scholarly journals How Teaching Affects Student Attitudes towards the Environment and Sustainability in Higher Education: An Instructors’ Perspective

2020 ◽  
Vol 9 (2) ◽  
pp. 172-182 ◽  
Author(s):  
Anastasia Misseyanni ◽  
Christina Marouli ◽  
Paraskevi Papadopoulou
Keyword(s):  
Higher Education ◽  
Student Attitudes ◽  
Higher Education Institutions ◽  
Essential Element ◽  
Learning Objects ◽  
Education For Sustainability ◽  
Emotional Engagement ◽  
Environmental Pressures ◽  
Attitudes And Behaviors ◽  
And Behaviors

In the rapidly changing, 21st century globalized world, with increasing environmental pressures and challenges, education for the environment and sustainability is a priority at all levels; from  kindergarten to higher education. It is the education that will create the environmentally aware and socially responsible individuals, capable of addressing existing and future environmental challenges. Courses on the environment and/or sustainability are now an essential element of all Higher Education Institutions with a sustainability vision. But, does teaching about the environment and sustainability lead to a change in student attitudes? What teaching and learning methods seem to have a more significant effect on attitudes and behaviors and what are the challenges for instructors? In this study, instructors reflect on which educational methods seem most effective in promoting change in student attitudes and behaviors towards the environment and sustainability. This reflection is based on instructor experiences from selected courses or course activities (learning objects) and it focuses on the goals, teaching methods and effect on student learning and attitudes; changes in student attitudes in the course of the last years are also discussed. Suggestions are offered and implications for higher education institutions are outlined. Keywords: education for the environment, education for sustainability, higher education, active learning, student behaviors, emotional engagement

scholarly journals Do Spanish Students Become More Sustainable after the Implementation of Sustainable Practices by Universities?

2020 ◽  
Vol 12 (18) ◽  
pp. 7502
Author(s):  
Leyla Angélica Sandoval Hamón ◽  
Ana Paula Martinho ◽  
M. Rosário Ramos ◽  
Cecilia Elizabeth Bayas Aldaz
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Repeated Measures ◽  
Online Survey ◽  
Higher Education Institutions ◽  
Three Dimensions ◽  
Sustainable Solutions ◽  
Attitudes And Behaviors ◽  
And Behaviors ◽  
The Impact

Higher Education Institutions (HEIs) are a critical component to develop and promote sustainable solutions for both society and the planet. A challenge to HEIs is to provide students with the knowledge and skills required to achieve Sustainable Development (SD), as they are important stakeholders. In order for a person to take responsibility for a sustainable future, it is not only important to implement SDs in higher education, but to follow the progress of the individuals’ awareness of the sustainable world and lifestyle. This study aimed to analyze students of Universidad Autónoma de Madrid (UAM), focusing on their attitudes, behaviors, and level of knowledge concerning education for sustainable development (ESD), to better understand the situation of students in terms of learning and applying sustainability. The students’ perception of the University practices and initiatives, as well as pedagogical methodologies for promoting and learning SD, were also examined. An online survey was applied to undergraduate students from several faculties at UAM, and a sample of 504 students returned from a total population of 30,000 students. Descriptive and inferential analyses were carried out and included Chi-square tests, correlation analyses, and ANOVA analyses for independent and repeated measures. The results reveal good levels for the three dimensions (global Index > 3.5), with consistency demonstrating the highest correlation between attitudes and behaviors, although differences between faculties were identified. Knowledge has the highest score among all faculties. In addition, the results point to a need to better communicate the initiatives promoted, as well as to realign some learning methodologies with students’ preferences. The most important contributions of the paper are as follows: Shedding fresh light on the knowledge, attitudes, and behavioral dispositions of university students and improving strategies concerning education in higher education institutions. Furthermore, it is relevant to say that UAM has pushed sustainability in environmental management and education, so it is also important to assess the impact of these initiatives. Our research aimed to help understand how students incorporate sustainability into their attitudes and behaviors, and whether this incorporation depends on the type of faculty. It also makes it possible to verify whether the sustainability measures implemented by universities are identified and applied by their students.

scholarly journals Environmental Citizenship in a Nordic Civic and Citizenship Education Context

2019 ◽  
Vol 3 (1) ◽  
pp. 88-104 ◽  
Author(s):  
Saiki Lucy Cheah ◽  
Lihong Huang
Keyword(s):  
Citizenship Education ◽  
School Environment ◽  
Student Attitudes ◽  
Educational Goals ◽  
School Conditions ◽  
Attitudes And Behaviors ◽  
Environmental Citizenship ◽  
Whole School ◽  
And Behaviors ◽  
Students Attitudes

This study uses data from the International Civic and Citizenship Education Study 2016 (ICCS 2016) conducted in four Nordic countries: Denmark, Finland, Norway, and Sweden (students, N=18,962; teachers, N=6,119; school principals, N=630). We look at students’ attitudes, awareness, and behavior in relation to the educational goals and pedagogical means of teachers and school leaders working toward environmental citizenship. Drawing on the pragmatic framework of John Dewey and the contemporary experiential learning model, we identify some key school conditions and pedagogical approaches to education for environmental citizenship education. Based on the whole-school approach to environmental education, we seek to understand in what ways school environment and educational practices may positively affect student attitudes and behaviors that promote environmental citizenship. The objective is to identify the extent to which the school environment and citizenship educational activities are efficacious in fostering environmental citizenship attitudes and behaviors in students.

Learning Objects in Hybrid Teaching Potential and Challenges for Their Use in the Context of Brazilian Education

2021 ◽  
pp. 282-309
Author(s):  
Daiana Garibaldi da Rocha ◽  
Adriana Cardoso
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Educational Technology ◽  
Higher Education Institutions ◽  
Production Method ◽  
Learning Objects ◽  
Digital Resources ◽  
Hybrid Teaching

In the context of distance education, one aspect materialized by educational technology is through the use of learning objects (LO). These elements can be defined as educational digital resources that favor students' interaction with many languages and different media. This chapter aims to present two scenarios. The first one involves a case study about the production of didactic content. This study will focus on teaching and will consist of showing the rationale behind the content production method used by the company and the methodology used in the construction of learning objects in the context of a learning unit. The second scenario will consist of students' views by means of a survey conducted with more than 4 thousand students from higher education institutions (HEIs) from different regions of Brazil who consume the content and make use of the learning objects. The reflections point to the pedagogical potential of learning objects but also to concerns in view of great challenges posed by hybrid teaching within the Brazilian scenario.

SHAPING SOCIAL COMPETENCES OF STUDENTS IN LIGHT OF PUBLIC POLICIES FOR HIGHER EDUCATION IN GERMANY, THE NETHERLANDS, POLAND, LATVIA, CZECH REPUBLIC AND THE UNITED KINGDOM

2020 ◽  
Vol 559 (10) ◽  
pp. 13-21
Author(s):  
Katarzyna Matuszczak ◽  
Ewa Chmielecka
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Czech Republic ◽  
The Netherlands ◽  
Student Attitudes ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Public Policies ◽  
The United Kingdom ◽  
Social Competences

Shaping social competences of university graduates constitutes one of the most important contemporary challenges. The cognitive objectives of the Erasmus + DASCHE project, the selected results of which are presented in this article, were (1) to identify good practices in shaping social competences of students in selected higher education institutions, (2) to support public policies with regard to higher education at both European and national levels, as well as at higher education institutions (HEIs) in the area of designing, shaping and verifying students’ social competences and formulating recommendations in this regard. For these purposes, case studies at 26 selected HEIs were carried out within the project. This article presents an analysis of public policies in Germany, the Netherlands, Poland, Latvia, the Czech Republic and the United Kingdom in the context of influence of these policies on whether and how HEIs shape students’ social competences and whether HEIs are obliged, encouraged or supported by legal regulations and other instruments in this regard. The research shows a large diversity of national public policies in this respect and - with the widespread recognition by the academic staff of the importance of shaping student attitudes - a significant lack of intentional actions leading to shaping students’ competences at the national, institutional and European level.

scholarly journals Fit to Perform: An Investigation of Higher Education Music Students’ Perceptions, Attitudes, and Behaviors toward Health

2017 ◽  
Vol 8 ◽  
Author(s):  
Liliana S. Araújo ◽  
David Wasley ◽  
Rosie Perkins ◽  
Louise Atkins ◽  
Emma Redding ◽  
...  
Keyword(s):  
Higher Education ◽  
Music Students ◽  
Attitudes And Behaviors ◽  
And Behaviors

scholarly journals Dropout Policy in Czech Higher Education: Can Universities Serve Several Masters?

2015 ◽  
Vol 9 (1) ◽  
pp. 126-136 ◽  
Author(s):  
Václav Švec ◽  
Aleš Vlk ◽  
Šimon Stiburek
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
Higher Education Institutions ◽  
Third Mission ◽  
Environmental Pressures ◽  
Factors Affecting ◽  
Higher Education System ◽  
The Social ◽  
Economic Nature

Abstract The purpose of this study is to explore the way higher education institutions adapt to environmental pressures. These pressures can be represented either by various demands or by specific policies. Dropout policy is examined on a Czech case study in order to demonstrate that at the end of the day, higher education institutions respond mainly to the most pressing challenges of an economic nature in the most rational way. As a result, their traditional mission (teaching, research, the third mission), and mainly the social function of the higher education system, may be at stake. At the same time, this study illustrates how difficult it is to introduce any higher education policy without thorough evaluation of other policies in place and of various factors affecting institutional behaviour.

scholarly journals “No, Teach Yourself!”: College Women’s Expectations for White Men’s Awareness of Privilege and Oppression

JCSCORE ◽  
2021 ◽  
Vol 7 (1) ◽  
pp. 13-45
Author(s):  
Adele Lozano ◽  
Jörg Vianden ◽  
Paige Kieler
Keyword(s):  
Higher Education ◽  
Women Students ◽  
Qualitative Study ◽  
Teaching And Learning ◽  
White Men ◽  
Attitudes And Behaviors ◽  
And Behaviors ◽  
Gender Inequities ◽  
Faculty And Administrators ◽  
Experiences Of Women

Addressing gender inequities in higher education must begin with the acknowledgement that men play a key role in creating change. The purpose of this qualitative study is to center and raise the experiences of women students, and to communicate to men who are students, faculty, and administrators what women students expect from them in terms of privilege and oppression awareness. Findings indicate that women students felt criticized, judged, and underestimated by men, and expected men to self-educate to become aware of and interrogate their own privileges. The authors provide recommendations for higher education teaching and learning, focusing on attitudes and behaviors of White men in the academy.

EFFECTS OF SOCIAL MEDIA TOOLS ON STUDENT BEHAVIOR

2021 ◽  
Vol 7 (45) ◽  
pp. 2284-2298
Author(s):  
İlker İnan LOKURLU ◽  
Yüksel GÜNDÜZ
Keyword(s):  
Social Media ◽  
Academic Success ◽  
Student Attitudes ◽  
Media Use ◽  
Negative Effects ◽  
Social Media Use ◽  
Attitudes And Behaviors ◽  
Social Media Tools ◽  
And Behaviors ◽  
Use Of Social Media

The aim of the survey is to express the effects of social media tools on student‟s behavior.The research is a qualitative one designed with phenomenology method.The working group of the research consists of 25 branch teachers working in secondary schools in Bursa, Yıldırım district in the 2018-2019 academic year.Participants were selected by purposeful sampling method. A semi-structured interview form consisting of five questions prepared by the researchers was used to collect data in the study.In this context, teachers were asked what their opinions were on the effects of social media on student attitudes and behaviors, the effect of social media on students 'acquisition of bad habits, the effect of social media on students' expressing their thoughts freely, the effect of social media use on students 'academic achievement, and the effect of social media use on students' socialization. When the results of the research are investigated, 19 of the teachers participating in the research expressed that social media has a minus effect on student attitudes and behaviors, 5 have both positive and negative effects, also 1 have an assertive effect;24 of them stated that social media is effective in students' adopting poor habits, 1 of them has no effect;21 of them denoted that social media had an effect on students' expressing their thoughts freely, 4 of them had no effect;11 of them stated that the use of social media has a positive effect on the academic success of the student, 11 of them have a negative effect on academic success, 3 of them can have both positive and negative effects;11 of them stated that the use of social media has no effect on socialization of students, 8 of them stated that it has an effect, and 6 of them are undecided about this issue. Keywords: Social Media, Social Media Tools, Teacher, Student.

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