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Boeve-de Pauw, JelleORCID iD iconorcid.org/0000-0002-8496-096x
Publications (10 of 11) Show all publications
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
De Loof, H., Walan, S., Boeve-de Pauw, J. & Gericke, N. (2019). High tech learning environments – Are teachers ready for the future?. In: : . Paper presented at 2019 ESERA. 26-30 August, 2019. Bologna, Italy..
Open this publication in new window or tab >>High tech learning environments – Are teachers ready for the future?
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-75282 (URN)
Conference
2019 ESERA. 26-30 August, 2019. Bologna, Italy.
Available from: 2019-10-14 Created: 2019-10-14 Last updated: 2019-12-12Bibliographically 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
Boeve-de Pauw, J. & Gericke, N. (2018). What timss tells us about education for sustainable development - a comparative study between biology and science teachers in Sweden. In: : . Paper presented at Oral presentation at the ERIDOB (European Researchers In Didactics Of Biology) conference. 2 – 6th of July, Zaragoza, Spain..
Open this publication in new window or tab >>What timss tells us about education for sustainable development - a comparative study between biology and science teachers in Sweden
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The implementation of Education for Sustainable Development (ESD) in formal education is an arduous process. A much reported issue is that teachers do not perceive ESD as part of their task. As ESD should be implemented through whole-school approach this is identified as one of the major barriers to successfully bringing ESD into formal education. The current study uses the most recent Swedish TIMSS data Sweden for grade 4 classroom teachers, and for grade 8 biology and science teachers to answer three questions: (1) How well prepared do teachers feel to teach ESD? (2) According to teachers, is ESD supported in/by the whole school? (3) How often do teachers participate in ESD professional development? Using data from over 1000 Swedish respondents, the study shows that elementary and science teachers feel ill prepared for ESD. Biology teachers in grade 8 feel most prepared, but their mean score is also below the value 2 (indicating that they do not even feel ‘somewhat’ prepared). Our study also reveals that students are not very involved in the implementation of ESD. This is problematic since ESD focusses on their participation. While PD rates are low for all teachers in the sample we see that when grade 4 and grade 8 science teachers do participate in such programs they feel better prepared to bring ESD into their classroom. At the same time we have to underscore that across PD topics in TIMSS, ESD is at the lowest level (around 13%, with other topics averaging 25 to 45%). Yet, these results show that PD is key to the successful implementation of ESD.

Keywords
ESD, whole-school approach, preparedness, biology teachers, TIMSS
National Category
Educational Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-75297 (URN)
Conference
Oral presentation at the ERIDOB (European Researchers In Didactics Of Biology) conference. 2 – 6th of July, Zaragoza, Spain.
Available from: 2019-10-14 Created: 2019-10-14 Last updated: 2019-10-25Bibliographically 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., 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
Gericke, N., Berglund, T., Olsson, D. & Boeve-de Pauw, J. (2017). The effect of education for sustainable development in Swedish schools. In: : . Paper presented at Oral presentation within the symposium “Biosphere Stewardship and an Earth Ethic: How ought we to steward Planet Earth?” presented at the Fourth triennial Resilience conference in Stockholm, Sweden, 2017, 21-23rd of August..
Open this publication in new window or tab >>The effect of education for sustainable development in Swedish schools
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Perhaps the most important issue in our time is how to sustain our planet’s resources, while developing wealth and well-being for a growing population. This monumental task has been defined in the concept of sustainable development (SD). During the last few decades the world communities have agreed upon addressing SD through international treaties. As a response Education for Sustainable Development (ESD) has been launched as an answer to cope with sustainability. In the past it has been suggested that education through improved knowledge levels and/or changed values would change people’s behavior in a more environmental friendly way. These suggestions have been criticized since sustainable problems often are ‘wicked’, i.e. problems that are difficult or solve because of incomplete, contradictory, and changing requirements based on what perspectives you prioritize. Instead transformative perspectives on ESD has been propagated the last decades suggesting that education should foster ‘critical thinkers’ and ‘action competence’ so that the future generation can decided upon and take action in an insightful way to these wicked problems. However, empirical studies are a missing link in the discourse around transformative ESD approaches, where decisions and implementation strategies are heavily based on policy recommendations and gut feelings by practitioners. We used data from 2413 students in grades 6, 9, and 12 from 51 schools across Sweden to study the effectiveness of ESD. In line with the current debate on the definition of ESD, we quantified the extent to which teaching can be labeled as holistic and/or pluralistic. Through a series of descriptive analyses and the estimation of structural equation models, our results indicate that ESD can indeed impact on student outcomes in terms of their sustainability consciousness. The results of this study reveal the key role ESD plays in addressing SD, paving the way for a more sustainable future.  

National Category
Educational Sciences Biological Sciences
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-75368 (URN)
Conference
Oral presentation within the symposium “Biosphere Stewardship and an Earth Ethic: How ought we to steward Planet Earth?” presented at the Fourth triennial Resilience conference in Stockholm, Sweden, 2017, 21-23rd of August.
Available from: 2019-10-14 Created: 2019-10-14 Last updated: 2019-10-22Bibliographically approved
Boeve-de Pauw, J., Gericke, N., Olsson, D. & Berglund, T. (2016). The effectiveness of education for sustainable development: Pluralism and holism in the classroom. Oral presentation within the international symposium "Environmental literacy" grounded in theory and approved in environmental / sustainability education practice. In: : . Paper presented at The 11th ERIDOB (European Researchers In Didactics Of Biology) conference, 5th – 9th of September 2016, Karlstad, Sweden..
Open this publication in new window or tab >>The effectiveness of education for sustainable development: Pluralism and holism in the classroom. Oral presentation within the international symposium "Environmental literacy" grounded in theory and approved in environmental / sustainability education practice
2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Social Sciences Educational Sciences Didactics
Identifiers
urn:nbn:se:kau:diva-65158 (URN)
Conference
The 11th ERIDOB (European Researchers In Didactics Of Biology) conference, 5th – 9th of September 2016, Karlstad, Sweden.
Available from: 2017-11-09 Created: 2017-11-09 Last updated: 2019-10-21Bibliographically approved
Boeve-de Pauw, J., Gericke, N., Olsson, D. & Berglund, T. (2016). The effectiveness ofeducation for sustainable development. In: : . Paper presented at Public Scholarship to Educate Diverse Democracies - the annual AERA (American Educational Research Association) meeting in Washington DC, 8-12 of April 2016.
Open this publication in new window or tab >>The effectiveness ofeducation for sustainable development
2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Social Sciences Educational Sciences Didactics
Identifiers
urn:nbn:se:kau:diva-65164 (URN)
Conference
Public Scholarship to Educate Diverse Democracies - the annual AERA (American Educational Research Association) meeting in Washington DC, 8-12 of April 2016
Available from: 2017-11-09 Created: 2017-11-09 Last updated: 2019-10-21Bibliographically approved
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Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8496-096x

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