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In Malaysian education, an approach to inculcate Environmental Citizenship (EC) comprising positive attitudes and pro-environmental behaviour is to try and improve Sustainable Development (SD) awareness based upon knowledge of the environment, social, cultural, and economic domains. However, will the increase of knowledge of these domains suffice for enhancing EC? The paper discusses a 2019-2020 nationwide survey conducted to determine the EC status and SD awareness. The study had 1976 respondents, and statistical analysis revealed that the overall self-perceived EC and SD awareness levels were high among Malaysians. However, correlational analysis between the EC and the SD knowledge component domains revealed low associations indicating a lack of interconnectedness between the domains. Environmental values, investigated as an exploratory variable in the study, appeared to have a mediating role between the EC and SD awareness component domains. Further analysis using PLS-SEM software revealed that values did play a mediating role. Based on these findings, the paper argues for an emerging model for a missing pedagogical link in transforming Malaysian EC through SD awareness education for pro-environmental behaviour. Implications for an education policy are discussed.

Education is considered to be one of the key tools for addressing sustainable environmental conservation while balancing sustainable socio-economic development to achieve Gross National Happiness in Bhutan. The Environmental Science subject was introduced to prepare students with knowledge, values, and skills to address sustainability. This study aimed to investigate the alignment of Environmental Science textbooks, examinations, and the Environmental Science Curriculum Framework with each other and with Education for Sustainable Development. Four environmental textbooks, five examination sample papers, and the curriculum framework were used for the document analysis. The method involved the analysis of selected chapters from the four textbooks for classes IX to XII, followed by an analysis of the examination sample papers and finally skimming the content in all four textbooks. The textbooks and examinations were well aligned in knowledge focus, and the values related to utilization were more evident than the values on conservation. The textbooks were also well aligned with the principles and strands of the curriculum framework. However, the textbooks and assessments lacked information on students' community participation and the action-oriented content required to develop students' action competence in solving environmental problems, which is the tenet of Education for Sustainable Development.

Pulp and paper mill biomass boilers generate large quantities of ash in Canada with British Columbia (BC) being the highest ash generating province followed closely by Quebec. Generally, the generated ash is landfilled, particularly in BC, with only a small amount being used beneficially. It is anticipated that the difficulty associated with the management of ash will worsen over time as the industry increases its reliance on green fuel. Thus, there is a strong need to identify beneficial uses of pulp and paper boiler ash for the sake of environmental and economic sustainability. The purpose of this report is to provide the first step in this direction, a review of proposed or implemented uses for coal and hog (or wood) ash around the world. Considering both the properties of the ash and local opportunities, this could be the first step toward screening the applications that may apply to individual mills. Several large-scale practices use ash, such as land application (as a nutrient source or as a liming agent), use in the construction industry (as a replacement for cement or as a fill material), and reclamation of mine sites and stabilization of unpaved forest roads. In some cases, relatively small-scale applications have been used which included uses such as a compost component, agent for pH adjustment of liquid streams and slurries, blasting abrasive, and source of quartz for glass manufacturing to name a few. It is important to note that the chemical nature of both fly and bottom ashes can be quite variable due to the type of wood residues combusted as well as combustion equipment used and must be considered in identifying beneficial applications. • General ash characterization is not enough to find useful applications of ash. • Ash use in the liming agent requires different properties than ash use in concrete. • Ash must be characterized according to its application requirements. • PPM ash can mainly be used for concrete, ag lands, liming agent, and forest roads. [ABSTRACT FROM AUTHOR]

Paper-cutting is a traditional Chinese art, and Fuyang paper-cutting is a miracle of Chinese paper-cutting art. As Fuyang paper-cutting art is gradually promoted by artists during the historical inheritance, its traditional form has changed, a batch of new-style paper-cutting artworks have been created, Wang Xiaying is a leading figure in its inheritance. From the perspective of manifestation means and modeling language, this paper found that Wang Xiaying on the basis of inheriting traditional paper-cutting learned from other arts, applied innovative techniques to break through limitations in modeling, and realized the innovation of paper-cutting art It was concluded that traditional paper-cutting arts could only achieve sustainable development by integrating with new elements. [ABSTRACT FROM AUTHOR]

China is the largest paper producer and consumer in the world. However, China's paper industry is inefficient in its consumption of natural resources. Whereas the proportion of wood pulp used by the paper industry in developed countries is up to 63%, the corresponding figure for China is only 23%, leading to high energy and water consumption and severe environmental pollution. This article presents a systematic risk analysis using life cycle assessment and carbon footprint calculation associated with China's straw-pulp and wood-pulp paper industries. Risk prevention measures are proposed based on the results of this analysis. The study has important ramifications for the sustainable development of China's paper industry. [ABSTRACT FROM PUBLISHER]

The Guidelines on Building a Market-Oriented Green Technology Innovation System, which was released by China in 2019, has become a powerful signal to guide the development of green technology innovation (GTI). In the current digital strategy of China, the public media has become a key factor for promoting the transparency of enterprise environmental information. This paper measures the GTI efficiency of the listed paper enterprises in China as well as incorporating media attention into the research framework to explore the influencing factors of GTI of the listed paper enterprises in China during the digital economy era. The results showed that a positive media report had a positive impact on GTI and has become a new driving factor in promoting sustainable production in the digital era. Government support and openness also have a positive impact on GTI. However, negative media reports, environmental regulations, and technological innovation abilities have an inhibitory effect on the GTI efficiency of paper making enterprises. [ABSTRACT FROM AUTHOR]

Background: Environment and its ecosystems are affected by various natural and man-made disasters. The environmental management in disasters tries to protect ecosystems, sustain development, reduce disaster risk, and adapt to or decrease the impact of climate change. This study aimed to investigate the impact of disasters on the environment and methods of reducing these effects. Materials and Methods: This review study was conducted by searching PubMed, Google Scholar, Elsevier, UNEP, SID, and Magiran databases using keywords of “environment”, “disasters”, “recovery”, and “lessons learned” from 1999 to 2015. Results: Decrease in surface and groundwater resources, pollution of water resources, deforestation, desertification, soil erosion, air pollution and extinction of animal species are among post-disaster environmental damages. As a result of such changes in the environment and ecosystem, water shortage and drought, loss of vegetation, and food insecurity will ensue. Due to these destructive incidents, the people’s ability to provide necessary resources for living decreases and their very lives are threatened. Consequently, they are forced to immigrate to save their lives. Conclusion: Environmental recovery is one of the effective strategies for achieving sustainable development. In this regard, public and private organizations as well as international ones and people should work together. Responsible organizations, the stakeholders at different levels, and the public must be trained in this area and introduced to the latest international standards. Rules and policies should be reviewed and revised in accordance with today’s needs and international standards.

The present study investigates environmental education (EE) before and after Iran's Islamic Revolution. The research method is case study, and among the case study methods, historical analysis has been used in this research. A wide array of sources were employed, from government performance reports to documents, records, books, and articles published by Iranians. Environmental education in Iran was initiated with the establishment of a specific office for EE in the Department of Environment in 1972. During the years 1997-2005, the Islamic Republic of Iran enjoyed an era of unprecedented economic, social, and political advancement and growth. This fundamentally renovated EE in Iran. Today, observing EE's evolution in the Islamic Republic of Iran is quite informative. The paper examines the overall situation, major projects, and policies.

In a world in need of profound change, the importance of "transformative education" is increasingly recognized. However, barriers abound in our Higher Education Institutions, including that educators often have little notion of "how" to make their teaching more transformative "in practice." This paper builds on our experience of developing a transformative learning intervention in the context of our sustainability education at Utrecht University. For this project, we designed a learning cycle consisting of seven steps, summarized as "excavate," "absorb," "experience," "observe," "deepen," "exchange," and "consolidate." We tested this seven-step learning journey in two Bachelor courses, using qualitative student evaluations (n = 305), and then substantiated it by drawing on the learning sciences literature. We conclude this cycle can help educators structure their teaching; include reflective, experiential, and interactive learning methodologies; and invite learners to systematically reflect on their change in meaning making, thereby supporting (transformative) education design in different contexts.

This article reports on barriers to implementing instructional strategies by primary school principals in Gauteng Province, South Africa. The research was done in schools in Tshwane South Province of Gauteng, in South Africa; and it utilizes a qualitative study approach involving an interview with fifteen experienced school principals. The research used purposive sampling in selecting 15 school principals that are highly experienced from among 131 primary schools. This study is an endeavour to explore the idea of instructional leadership performed by principals of these schools. The findings are pertinent and valuable for those who are involved in the field of education, such as policymakers, researchers, and school principals. The identified challenges highlighted in the study are limited resources, non-compliance, inflexible processes, communication problems and lack of adequate technological skills. Moreover, the personal beliefs defined by past experience, educational system changes and school management alongside insufficient program training programs refer to obstacles of strategy implementation for principals. Finally, this paper provides recommendations for policymakers and principals on addressing the various barriers to implementing instructional strategies in primary schools in Gauteng Province. The study provides a deep understanding of the complicated field of instructional leadership in primary schools that seeks to enrich policy and practice for effective education results within Gauteng province.

This article draws on existing research, including publicly available data, to identify changes in Colombian HE which have led to its progressive massification and neoliberalisation. These include the introduction of standardised testing; endogenous and exogenous privatisation (Ball and Youdell, 2007); the expansion of the country's non-income contingent loan scheme; cost-cutting and cost-sharing; and the Government of Colombia's prioritisation of technical and technological (T&T) education. The article then explores some implications of this neoliberal massification of Colombian HE for the achievement of the UN's sustainable development goals in general and more specifically Sustainable Development Target 4.3, which is the only target to explicitly reference inclusion in HE. The analysis suggests that although some neoliberal policies may have broadened access to HE for some Colombians from low-income and rural backgrounds, they are not consistent with a sustainable development agenda. Reasons for this include the large number of student loans recipients who are in arrears; the use of public money to finance students' courses in private higher education institutions (HEIs); the prioritisation of T&T education which leaves limited room in Colombian HE for the 'full development of the human personality' (OHCHR, 2022: article 13.1); and the country's overreliance on non-renewable resources for its economic prosperity. The paper ends with some proposals for disrupting the ongoing neoliberalisation of higher learning in Colombia such as the replacement of the country's non-contingent loan scheme with an income-contingent model; improving the efficiency and accountability of state-run T&T programmes; the granting of student loans only for courses at accredited HEIs; the provision of loans to accredited private HEIs only in cases where no public alternative exists; the abolition of tuition fees in public HEIs for the poorest students; the introduction of stipend-supported internships; and the promotion of Civic Education.

As global concerns about climate change deepen, Australian sustainability curriculum plays an increasingly significant role in the way students relate to concepts of home, belonging, and the future. Such futures are imagined in a local context shaped both by ongoing colonial processes and the continued presence of First Peoples, in which invader-settler futurity is the dominant force. As such, a global emphasis on Education for Sustainability raises questions of what types of relationships to place and country are produced through policy and curriculum, and what the implications are for students' investments in the future of place and unceded Country. As a white invader/settler writing from the Country of the Kulin Nations (Melbourne, Australia), in this paper I offer an analysis of UN Education for Sustainability Declarations from the past five decades, alongside Australian national curriculum documents and its translation into state-level curriculum. In doing so, I reveal the ways that sustainability policy and curriculum works to collapse place and Country into the concept of 'environmental resource', largely oriented towards the future of the nation. I argue that in the global policy context, resources are framed to deliver equal distribution "across" nation states, functioning to obscure the operation of patriarchal white sovereignty "within" states such as Australia. I further identify that the ways this problem of resource management is deployed as a virtuous state policy through local curriculum, which functions to solidify invader-settler use of disembodied Indigenous knowledges, to secure futurity.

Abstract: Recent years have seen increasing demand for wider application of strategic environmental assessment (SEA), especially SEA of major policies, as a powerful instrument to safeguard the environment during the rapid industrialization and urbanization in China. Debates on SEA are concentrated on its feasibility and effective implementation in practice. This study applies Emergy analysis within the framework of social–economic–natural complex eco-system theory to overcome the limitations of methods used for assessing regional sustainability so far. This established model is tested in the case of Chinese paper industry to assess the sustainability of 5 policy scenarios. The results show that Emergy-based Indices (EbI) are more effective to measure the sustainability of industry complex ecosystem, thus EbI approach is very useful in SEAs on policy scenarios of a given complex ecosystem. [Copyright &y& Elsevier]

As a traditional energy and carbon intensive sector, it becomes imperative for the global paper industry to realize green development. This paper aims to provide guidance for the green transformation of global paper industry by evaluating the global paper industry green development level in a systematic and dynamic way. This paper employs text-mining method to develop paper industry green development evaluation indicator system and adopts market-extended LCA model and entropy-TOPSIS method to calculate the paper industry green development level of 48 countries/regions. The results show that during 2000–2030 the paper industry green development level of developing countries improves faster than developed countries, where those of developing and developed countries increase from 0.3369 to 0.3938 and from 0.5120 to 0.5517 respectively and the gap between them narrows from 0.1751 to 0.1579. The comparative analysis reveals that the paper industries of developed and developing countries are in different green development stages. Developing countries, represented by China, improve greatly in economic and social dimensions, but decline seriously in ecological dimension due to enlarging resource consumption and environmental damages. On the contrary, developed countries tend to saturate in economic and social dimensions and have been improving fast in ecological dimension, gradually realizing the decoupling of industrial economic development and environmental damages. To further promote the global paper industry green development, developing countries should focus on promoting the coordinated development between economic growth and environment protection and developed countries should play a leading role in the global green transformation by promoting optimal allocation of resources and cross-regional communications of green technologies. • A paper industry green development indicator system is developed based on text mining. • A global paper industry green development model is built with market-extended LCA. • Complex interactions among the indicators are internalized in the evaluation. • A spatial-temporal analysis is performed on global paper industry green development level. [ABSTRACT FROM AUTHOR]