Preface
Acknowledgements
Contents
Contributors
About the Editors
Part I: Environmental Sustainability Education: This Book’s Contribution
Chapter 1: Introduction: Environmental Sustainability Education for a Changing World
1 Introduction
2 This Book: Structure, Sources and Content
3 Discussion
4 Conclusion
References
Chapter 2: Environment-Related Targets in the UN Sustainable Development Goals (2016–2030) and Their Representation in the IEEC Conferences
1 Introduction
2 The UN Sustainable Development Goals (2016–2030)
3 Targets Relevant to the Environment
3.1 Primary Needs of Humans (Four Goals, Seven Targets)
3.2 Equality Between Humans (Three Goals, Three Targets)
3.3 Efficient, Sustainable Production (Four Goals, Nine Targets)
3.4 Landscapes in Danger (Three Goals, 15 Targets)
4 The IEEC Conferences and Their Publications
4.1 Classification of IEEC Presentations
4.2 Classification of the Studies Presented in the IEEC Conferences
5 Conclusion
References
Part II: Informal Environmental Education in the Community and Working with Volunteers
Chapter 3: Community Learning and Resilience in the Himalayas: Uttarakhand, India
1 Introduction
2 Working with the USNPSS: A Personal Testimony
3 Reflections on Practice of Transformation
4 Transformation of the Self
5 Collective Transformation
6 Collaborative Discourse and Its Challenges
7 Practicalities of Transformative Education
8 Avoiding Self-Admiration and Self-Serving Purpose
9 Community Resilience
10 Conclusion
References
Chapter 4: Influence of a Disaster on the Environmental Attitudes of University Students in Uttarakhand, India
1 Introduction
2 Context
3 Methods: The Source Questionnaires
4 Results
5 Discussion
6 Conclusions
References
Chapter 5: Understanding the Motivations, Perceived Benefits and Needs of Long-Term Volunteers on Environmental Projects
1 Introduction
2 Background of the Project
3 Funding and Staffing the Project
4 Motivations
5 Collecting the Data
6 Results
7 Discussion
8 Conclusion
References
Chapter 6: Education Strategy Supporting Environmental Services of Mountain Forest Catchments
1 Introduction
2 Material and Methods
2.1 Study Site
2.2 Citizen Science
2.3 Environmental Services of Mountain Forests
3 Results and Discussion
3.1 Integrated Ecological Monitoring
3.2 Citizen Science Efficiency
3.3 Science-Based Stakeholder Dialogue
4 Conclusions
References
Chapter 7: Education and Meals – Could Awareness-Raising Decrease the Food Footprint of Humankind?
1 Introduction
2 Food in National Core Curriculum of Hungary
3 Food Education Projects in the Hungarian Educational System
4 EcoTeams
5 Methods and Sample
6 Results
7 Conclusions
References
Chapter 8: Public Educational Initiatives for Promotion of Knowledge About Rare Plants in Ukraine
1 Introduction
2 History of Plant Red Listing in the Country
3 Public Ecological Actions for Plant Conservation During After Independence
4 Public Educational Initiatives: Popular Science Books, Social Networks and Two Open-Access Data Banks
4.1 Edition “50 Rare Plants”
4.2 Promotion of Knowledge About Rare Plants Through Social Networks
4.3 Botanical Resources for Ukrainian Citizen Science
5 Conclusions
References
Chapter 9: Awareness of Biological Diversity and Endangered Plant Species and Ecological Education
1 Introduction
2 Awareness of Biological Diversity and Endangered Species in Jordan
3 Awareness of Biological Diversity and Endangered Species in Bulgaria
4 Awareness of Biological Diversity and Endangered Species in Pakistan
5 Conclusion
References
Part III: Environmental Sustainability Education in the Formal Curriculum
Chapter 10: The Development of Environmental Sustainability Education Within Greenland’s Higher Education
1 Introduction
2 First Driver of Change: Climate Change – The Complexity of Contextual Scientific Knowledge and Assessment of Greenlandic Cryosphere (Greenland Ice Sheet Decline)
3 Second Driver of Change: Greenlandic Context of Modernization
4 Third Driver of Change: Greenland’s Autonomy and Education
5 Greenlandic Higher Education and the Development of Sustainability Education
6 Conclusion
References
Chapter 11: Education for Sustainable Development (ESD) in Tourism-Oriented Vocational Degree Programmes in Turkey
1 Introduction
2 Problems Facing the Development of Education for Sustainable Development (ESD) in Turkish Higher Education
3 The Structure of Tourism-Oriented Degree Programmes in Turkey and Their Relationship with Employability and ESD
3.1 ESD Provision Within the Tourism-Oriented Degree Programmes
3.2 Employability Skills and ESD in Tourism-Oriented Programmes
4 Conclusions and Recommendations for the Tourism Community
References
Chapter 12: Integrating Environmental Protection Education in the Curriculum: A Measure to Form Awareness of Environmental Protection for the Community
1 Introduction
2 Targeted Environmental Protection
2.1 Basic Orientation for the Development of Environmental Protection Content (EPC) in the Curriculum
2.1.1 Legal Basis
2.1.2 Practical and Scientific Basis
2.1.3 Tasks and Basic Orientations in Environmental Protection Education
2.2 Orientations in EPE/EE/ESD
2.3 Aims of Environmental Education
3 Objectives in Designing Programme Content that Integrates Environmental Protection Education into the Curriculum
3.1 Objectives
3.2 Tasks
4 Some Ways and Means to Integrate Environmental Education in the Curriculum
4.1 Environmental Protection Education in Preschools
4.2 Carrying Out the Most Practical Actions at the Preschool
5 Environmental Protection Education at Primary School Level
6 Environmental Education at University Level
6.1 Specific Integration Measures in the University Curriculum
7 Conclusions
References
Chapter 13: An Integrated Model of Sustainability Education
1 Introduction
2 Burdens for Sustainability Education
3 An Integrated Model for Sustainability Education
4 Fundamentals of the Integrated Model
5 Theoretical Models of Environmental Behaviour
6 Factors Influencing Environmental Behaviour
7 Employing Environmental Virtue Ethics in Sustainability Education
8 The Pedagogical Method Incorporated into This Integrated Model
9 Conclusion
References
Chapter 14: Education for the SDGs in Teacher Training Using the Method of Unfinished Stories – Rewriting Newspaper Reports
1 Introduction
1.1 Sustainability
1.2 The 17 Sustainable Development Goals
1.3 Sustainability Education
1.3.1 UNESCO’s Goals for Sustainability Education
1.3.2 Education for Sustainability in Teacher Training
2 Goals
3 Methods
3.1 Questionnaire Survey
3.1.1 Aims of the Questionnaire Survey
3.2 Sensitizing Projects
3.3 Common Features of the Projects
3.4 Unfinished Stories Project
3.4.1 Goals of the Project
3.4.2 Project Implementation
3.4.3 The Project Plan’s Steps
4 Result and Discussion
4.1 Evaluation of the Questionnaire Survey
4.2 Evaluation of the Unfinished Stories Project
4.2.1 Technological Innovation
4.2.2 Parry, Denial
4.2.3 No Solution
4.2.4 Realisation
4.2.5 External Aid (Water Donation)
5 Conclusion
References
Index
