majority of the participants, who claimed that their environmental awareness had increased and they were capable of acting responsibly. All participants acted in favour of the environment among family, community, and at work. Yet, 2 years later, implementation seemed to be undermined by various internal and external barriers, such as the unavailability of convenient resources, or resistance on the part of family. The study suggests that course designers must include reference to potential difficulties and barriers in order to circumvent future obstacles. In addition, the implementation of post-course support would encourage overcoming the gap between willingness to act and actual practice.

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