The status of education for sustainable development and sustainability knowledge, attitudes, and behaviors of UAE University students

2018 ◽  
Vol 19 (3) ◽  
pp. 566-588 ◽  
Author(s):  
Ali Khalfan Al-Naqbi ◽  
Qasim Alshannag
Keyword(s):  
Sustainable Development ◽  
United Arab Emirates ◽  
Education For Sustainable Development ◽  
Content Type ◽  
Attitudes And Behaviors ◽  
Academic Level ◽  
Education Levels ◽  
The Status ◽  
And Behaviors ◽  
And Behavior

Purpose This study aims to investigate United Arab Emirates University (UAEU) students’ knowledge, attitudes and behaviors toward education for sustainable development (ESD) and the environment. Several independent variables (i.e. students’ gender, nationality, college, academic level and grade point average [GPA]) were also considered. Design/methodology/approach This study was descriptive in nature, and the data were obtained using a cross-sectional survey. A total of 823 participants responded to an e-education for sustainable development survey. Several data analysis procedures were used, including descriptive analyses, analyses of variance and t-tests. Findings The study revealed that the UAEU students showed a high level of understanding, very strong positive attitudes and moderate positive behavior toward ESD and the environment. Findings associated with students’ gender, nationality, college, academic level and GPA were also reported and discussed. Research limitations/implications First, the participating students came from one public university. Although this university is a major university in the nation, further studies should include samples from other public and private institutions. Second, this study did not examine the correlation among the three main components: knowledge, attitude and behavior. Thus, similar to other previous studies, the correlations among these three components should be investigated. Third, this study used previous research findings in the areas of ESD, SD and environmental education (EE) because they all relate to each other and ESD is currently the active trend in the field. Originality value No previous ESD studies have been conducted in the United Arab Emirates (UAE), although the country is working hard to support ESD and SD. Therefore, this study explored the current education levels with regard to SD and sustainability knowledge, attitudes and behavior of tertiary students in the UAE. In addition, previous studies have clearly recommended investigating the status of EE and ESD in younger generations, especially those with higher education levels, because they are the agents of change, and they will be affected by the environmental problems that are being created by present human activities.

scholarly journals Education for Sustainable Development as Diffusion of Innovation of Secondary School Students

2020 ◽  
Vol 22 (1) ◽  
pp. 84-97
Author(s):  
Bulan Prabawani ◽  
Sudharto P. Hadi ◽  
Irina Safitri Zen ◽  
Teuku Afrizal ◽  
Dinalestari Purbawati
Keyword(s):  
Sustainable Development ◽  
High School Students ◽  
Environmental Changes ◽  
Junior High ◽  
Education For Sustainable Development ◽  
Partial Least Square ◽  
School Students ◽  
Attitudes And Behaviors ◽  
And Behaviors ◽  
And Behavior

AbstractEducation for sustainable development (ESD) is essential to study in order to understand environmental changes from the perspective of student character building. This concept is the main foundation that refers to individual personality as a medium to build excellent capacity from an early age. At adolescent age, children experience a period with high emotional growth that encourages changes in attitudes and behavior patterns towards the surrounding environment. This exploratory study aimed at describing the relationship between environmental knowledge and studentsí attitudes and behaviors, along with challenging factors as the moderating variable, involving 320 participants from two junior high schools in two cities in Central Java, Indonesia. The data were analyzed using partial least square Smartpls v3.0. This study found that junior high school students had low environmental and social knowledge, but there was a good attitude and behavior tendency concerning the environment. The studentsí knowledge significantly influenced environmentally-friendly attitudes and behaviors, especially the social environment that the obstacles also became a significant moderating variable. Thus, schools and related parties should develop programs to increase the studentsí study orientation towards the environment and to have a collective awareness of the environment, specifically the ability to analyze and synthesize the surroundings.

scholarly journals An Integrated Model Approach of Education for Sustainable Development: Exploring the Concepts of Water, Energy and Waste in Primary Education

2020 ◽  
Vol 12 (7) ◽  
pp. 2947 ◽  
Author(s):  
Guadalupe Martínez-Borreguero ◽  
Jesús Maestre-Jiménez ◽  
Milagros Mateos-Núñez ◽  
Francisco Luis Naranjo-Correa
Keyword(s):  
Sustainable Development ◽  
Primary Education ◽  
Education For Sustainable Development ◽  
Research Approach ◽  
The Sustainable Development ◽  
Attitudes And Behaviors ◽  
Academic Courses ◽  
And Behaviors ◽  
Curricular Elements ◽  
Teaching Learning

Education for Sustainable Development requires improving the knowledge, attitudes and behaviors of students at all levels of education. However, this should start from the earliest stages of education, promoting an effective teaching/learning process of key concepts for sustainable development. Accordingly, the general objective of this research was to analyze the concepts of water, energy and waste in the primary education curriculum (6–12 years) in Spain. A qualitative research approach was followed, with an exploratory and descriptive design. A system of categories was established for each of the concepts under study, with the aim of classifying the references found, analyzing their integration into the different subjects, academic courses, curricular elements and levels of cognitive demand required of the students. The results of the lexicographical analysis of the content reveal that the regulations governing primary education in Spain mainly focus on the concept of energy and, to a lesser extent, on the concepts of water and waste. In addition, cognitive levels of knowledge and comprehension predominate based on the taxonomy used. The results suggest the need to develop initiatives for the educational framework that promote not only learning, but also attitudes and behaviors that contribute to achieving the Sustainable Development Goals (SDGs).

How experiences with trading a company’s stock influence customer attitudes and purchasing behavior

2015 ◽  
Vol 33 (7) ◽  
pp. 963-992 ◽  
Author(s):  
Arvid O. I. Hoffmann ◽  
Dana Ketteler
Keyword(s):  
Structural Equation ◽  
Least Squares Method ◽  
Equation Modeling ◽  
Future Research ◽  
Content Type ◽  
Attitudes And Behaviors ◽  
And Behaviors ◽  
Customer Attitudes ◽  
And Behavior ◽  
Attitudes And Behavior

Purpose – The purpose of this paper is to investigate the potential spill-over effects from negative (and positive) experiences with trading a company’s stock on shareowner-customers’ emotions and subsequent customer attitudes and behavior. Design/methodology/approach – A conceptual framework that links selling a stock for a loss (or gain), emotions, and customer attitudes and behaviors is developed. The framework is tested with data from a sample of Dutch investors that is analyzed with structural equation modeling through the partial least squares method in SmartPLS. Findings – Selling a stock for a loss vs selling a stock for a gain have different effects on shareowner-customers’ attitudes and behavior toward the company. Losses induce negative emotions which in turn result in lower satisfaction and behavioral loyalty as well as in increased propensity to complain about the company. Investment gains, however, result in more positive emotions which then lead to increased preference of the company whose stocks were traded over its competitors and increased engagement in positive word-of-mouth (WOM). Research limitations/implications – The study is focussed on shareowner-customers’ experiences with stocks of companies active in the consumer industry. Future research could address whether the results generalize to other industries. Practical implications – The findings emphasize the importance of a close collaboration between the marketing and investor relation departments. Complaints of shareowner-customers should be taken seriously and incentives to stimulate repurchases as well as those that encourage positive WOM engagement are recommended. Originality/value – This is the first study to examine possible negative spill-over effects from experiences obtained during stock trading on shareowner-customers’ attitudes and behaviors toward the stock’s company.

Impact of perceived corporate social responsibility on attitudes and behaviors of pharmacists working in MNCs

Humanomics ◽  
2017 ◽  
Vol 33 (4) ◽  
pp. 453-469 ◽  
Author(s):  
Muhammad Khaleel ◽  
Shankar Chelliah ◽  
Sana Rauf ◽  
Muhammad Jamil
Keyword(s):  
Corporate Social Responsibility ◽  
Organizational Commitment ◽  
Supervisory Support ◽  
Content Type ◽  
Attitudes And Behaviors ◽  
Perceived Supervisory Support ◽  
And Behaviors ◽  
Corporate Social ◽  
The Relationship

Purpose This study aims to find out how corporate social responsibility (CSR) initiatives are perceived by pharmacists and how it influences employees’ organizational commitment and organizational citizenship behavior (OCB) and role of perceived supervisor support in the study. Design/methodology/approach Pharmacists of different hierarchical levels from five multinational pharmaceutical industries in Pakistan were selected as study samples. Data were collected from 136 pharmacists working in Punjab Region. PLS-SEM was used to test the hypotheses. Findings The results from this study found that CSR was a predictor of affective organizational commitment (AOC) and OCB. AOC fully mediates the relationship between CSR and OCB. While perceived supervisory support did not moderate the relationship between AOC and OCB. Pharmaceutical firms can promote commitment toward organization and OCBs by initiating CSR activities. Research limitations/implications This research is one of the innovative studies that empirically examine the predicting role of CSR and moderating role of perceived supervisory support on employees’ attitude and behaviors in the pharmaceutical companies’ context. Moreover, this research will also help the management by adopting CSR activities as core element in shaping employees attitudes and behaviors. Originality/value It is a significant study shifting the focus of research into organizational behavior context and further influences employee’s attitudes and behavior because of perceived CSR in the pharmacy industry.

Education for sustainable development at Chemnitz University of Technology

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Martin Albert ◽  
Maria Uhlig
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Cognitive Domain ◽  
New Combination ◽  
General Direction ◽  
Content Type ◽  
University Of Technology ◽  
Study Results ◽  
Study Programs ◽  
Further Development

Purpose This paper aims to examine the current state of education for sustainable development (ESD) at Chemnitz University of Technology (CUT) and to propose a guide for analysing sustainability at higher education institutions (HEI) in terms of implementation of the sustainable development goals (SDGs) and sustainability dimensions in the cognitive domain of education. Design/methodology/approach This paper uses a new combination of two frameworks, the “Phase Model of Sustainability in MBA (Master of Business Administration) Education”, developed by Hart et al. (2017), to classify sustainability-focused topics and United Nations Educational, Scientific and Cultural Organization’s (UNESCO’s) learning objectives for ESD (UNESCO, 2017) to classify sustainability-related topics. This paper analysed CUT’s study programs and faculties, the websites of the study programs and the (junior) professorships, using documentary analysis with a new set of keywords relating to the topic of incorporating sustainability in curricula. Findings The faculties and study programs of CUT are at different stages of integrating ESD. However, topics such as sustainable energy and production, recycling, sustainable management and innovation are prominent in the educational offerings of CUT. As the university is a technical university, the focus on these topics reflects the general direction of the organisation. Based on this study results, this study gives recommendations for further development for ESD at CUT. Originality/value This paper presents the case of CUT and a new guide for analysing sustainability at HEI, including recommendations for further development in relation to ESD.

Education for sustainable development in Spanish higher education: an assessment of sustainability competencies in engineering and education degrees

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Fermín Sánchez-Carracedo ◽  
Daniel Romero-Portillo ◽  
Bàrbara Sureda Carbonell ◽  
Francisco Manuel Moreno-Pino
Keyword(s):  
Sustainable Development ◽  
Engineering Students ◽  
Education For Sustainable Development ◽  
First Year ◽  
Education Students ◽  
First Year Students ◽  
Content Type ◽  
Spanish Higher Education ◽  
Percentage Measure ◽  
University Degree

Purpose This paper aims to present a methodology for analysing the extent to which students of a university degree perceive that they have received a good education for sustainable development (ESD). The methodology enables us to quantify this perception, which, in turn, allows us to determine: to what extent the objectives related to ESD are achieved in the degree, and to compare the learning in ESD perceived by students of different degrees. The methodology is applied to nine engineering degrees and nine education degrees in the Spanish university system. Design/methodology/approach ESD is analysed from the students’ learning perception. This perception is measured by comparing the responses of first- and fourth-year students to a questionnaire about their sustainability competencies. Two indicators have been designed to analyse the results. The first indicator, learning increase, measures the declared learning difference between fourth- and first-year students. The second indicator, learning percentage, measure the amount of learning as reported by fourth-year students compared to how much they could have learned. Findings The results show that the average learning percentage perceived by students is higher in engineering degrees (33%) than in education degrees (27%), despite the fact that the average learning increase declared by students at the end of their studies in both areas of knowledge is similar (66%). Engineering students report having achieved higher learning than education students in all sustainability competencies, with the exception of ethics. Originality/value This paper analyses ESD from the student’s perspective. Furthermore, to the knowledge of the authors, this is the first study that compares the perception of ESD between engineering and education students. This comparison allows us to determine the different approaches that university Professors take to ESD according to the discipline they teach.

From environmental education to education for sustainable development in higher education: a systematic review

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Pedro Mauricio Acosta Castellanos ◽  
Araceli Queiruga-Dios
Keyword(s):  
Systematic Review ◽  
Sustainable Development ◽  
Environmental Education ◽  
United Nations ◽  
Systematic Reviews ◽  
Education For Sustainable Development ◽  
Content Type ◽  
Geographical Regions ◽  
The World ◽  
The United Nations

Purpose In education concerning environmental issues, there are two predominant currents in the world, environmental education (EE) and education for sustainable development (ESD). ESD is the formal commitment and therefore promoted by the United Nations, to ensure that countries achieve sustainable development. In contrast, EE was the first educational trend with an environmental protection approach. The purpose of this systematic review that seeks to show whether the migration from EE to ESD is being effective and welcomed by researchers and especially by universities is presented. With the above, a global panorama can be provided, where the regions that choose each model can be identified. In the same sense, it was sought to determine which of the two currents is more accepted within engineering education. Design/methodology/approach The review followed the preferred reporting items for systematic reviews and meta-analyzes parameters for systematic reviews. In total, 198 papers indexed in Scopus, Science Direct, ERIC and Scielo were analyzed. With the results, the advancement of ESD and the state of the EE by regions in the world were identified. Findings It was possible to categorize the geographical regions that host either of the two EE or ESD currents. It is important to note that ESD has gained more strength from the decade of ESD proposed by the United Nations Educational, Scientific and Cultural Organization. For its part, EE has greater historical roots in some regions of the planet. In turn, there is evidence of a limited number of publications on the design and revision of study plans in engineering. Originality/value Through this systematic literature review, the regions of the world that are clinging to EE and those that have taken the path of ESD could be distinguished. Moreover, specific cases in engineering where ESD has been involved were noted.

Competency-oriented education for sustainable development

2018 ◽  
Vol 19 (7) ◽  
pp. 1299-1316 ◽  
Author(s):  
Mandy Singer-Brodowski ◽  
Katrin Grossmann ◽  
Stephan Bartke ◽  
Sandra Huning ◽  
Theresa Weinsziehr ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Learning Goals ◽  
Comparative Case Study ◽  
Positive Development ◽  
Energy Poverty ◽  
Content Type ◽  
Study Approach ◽  
General Didactics ◽  
Key Competencies

Purpose Energy poverty can be seen as a relatively new, but typical sustainability problem in which various dimensions (ecology, society and economy) are interlinked and in part conflict with each other. Moreover, the variety of involved stakeholders (planners, tenants, housing companies, private landlords, energy consultants, etc.) represents conflicting aims for solving this problem. This paper aims to present a systematic linkage between higher education for sustainable development (HESD) and education about energy poverty yet. Design/methodology/approach A qualitative comparative case study approach with a similar didactic approach is used. Findings Based on the literature about HESD and an overall model in general didactics, ten criteria were identified and used for an overall reflection about similar courses dealing with the topic of energy poverty. The criteria covered the learning goals, the didactical approaches and the institutional support in the forms of organisation in the courses. Research limitations/implications There was no competency measurement of the students in the described courses. Practical implications There was no evaluation of the development of students’ key competencies for sustainability. However, the reflections of students and teachers revealed a positive development regarding the students’ learning process, especially because they worked on a real-world sustainability problem: energy poverty. Originality/value This contribution describes how university courses on energy poverty were designed and implemented at five German universities. Against the background of general criteria for HESD, it reflects on the experiences that the use of this concept evoked. Through a comparison of the five courses against these criteria, the paper outlines strengths and weaknesses of the approach and closes with recommendations and requirements for designing further courses.

scholarly journals RELATIONSHIP OF KNOWLEDGE, ATTITUDES AND BEHAVIOR ABOUT NUTRITION BALANCE WITH NUTRITIONAL STATUS OF STUDENT IN POLTEKKES KEMENKES BENGKULU IN 2020

2020 ◽  
Vol 11 (2) ◽  
pp. 158-166
Author(s):  
Thesa Frovela
Keyword(s):  
Nutritional Status ◽  
Pearson Correlation ◽  
Food Selection ◽  
Cross Sectional ◽  
Attitudes And Behaviors ◽  
Nutrition Balance ◽  
And Behaviors ◽  
And Behavior ◽  
Attitudes And Behavior ◽  
Nutritional Balance

The health and nutritional status of pregnant women determined at teenager and adult during a eligible woman, so everyone must have knowledge, attitudes and behaviors about nutrition so that they don’t have mistakes in food selection. The purpose of this observation is determine the relationship between knowledge, attitudes, and behavior about nutritional balance with the nutritional status of students in Poltekkes Kemenkes Bengkulu in 2020. The design of this observation is obsevational cross-sectional design conducted in January in Poltekkes Kemenkes Bengkulu with a population of 640 people and a sample of 60 people. The statistical analysis used the pearson correlation test. The results showed that the average knowledge about balanced nutrition was good enough, the average attitude about balanced nutrition was good, the average behavior about balanced nutrition was good and the average nutritional status of female students was in the normal category. There is a relationship between knowledge about nutritional balance with nutritional status of student (r = 0.324), there is a relationship between attitudes about nutritional balance with nutritional status of student (r = 0.373), and there is a relationship between behavior about nutritional balance with nutritional status of student (r = 0.343). It is expected that students can improve their knowledge, attitudes and behaviors about nutritional balance.

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