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Publications (10 of 31) Show all publications
Berglund, T., Gericke, N., Boeve-de Pauw, J., Olsson, D. & Chang, T. (2019). A cross-cultural comparative study of sustainability consciousness between students in Taiwan and Sweden. Environment, Development and Sustainability, 1-27
Open this publication in new window or tab >>A cross-cultural comparative study of sustainability consciousness between students in Taiwan and Sweden
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2019 (English)In: Environment, Development and Sustainability, ISSN 1387-585X, E-ISSN 1573-2975, p. 1-27Article in journal (Refereed) Epub ahead of print
Abstract [en]

Education for sustainable development (ESD) is promoted as one important component in the endeavor toward sustainable development. Goal 4 in the Sustainable Development Goals (UN in Sustainable development goals—17 goals to transform our world, 2017) in particular targets the role of ESD in this respect. The importance of cultural specificity in ESD is emphasized in numerous international policy documents, but there are few cross-cultural studies that focus on the broad context of sustainable development and ESD. The current study investigates the sustainability consciousness of grade 12 students (age 18–19) in Taiwan (N = 617) and Sweden (N = 583) and discusses the implications for ESD policy and practice. The findings indicate that significant differences exist between the two samples, both with respect to their sustainability consciousness and within the three sub-constructs of knowingness, attitudes and self-reported behaviors. The differences are considered in light of the cultural value orientations of the East Asian and Western European regions. Implications for ESD are discussed from the perspective of cultural specificity.

Place, publisher, year, edition, pages
Springer, 2019
Keywords
Sustainable development, education, culture, sustainability consciousness, knowledge, attitudes, behavior
National Category
Environmental Sciences
Research subject
Biology; Environmental Science
Identifiers
urn:nbn:se:kau:diva-75228 (URN)10.1007/s10668-019-00478-2 (DOI)
Funder
Swedish Research Council, B0589701
Available from: 2019-10-21 Created: 2019-10-21 Last updated: 2019-11-22Bibliographically approved
Olsson, D., Gericke, N., Boeve-de Pauw, J., Berglund, T. & Chang, T. (2019). Green Schools in Taiwan: Effects on Student Sustainability Consciousness. Global Environmental Change, 54, 184-194
Open this publication in new window or tab >>Green Schools in Taiwan: Effects on Student Sustainability Consciousness
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2019 (English)In: Global Environmental Change, ISSN 0959-3780, E-ISSN 1872-9495, Vol. 54, p. 184-194Article in journal (Refereed) Published
Abstract [en]

In recent decades, the Taiwanese government has worked actively to implement the concept of a sustainable Taiwan. As an important step in their strategy, the Ministry of Education has decided to promote the Green School Partnership Project in Taiwan (GPPT). However, academic research and critical reflection on the effects of this environmental and sustainability education initiative are lacking. Therefore, this study focuses on filling this gap by means of a nationwide generalizable effect study. The sampling allowed comparisons between the sixth, ninth, and twelfth grades in GPPT and non-GPPT schools and considered the geographic location (north, center, and south of Taiwan) as well as socio-economic area of the schools. A total of 1,741 students participated, answering a questionnaire that focused on student sustainability consciousness (SC) and its components (i.e., knowingness, attitudes, and behaviors in relation to sustainability). Data were analyzed through structural equation modeling. Our findings make an important empirical contribution, indicating that GPPT schools and non-GPPT schools have a similar effect on the SC of students, i.e. schools engaged in the GPPT do not enhance student SC. In addition, the gender gap regarding SC increased consistently with each increasing grade level, yielding higher mean values for the girls than for the boys. Furthermore, an adolescent dip occurred in the student SC, especially with regard to student sustainability behavior. Given these findings, implications for developing GPPT are discussed; this research could provide valuable informationabout the educational transformation process to enhance environmental and sustainability behavior among students in Taiwan.

Place, publisher, year, edition, pages
Elsevier, 2019
Keywords
Adolescent dip, education for sustainable development, gender gap, green schools, sustainability consciousness
National Category
Other Natural Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-70818 (URN)10.1016/j.gloenvcha.2018.11.011 (DOI)
Available from: 2019-01-28 Created: 2019-01-28 Last updated: 2019-07-10Bibliographically approved
Berglund, T., Olsson, D. & Gericke, N. (2019). Questionnaire 12th grade short version.
Open this publication in new window or tab >>Questionnaire 12th grade short version
2019 (English)Other (Other academic)
National Category
Natural Sciences
Identifiers
urn:nbn:se:kau:diva-74848 (URN)
Available from: 2019-10-01 Created: 2019-10-01 Last updated: 2019-10-01Bibliographically approved
Berglund, T. & Gericke, N. (2018). Exploring the Role of the Economy in Young Adults’ Understanding of Sustainable Development. Sustainability, 10(8), 1-17, Article ID 2738.
Open this publication in new window or tab >>Exploring the Role of the Economy in Young Adults’ Understanding of Sustainable Development
2018 (English)In: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 10, no 8, p. 1-17, article id 2738Article in journal (Refereed) Published
Abstract [en]

Theeconomicdimensionisoneofthecentralperspectivesinbothsustainabledevelopment and education for sustainable development. The role of the economy in sustainable development has been discussed extensively over the years and different views exist about how economic activities affect other sustainability dimensions. How young people view the relationships among economic perspectives and sustainable development seems to be an underemphasized perspective in sustainability education and underexplored in the field of sustainability education research. This study uses cluster analysis, which is an explorative approach, to identify and analyze young peoples’viewsoftherelationshipsbetweeneconomicgrowth,economicdevelopmentandsustainable development. Six hundred and thirty eight students (age 18–19) from 15 schools across Sweden responded to a questionnaire probing (1) views on these relationships, and (2) their environmental consciousness. Four clusters of students differing in their views on the economy in sustainable development were identified in the analysis: un-differentiating positive, nuanced ambivalent, two-way convinced, and critical. Further analysis indicated that some groups differed in their perception of the environmental dimension of sustainable development. Implications of these findings are discussed from the perspective of education for sustainable development.

Place, publisher, year, edition, pages
MDPI, 2018
Keywords
economy; environment; economic growth; economic development; sustainable development; holistic; education
National Category
Didactics
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-68837 (URN)10.3390/su10082738 (DOI)000446767700154 ()
Funder
Swedish Research Council, B0589701
Available from: 2018-08-22 Created: 2018-08-22 Last updated: 2018-11-23Bibliographically approved
Olsson, D., Boeve-de Pauw, J., Gericke, N. & Berglund, T. (2018). Self-perceived action competence: Validation of an instrument in a whole school ESD development process in Sweden. In: : . Paper presented at Oral presentation at ECER (European Conference on Educational Research) held by EERA (European Educational Research Association) in Bolzano, Italy, 4-7th of September..
Open this publication in new window or tab >>Self-perceived action competence: Validation of an instrument in a whole school ESD development process in Sweden
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences Biological Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-75292 (URN)
Conference
Oral presentation at ECER (European Conference on Educational Research) held by EERA (European Educational Research Association) in Bolzano, Italy, 4-7th of September.
Available from: 2019-10-14 Created: 2019-10-14 Last updated: 2019-10-28Bibliographically approved
Gericke, N., Boeve-de Pauw, J., Berglund, T. & Olsson, D. (2018). The Sustainability Consciousness Questionnaire: The theoretical development and empirical validation of an evaluation instrument for stakeholders working with sustainable development. Sustainable Development, 27(1), 35-49
Open this publication in new window or tab >>The Sustainability Consciousness Questionnaire: The theoretical development and empirical validation of an evaluation instrument for stakeholders working with sustainable development
2018 (English)In: Sustainable Development, ISSN 0968-0802, E-ISSN 1099-1719, Vol. 27, no 1, p. 35-49Article in journal (Refereed) Published
Abstract [en]

In this paper, the concept of sustainability consciousness, an individual's experience and awareness of sustainable development, is introduced. Based on UNESCO's definition of sustainable development, a sustainability consciousness questionnaire (SCQ) is theoretically and empirically developed. Using the data of 638 respondents from Sweden aged 18-19 years old, the scale is developed in two versions. The long version (SCQ-L) can be used to measure individuals' environmental, social and economic knowingness, attitudes and behaviour (nine valid and reliable subscales), in addition to the second order constructs of sustainability knowingness, sustainability attitudes and sustainability behaviour, as well as the third order construct, sustainability consciousness. For the short version (SCQ-S) 27 items were identified that can be used to measure the second and third order constructs. Both versions of the scale present excellent psychometric quality. Possible applications of the questionnaire instruments in the context of evaluation of sustainability policies, practices and stakeholder engagement are discussed.

Place, publisher, year, edition, pages
Hoboken, N. J., USA: John Wiley and Sons Ltd, 2018
Keywords
Empirical validation of the sustainability consciousness questionnaire, Questionnaire instrument, Stakeholder engagement, Sustainability Consciousness, Sustainable development, Sustainable development policy, Theoretical development of the construct of sustainability consciousness
National Category
Environmental Sciences Biological Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-69078 (URN)10.1002/sd.1859 (DOI)000458174300004 ()2-s2.0-85050470816 (Scopus ID)
Funder
Swedish Research Council, 721‐2011‐5897, B0589701
Available from: 2018-09-05 Created: 2018-09-05 Last updated: 2019-06-17Bibliographically approved
Gericke, N., Olsson, D. & Berglund, T. (2017). An investigation of ESD-implementation in Swedish schools by assessing students’ Sustainability Consciousness. In: : . Paper presented at Oral presentation within the symposium: “How Effective is Education for Sustainable Development at School? Findings from Recent Studies across Europe”, including the participants: Uitto., A., Boeve-de-Pauw, J., Gericke, N., Goldman, D., Baum, D., Berglund, T., Olsson, D., Van Petegem, P., Saloranta, S., & Weiss, B. at 90th NARST (National Association of Research in Science Teaching) conference, San Antonio, USA, 22-25th of April..
Open this publication in new window or tab >>An investigation of ESD-implementation in Swedish schools by assessing students’ Sustainability Consciousness
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-75365 (URN)
Conference
Oral presentation within the symposium: “How Effective is Education for Sustainable Development at School? Findings from Recent Studies across Europe”, including the participants: Uitto., A., Boeve-de-Pauw, J., Gericke, N., Goldman, D., Baum, D., Berglund, T., Olsson, D., Van Petegem, P., Saloranta, S., & Weiss, B. at 90th NARST (National Association of Research in Science Teaching) conference, San Antonio, USA, 22-25th of April.
Available from: 2019-10-14 Created: 2019-10-14 Last updated: 2019-10-28Bibliographically approved
Gericke, N., Berglund, T., Olsson, D. & Boeve-de Pauw, J. (2017). Assessing The Effect Of Education For Sustainable Development In The Swedish School System. In: : . Paper presented at Oral presentation at ECER (European Conference on Educational Research) held by EERA (European Educational Research Association) in Copenhagen, Denmark, 22-25 August..
Open this publication in new window or tab >>Assessing The Effect Of Education For Sustainable Development In The Swedish School System
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-75370 (URN)
Conference
Oral presentation at ECER (European Conference on Educational Research) held by EERA (European Educational Research Association) in Copenhagen, Denmark, 22-25 August.
Available from: 2019-10-14 Created: 2019-10-14 Last updated: 2019-10-25Bibliographically approved
Berglund, T. & Gericke, N. (2017). Education for sustainable development: Student views on environmental, social and economic dimensions of sustainable development and their interrelationships. In: : . Paper presented at Resilience 2017: Fourth triennial Resilience conference in Stockholm, Sweden, 21-23rd of August..
Open this publication in new window or tab >>Education for sustainable development: Student views on environmental, social and economic dimensions of sustainable development and their interrelationships
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Sustainable development (SD) isbased on the idea that environmental problems must be managed in relation to social and economic perspectives. The important role of education for a more sustainable future has been emphasized in transnational policy documents over the years (UNESCO 2006;2015). In education for sustainable development (ESD), an interdisciplinary approach to SD can facilitate students’ understanding of its complexity (Gough 2002; Warburton 2003). This contribution aims to provide insight into young adults’ views of the relationships between dimensions of SD. 638 students in their final year of upper secondary schools across Sweden (age 18-19) responded to a Likert-scale questionnaire. The results indicate that economic perspectives are associated with great complexity and less recognized compared to social and environmental perspectives in SD (Author et al. 2014; 2015). The role of the economy has been discussed longtime, in relation to its impact on the environment and the development of the society (e.g. Daly 1990; Ekins 2000; Neumayer 2003; Hopwood et al. 2005; Costanza et al. 2014). It is argued that sustainability education should embrace critical and reflective perspectives, however few educational studies have focused on the role of the economy in SD. A study from Australia concludes that economic perspectives in sustainability education are largely missing and thus, the status quo is not being challenged (Dyment et al. 2015). To look deeper into students’ understanding of economic perspectives in SD, we performed an explorative cluster analysis (Author et al. submitted), based on student responses to items concerning the relationships between economic growth, economic development and SD. Four viewpoints emerged from the analysis, which we labeled into The un-differentiating positive, The nuanced ambivalent, The bilaterally convinced and The critical ones.

National Category
Educational Sciences Environmental Sciences
Research subject
Environmental Science
Identifiers
urn:nbn:se:kau:diva-75367 (URN)
Conference
Resilience 2017: Fourth triennial Resilience conference in Stockholm, Sweden, 21-23rd of August.
Available from: 2019-10-14 Created: 2019-10-14 Last updated: 2019-10-16Bibliographically approved
Berglund, T., Olsson, D., Gericke, N. & Boeve-de Pauw, J. (2017). Investigating the Effectiveness of Whole School approaches to ESD in Four Swedish Schools. In: : . Paper presented at Oral presentation at ECER (European Conference on Educational Research) held by EERA (European Educational Research Association) in Copenhagen, Denmark, 2017, 21-25 August..
Open this publication in new window or tab >>Investigating the Effectiveness of Whole School approaches to ESD in Four Swedish Schools
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences Biological Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-75372 (URN)
Conference
Oral presentation at ECER (European Conference on Educational Research) held by EERA (European Educational Research Association) in Copenhagen, Denmark, 2017, 21-25 August.
Available from: 2019-10-14 Created: 2019-10-14 Last updated: 2019-10-22Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-5446-7349

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