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Green Schools in Taiwan: Effects on Student Sustainability Consciousness
Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013). (SMEER)ORCID-id: 0000-0001-7976-4860
Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013). (SMEER)ORCID-id: 0000-0001-8735-2102
Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013). Research Unit Edubron, Department of Training and Education Sciences, Faculty of Social Sciences, University of Antwerp, Belgium.ORCID-id: 0000-0002-8496-096X
Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).ORCID-id: 0000-0002-5446-7349
Vise andre og tillknytning
2019 (engelsk)Inngår i: Global Environmental Change, ISSN 0959-3780, E-ISSN 1872-9495, Vol. 54, s. 184-194Artikkel i tidsskrift (Fagfellevurdert) 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.

sted, utgiver, år, opplag, sider
Elsevier, 2019. Vol. 54, s. 184-194
Emneord [en]
Adolescent dip, education for sustainable development, gender gap, green schools, sustainability consciousness
HSV kategori
Forskningsprogram
Biologi
Identifikatorer
URN: urn:nbn:se:kau:diva-70818DOI: 10.1016/j.gloenvcha.2018.11.011ISI: 000458468400018OAI: oai:DiVA.org:kau-70818DiVA, id: diva2:1283007
Merknad

This article was part of Daniel Olssons PhD thesis, in which is was published in manuscript form.

Tilgjengelig fra: 2019-01-28 Laget: 2019-01-28 Sist oppdatert: 2022-05-27bibliografisk kontrollert
Inngår i avhandling
1. Student Sustainability Consciousness: Investigating Effects of Education for Sustainable Development in Sweden and Beyond
Åpne denne publikasjonen i ny fane eller vindu >>Student Sustainability Consciousness: Investigating Effects of Education for Sustainable Development in Sweden and Beyond
2018 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

Environmental and sustainability education has been an important part of education worldwide for many years, aiming to foster pro-environmental behavior among young people. Education for sustainable development (ESD) and its teaching components holism (the approach to the content) and pluralism (the approach to teaching) has been launched as the educational approach to support this aim by empowering young people with action competence for a sustainable future. Environmental and sustainability certifications are commonly used by schools as support in their ESD-implementation efforts. To date, scholarly attention to, and critical reflection on the effects of such certification on students’ perceptions of sustainability have been limited.

This doctoral thesis focuses on this gap in ESD research through five large-scale studies, four of which were conducted in Sweden and one in Taiwan. Questionnaire instruments measuring students’ sustainability consciousness (SC) and their experiences of ESD were developed for the project.  In total, 2 413 students in Sweden and 1 741 students in Taiwan (grades six, nine and twelve) participated by filling in the SC questionnaire. The Swedish students also filled in questionnaires about their experiences of ESD at their schools in terms of holistic approach to content and pluralistic approach to teaching.

The results question the impact of schools’ environmental and sustainability certification on students’ SC. The results also show the importance of holism and pluralism in ESD for students’ SC, regardless of whether schools were certified or not. Moreover, the findings reveal an adolescent dip in students’ SC as well as a gender gap, both of which were reinforced among students in the certified schools.

Given the findings, this thesis can give more generalizable guidance for schools and certifying organizations to further reorient ESD towards teaching and learning approaches that have an effect on student SC.

Abstract [en]

Education for sustainable development (ESD) has been launched worldwide to empower young people by providing them with action competence for a sustainable future. ESD certifications are commonly used by schools as support in their ESD implementation efforts. To date, scholarly attention to and critical reflection on the effects of such certification on students’ perceptions of sustainability have been limited.

This doctoral thesis focuses on this gap in ESD research through five large-scale studies of which four were conducted in Sweden (N=2413) and one in Taiwan (N=1741). Questionnaire instruments measuring students’ sustainability consciousness (SC) and experiences of ESD were developed for the project. The findings reveal that the effect of ESD certifications on students’ SC is limited. The results also show positive effects of ESD on students’ SC in the form of the teaching approaches based on holism and pluralism, regardless whether schools were ESD certified or not. Moreover, results also reveal that in the certified schools the general adolescent dip and gender gap in students’ SC were reinforced. Given the findings, this thesis can give more generalizable empirical guidance for schools and certifying organizations to further reorient education towards ESD.

sted, utgiver, år, opplag, sider
Karlstad: Karlstads universitet, 2018. s. 104
Serie
Karlstad University Studies, ISSN 1403-8099 ; 2018:48
Emneord
Education for sustainable development, effects, environmental and sustainability education, holism and pluralism, students, sustainability consciousness
HSV kategori
Forskningsprogram
Biologi
Identifikatorer
urn:nbn:se:kau:diva-69838 (URN)978-91-7063-887-9 (ISBN)978-91-7063-982-1 (ISBN)
Disputas
2018-12-14, 1B 364 (Frödingsalen), Karlstad, 13:30 (engelsk)
Opponent
Veileder
Tilgjengelig fra: 2018-11-23 Laget: 2018-10-23 Sist oppdatert: 2022-05-27bibliografisk kontrollert

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