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Fieldwork in ecology education does things. By employing Donna Haraway's concept becoming-with companion species and Cathrine Hasse's emotional collectives to explore fieldwork practice on a bog in Sweden, a piece of the doings will be told. The aim of this study is to explore how ecology fieldwork affords emotional engagement and facilitates growth of ecological literacy in the emotional collectives of students, teachers and nonhumans to become-with each other. The study is based on an overnight field trip with upper-secondary students experiencing black grouse lekking and the ecology of a bog. The empirical material consists of video and audio recordings. In the study, becoming-with is operationalised through the notion of emotional collectives. The result shows three orientations of becoming-with: mimetic, anthropomorphic and fact oriented. Overall, this is a story of fieldwork as a practice of producing companion species; how becoming-with companion species works in practice, how companion species come to matter as emergent ecological literacy. [ABSTRACT FROM AUTHOR]

This paper is an attempt to flesh out the biosemiotic and ecological literacies of selected ecopoems from the collection Sustaining the Archipelago: An Anthology of Philippine Ecopoetry (2017). I recognize the biosemiotic fact that every living organism of nature possesses the ability to inventively pursue their environments made possible through an active engagement of signs in the environment. Grounded on the ecocritical theories of Hubert Zapf, David Orr and Jacob von Uexkull and the descriptive-analytical research design, I analyze Philippine ecopoetry and how it can substantially bring readers within the environment itself and experience its attendant forces shaping it on both micro and macro heights. Ecopoetry allows us to better comprehend the particularities and complexities of the environment and the workings of our biologies. It positions its readers within the intricate spheres of the environment. Echoing the concept of ecological literacy, the reader becomes more knowledgeable and intimate with the environmental space recreated through the words of the poet. In the analysis, I recognize the ecoliterate affinities of the poets and their works highlighting ecocritical discourses on biophilia, topophilia, topophobia, anthropocentric activities, holism and systems thinking. These affinities are further dissected with the aid of biosemiotics. Biosemiotics looks into the complexities of the environment emphasizing various significant organisms and occurrences that shape environmental connections and disconnections. In the ecopoems, there are signs and occurrences that can be specifically interpreted shaping environmental connections. These are essential in understanding the processes that make nature and culture experience connections and disconnnections.

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study aims at professional development directed towards finding new pathways in education for and in sustainable development. In this study, we consider how primary teachers from two schools in Gothenburg, Sweden, experience the forest and the urban area as potential learning environments. This study focuses on teachers' perceptions (understanding) and experiences (emotional) of two places, the urban area, and the forest. To make visible teachers' relationships with the urban area and the forest, we use collage inquiry as a research method to stimulate teachers' reflection, conversation and writing about the forest and urban area. Primary teachers from three schools in Sweden participated in the study and made collages The collage inquiry brought out their emotions, perspectives, and curiosity about the forest and the urban area described in three themes; temporarily situated, place dependent and emotionally connected. Knowledge of teachers' perceptions and experiences ensures opportunities to deepen the ability to teach technology beyond the classroom. To bridge between biology and technology and compare ecological and technological systems constitutes a possible basis for continued work and development of teaching for sustainable development. [ABSTRACT FROM AUTHOR]

This study is about the use of contemplative practices in forest fieldwork and how such practices could support the growth of ecological literacy. Ecological literacy is explored by employing Donna Haraway's notions of becoming-with and companion species. The study is based on fieldwork with a group of adult learners attending a folk high school in Sweden. The participants are followed as they encounter and are becoming-with species of the forest. The empirical material consists of video- and audio-recordings. The results provide a narrative of forest encounters, environmental concerns and dreams about the simple harmonic life. The forest fieldwork thus provides a site for elaborating a more inclusive ethics and teaching strategies where nonhuman-human relational aspects become center to ecological literacy. The results suggest that folk high school environmental education could be used as a source of inspiration in disrupting the practices of compulsory science education. [ABSTRACT FROM AUTHOR]

David Orr's idea of "Ecological Literacy" offers a deep view of the importance of loving local wisdom and the environment as natural and ancestral heritage. In the educational context, this idea is very fundamental and strategic to be developed in order to shape the character of students who have an ecological and sustainable perspective. This article aims to examine how the idea of ecological literacy is used as a basis for introducing and strengthening the theme of Local Wisdom in the practice of the Pancasila Student Profile Strengthening Project, Independent Learning Curriculum. The approach in this research is literature study and conceptual analysis to explore the relationship between the ideas of ecological literacy and local wisdom. Apart from that, studies of phenomena that occur in society and schools are to evaluate the practical implementation of these ideas in the Project for Strengthening the Profile of Pancasila Students in the Independent Learning Curriculum, more specifically those related to local wisdom issues. The results of the conceptual analysis show that the concept of ecological literacy has relevance and implications in promoting awareness of the values of love for local wisdom and awareness of the environment in students. Practical and theoretical implications of this research are discussed, including practical and strategic suggestions for further development of the idea of ecological literacy in education, public policy, and future research. [ABSTRACT FROM AUTHOR]

Higher education institution is one of educational institutions that serve as a place of cultural values, and norms expected to become a foundation to foster caring attitudes toward the environment. These attitudes are accordingly meant to develop ecological literacy in order to overcome environmental problems which are likely to be minimized by combining ecological literacy and creative thinking skills. A quantitative descriptive with correlational study was employed in this research. There were 275 college students from three areas in Indonesia, namely Jakarta, Sumatera, and Gorontalo involved as respondents of the research. Data was collected by means of Google Forms consisting of tests and opinions. The ecological literacy was analyzed using dimensions of caring, practical competence, and knowledge while the creative thinking skills were analyzed using dimensions of fluency, originality, flexibility, and elaboration. This research is limited to students in the Department of Science and Non-Science. Findings of the research indicates that the ecological literacy level is in the medium category, whereas the creative thinking skills are good. Female students have a higher average score in ecological literacy and creative thinking skills compared to that of male students. Thus, there is a positive relationship between ecological literacy and creative thinking skills. [ABSTRACT FROM AUTHOR]

Ecological Literacy (EL) is understanding and applying ecological principles to environmental issues. It involves recognizing the interdependence of living organisms and ecosystems and the impacts of human actions on the environment. EL individuals possess knowledge of biodiversity, ecological processes, and sustainability, enabling them to make informed, environmentally responsible decisions. This knowledge is essential for addressing ecological challenges and promoting sustainable development in all industries and communities. EL is a new concept in the mining industry introduced in this paper. Mining has a direct impact on ecology. This paper provides an overview of EL and its application in the mining industry, examining the potential benefits of EL for achieving sustainable and responsible mining. Results show that prioritizing EL Training (ELT) in the mining communities for countries with many mines has a higher priority than other industries. Also, in mining communities, ELT to workers, engineers engaged in mining, and government managers have a higher priority than other sectors in mining, respectively.

Abstract The Society for Ecological Restoration defines restoration as “the process of assisting the recovery of an ecosystem that has been degraded, damaged, or destroyed.” The United Nations Decade on Ecosystem Restoration is an “all‐hands‐on‐deck” call to revive imperilled ecosystems around the world. The task at hand is more than professional practitioners and organizations can handle alone. Volunteers play a critically important role in restoring the structure and function of the world's most degraded ecosystems. The 485 ha University of Wisconsin–Madison Arboretum is the site of some of the oldest restored ecological communities in the world. Like many restoration sites, long‐term management of these communities requires expertise and sustained volunteer engagement. The Arboretum fosters expertise and engagement with a two‐pronged approach. This includes (1) the Arboretum's Restoration Team Leader Program, which trains and empowers restoration volunteers to lead community members in on‐the‐ground restoration, and (2) the Restoration Managers Who Work with Volunteers group that convenes restoration managers from multiple organizations for collaborative projects. These programs facilitate ecological restoration by working directly with volunteers and are models of participatory leadership and communities of practice. Here, we share the principles, practices and frameworks behind these programs and illustrate how this model can be replicated to strengthen community‐based restoration around the globe.

This article illustrates a research project in a Swedish elementary school where young students are engaged in a project on ecology. Species, digital resources and nature contribute to place-based exploration of ecological issues, relevant in learning for sustainability. Since children grow up in a digital era, their meaning-making is transversed by oral, digital and physical modes. By launching the terms relations, gaps, stand fast and chain of transduction as an analytical apparatus and connecting video ethnography to pragmatic theory and multimodal analysis, we contribute to the body of knowledge on students' participation and meaning-making featured in digital and physical representations. Specifically, ecological and sustainability learning takes place in the transduction displaying students' drawings, texts, digital images and biological arrangements. The article concludes with several education concerns: the teacher's responsibility in supporting agency-processes, the growth of ecological literacy in a blurred 'digital-ecology' environment and the educational need to support students' attachments and care for the living and nonliving. [ABSTRACT FROM AUTHOR]

Children's experiences with nature may develop ecological literacy and enhance their psychological well-being. However, a limited understanding of how the village landscape has functional impacts on the children's play behaviour and perceptual performances can influence ecological literacy. This study investigated children's preferences in the village landscape stimulated by their play behaviour and knowledge, which becomes a basis for ecological literacy. Seventy-one responses from middle-aged children were elicited using drawings and go-along methods. Data were analysed using NVivo 12 Plus for content analysis. The results revealed that children who preferred being outdoors were associated with play activities, which directly influenced ecological literacy. The findings showed that the children were related to the wilderness, interspecific relations with animals and plants, physical work, recreation and socialising, rurality and natural beauty. The children expressed a strong affiliation to their everyday environment in which the village landscape became a milieu for ecological literacy. [ABSTRACT FROM AUTHOR]

Copyright of Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education is the property of Balikesir University, Necatibey Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Meinung Yellow Butterfly Festival (MYBF), established in 1995 in Taiwan's rural Meinung town, stands as a community-driven ecological event rooted in Hakka cultural traditions. Originating from the grassroots anti-dam campaign of 1992, it has consistently addressed ecological degradation, championing environmental protection, ecological education, and sustainable development. In the last decade, MYBF transformed into an environmental art festival with both local and global aspirations. Transitioning to a biennial format in 2015, it now includes extensive preparatory activities spanning multiple months leading up to the core events held in July and August. MYBF's impact extends beyond festivities, fostering a vibrant local culture centered around eco-friendly agriculture, innovative lifestyle experiments, and public art production, enriching Meinung and its surrounding villages. This article examines MYBF's history and its evolution, emphasizing its contributions to environmental activism, ecological literacy, community development, public art, and sustainable living. Drawing upon art historical analysis and interpretation, complemented by field research, participatory observation, and digital ethnography, this article highlights how MYBF balances local traditions and global concerns. It contends that the Meinung experience, as embodied by MYBF, offers valuable insights for forging a sustainable, holistic relationship between humans, nature, and art, with implications beyond its Taiwanese roots. [ABSTRACT FROM AUTHOR]

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Financing ecological and other grand global challenges is faced with intertwined issues at both the institutional side and the public side as elements of the tragedy of the quintuple horizons. These horizons are approached from a systemic perspective, with attention on the key players involved. Starting with (system) banks, their conservative attitude is explained in terms of the iron cage theory. Next, green challenges are pictured as 'very wicked' problems, varying in moral intensity. The conflicting roles of the public as citizens and as consumers are described in terms of Kohlberg's theory of cognitive moral development. Responsibilities for future generations are clarified by distinguishing the responsibility as accountability and the responsibility as virtue. Assignments for a green future are explored from the perspective of green financing with a focus on what should be expected from the public at large in multiparty democratic societies, keeping in mind that other societies are characterized by diverting economic and political dynamics, and hence, other modes of operating1. 1 See, for instance, for China: Macaire & Naef (2022) and Liu, Wang, Zhang & Zhang (2019).

The aim of this paper is to display how Dryden’s metaphorical representations of natural elements in the Fire section of his historic poem Annus Mirabilis have foregrounded the ecocritical readings of human-environmental relationships, particularly with respect to the impact of the intriguing web of the sociopolitical facts on the London community. The paper uncovers Dryden’s timid call for an understanding of the environment as a sociopolitical category that dominates and manipulates humans’ lives, which is a typical practice of the ecocritical theory. The methodology adopted in this research is both qualitative and interpretive, as it focuses on the prevalent metaphoric representations of the ecological dilemma as uniquely used by the poet in two discrete stages: first, the ecological insights of Dryden’s animation of the natural through water/fire tropes, and second, the metamorphosis of the city as an ecological outcome of the metaphoric animation. Both stages reveal that Dryden’s delineation of the Great Fire of London in Annus Mirabilis has figuratively and intellectually foregrounded the key tenets of ecocriticism.

Throughout a long historical period, the natural resources of the world have been managed by different human communities. Living within the boundaries of their own ecosystems forces people to develop a deep knowledge of managing their natural resources. Whether they and their children will survive directly depends on their behavior. People have given the land and natural resources a social and symbolic value that goes beyond their immediate use value. This symbolism is based on ecological principles and supports a system of ethical, social and economic rules that are adaptive. This means that these principles and rules help human communities prevent the overexploitation of natural resources, preserve their connections with the surrounding ecosystems, so that people can live within the limits imposed by the availability of resources and technology. Over the course of the last few generations, however, the world's diversity of cultures, along with their adaptations to local environmental conditions, has been rapidly disintegrating under the influence of a new, global culture characterized by extremely high levels of consumption. Economic growth based on fossil fuel energy led to the rapid development of industry and international trade, and improved lifestyles as well as advances in health care led to rapid growth in human population and consumption. As a consequence, the search for new ways of extracting resources, involving powerful machines and efficient technologies, which absorb the traditions of conservation of nature built by local human communities during their long historical experience of survival, is intensified. Mechanisms developed as adaptations to the environment over hundreds of years are rapidly breaking down as a result of globalization, thereby freeing humans from their traditional environmental constraints. [ABSTRACT FROM AUTHOR]

Ecological literacy (Eco literacy) along with creative thinking skills can be utilised to overcome environmental problems to achieve environmental sustainability. This research analyses the correlation between ecological literacy and students' creative thinking skills of environmental problems. The research method is quantitative with a correlational study. The research respondents include 281 pupils of Grade 11 MIPA (Science) from three areas in Indonesia: Jakarta, Sumatera, and Gorontalo. Data collection consists of a write test and an opinion-seeking questionnaire. Ecological literacy analysis consists of caring, practical competence, and knowledge dimensions. Creative thinking skills are analysed through fluency, originality, flexibility, and elaboration dimensions. The results indicate that ecological literacy and creative thinking skills levels in grade 11 MIPA in a medium category. Female students have a higher average score in ecological literacy and creative thinking skills than in male students. The research finds a positive relationship between ecological literacy and creative thinking skills. [ABSTRACT FROM AUTHOR]

This article draws on insights of young people learning to make natural pigments and traditional paintings in acute climate vulnerable areas. Why do they paint during ongoing crises and how do they voice their future concerns? Critical realism is applied as a meta-theory in this field-based study in a slum area in Kolkata and the Sundarbans mangrove forest. Methods comprise focus groups, semi-structured interviews, and participant observation. Analysis was done in an abductive process, applying Roy Bhaskar's model of 'four-planar social being'. The analysis demonstrates how painting with natural pigments leads the young ones towards: (a) discovering beauty in nature (b) transcendence of borders (c) transformation and responsible action (d) discovering one's own dignity. Findings are discussed considering the key concepts co-presence and crisis system. I reflect upon how this local effort can inspire a new economy, with the signposts: becoming co-present with the natural world and the necessity of beauty. [ABSTRACT FROM AUTHOR]

Financing ecological and other grand global challenges is faced with intertwined issues at both the institutional side and the public side as elements of the tragedy of the quintuple horizons. These horizons are approached from a systemic perspective, with attention on the key players involved. Starting with (system) banks, their conservative attitude is explained in terms of the iron cage theory. Next, green challenges are pictured as 'very wicked' problems, varying in moral intensity. The conflicting roles of the public as citizens and as consumers are described in terms of Kohlberg's theory of cognitive moral development. Responsibilities for future generations are clarified by distinguishing the responsibility as accountability and the responsibility as virtue. Assignments for a green future are explored from the perspective of green financing with a focus on what should be expected from the public at large in multiparty democratic societies, keeping in mind that other societies are characterized by diverting economic and political dynamics, and hence, other modes of operating1. [ABSTRACT FROM AUTHOR]

Ecological literacy (ecoliteracy) is an interdisciplinary concept that spans ecology and linguistics. This concept is particularly important given today's increasingly severe ecological environmental problems. In the discipline of linguistic ecology, ecoliteracy can include five aspects: ecological knowledge literacy, ecological awareness literacy, ecological ethics literacy, ecological emotional literacy, and ecological behavioral literacy. We advocate for a quantitative assessment of the level of ecoliteracy from those five dimensions. However, in the evaluation process, the difference in the specific sociodemographic characteristics (SDCs) of the participants is a factor that cannot be ignored. Therefore, this article starts from SDCs and takes the inhabitants of Guiyang City, a top-ten ecologically advanced city in China, as the study population. The main purpose of the study was to identify the differences in the levels of ecoliteracy shown by inhabitants of this city who have different SDCs. The results indicated that there were significant differences in the levels of ecoliteracy among the inhabitants of Guiyang City with regards to gender, age group, ethnicity, type of living area, educational background, and current main identity. The highest overall score among the participants, that is, the most ecoliterate inhabitants, were found to be males, middle-aged groups, Buyi ethnic groups, those who live in urban areas, the most highly educated, and those who work for the Chinese government. To address the specific five-dimensional levels, this article also analyzed the nuances among inhabitants regarding each aspect. Based on this analysis, the reasons for the differences among inhabitants with different SDCs are discussed. In addition, after discovering the specific characteristics of inhabitants with high-level ecoliteracy, we also propose ways to improve low-level ecoliteracy among inhabitants. Our ultimate goal is to make contributions to the advancement of harmonious coexistence between humans and the natural environment. [ABSTRACT FROM AUTHOR]

Abstract Urban schoolyards are essential in biodiversity conservation; they provide numerous ecosystem services to students, school managers, and the city where the schools are located. However, limited or no studies have explored the role of urban schoolyards in both biodiversity conservation and carbon sequestration. This study, therefore, assessed the structure and values of urban schoolyards forest in the cities of Niamey and Maradi in the Niger Republic. A total of 60 schools was selected purposively from Maradi and Niamey (30 schools in each city), where the data were collected through a face-to-face survey. Additionally, a forest inventory and participatory observations were conducted to gather the dendrometric data and animal biodiversity. The findings revealed that, a total of 97 different tree species belonging to 35 families and 81 genera. In addition, neem tree and Fabaceae (22 species) were found to be the dominant tree species and botanical family respectively in the schoolyards of both cities. The similarity index was 64% indicating high similarity between the floras of the schoolyards in the two cities. The biomass value equals about 48.91 t/ha and 27.49 t/ha carbon stock in the primary schools of Niamey and Maradi respectively. Furthermore, the analysis of the structure of the urban schoolyard forests showed high values of structural parameters indicating the vitality/health/integrity of the forest. The ability of students to name plants, animals, and ecosystem services of their schoolyards is significantly low. This study recommends the use of multipurpose woody plant species in urban greening school initiatives for quality education. Furthermore, the study recommends a further investigation of the effects of the school urban forest structure on the students' academic performance and the allergenic potential of woody species found in urban schools.

This article explores key pathways to improve the Chinese people’s ecological literacy (ecoliteracy) in ecolinguistics, and uses the framework of harmonious discourse analysis (HDA) to show how those pathways work. First, by reviewing HDA and ecoliteracy, we clarified the feasibility of their combined study. Then, a questionnaire was conducted among the inhabitants of one of China’s most ecologically advanced cities, and the key pathways to improving ecoliteracy were determined. The results showed that there were eight factors that were considered to encourage the people to be more ecoliterate, falling into the categories of education, participation in activities, and documents and publicity. We also reviewed a variety of cases and demonstrated the significance of these pathways for ecoliteracy using the framework of HDA. We found that an ecoliterate individual can guide ecological practice better by following the general assumption of human-orientedness and the principles of conscience, proximity, and regulation. These results provide new ways for ecologists and linguists to explore ecological issues, not only broadening the linguistic pathways of ecoliteracy, but also enriching the content of HDA.

In the following article the recommendations on the current global environmental problems and the large-scale reforms being implemented to eliminate them, work related to ensuring environmental stability in our region, ensuring the implementation of priority tasks defined in laws and decrees at the level of state policy, requirements for the ecological culture and education of young people, measures to preserve the ecological environment, as well as specific tasks in providing ecological education to the young generation, the laws of development of society and nature, in-depth teaching of the relationship between them and preparation of a highly enlightened person who can think modernly, the provision by the constitution the information about the environmental duties and responsibilities of citizens determined by law, and the authors discuss environmental problems and the role and development of ecological culture in solving them are presented.

Some geography education students score poorly in wetlands ecological literacy. This study aimed to determine the effect of outdoor learning on wetlands ecological literacy using a pre-experimental design and a sample of 60 geography students. The wetlands ecological literacy instruments were adapted from Anderson's cognitive dimensions comprising factual, conceptual, strategic, and metacognitive indicators. Data were analyzed using percentages and non-parametric Wilcoxon ranked statistical sign tests. The result showed that 2-tailed Asymp. Sig. was 0.000, smaller than 0.05. The conceptual and metacognitive indicators had the highest and lowest improvement of 21.11% and 13.33%, respectively. Furthermore, students’ wetlands ecological literacy improved through outdoor learning. Outdoor learning increases students’ attention to their environment through closer interactions, complementing the learning experience. Therefore, outdoor learning improves students’ wetland ecological literacy.

In the current social, political, and environmental scenario, this paper is based on qualitative research and looks to recover experiences and highlight empirical findings from the process of building the Design and Sustainability course for the Industrial Design Department at Rafael Landívar University, acknowledging the role of ecoliteracy as a critical ability for 21st-century designers. Additionally, this paper briefly discusses the present flaws of the current design and ecological literature and how this affects the ecological literacy process, particularly when considering experiences in the context of the case study. Finally, the discussion centers on the Design and sustainability course. The course has successfully run for two years and has become a tool to enrich the environmental perspective of future industrial designers. [ABSTRACT FROM AUTHOR]

This article conceives of landscape as something that is colonised, acted upon and defined through cultural and artistic processes. It makes reference to an EU-funded project based in different European countries which sought to research how art education can become infused with principles and values found in Education for Sustainable Development. The article describes the theoretical framework, training and implementation of lessons by teachers involved in this research project and finally offers a creative response to artworks produced by students during three lessons delivered by participating teachers. [ABSTRACT FROM AUTHOR]

This paper displays how Dryden's metaphorical representations of natural elements in the Fire section of his historic poem Annus Mirabilis have foregrounded the ecocritical readings of human-environmental relationships, particularly with respect to the impact of the intriguing web of the sociopolitical facts on the London community. The paper uncovers Dryden's timid perspective on the environment as a sociopolitical entity that dominates and manipulates humans' lives, which is a typical practice of the ecocritical theory. The methodology adopted in this research is both qualitative and interpretive, as it focuses on the prevalent metaphoric representations of the ecological dilemma as uniquely used by the poet in two discrete stages: first, the ecological insights of Dryden's animation of the natural through water/fire tropes, and second, the metamorphosis of the city as an ecological outcome of the metaphoric animation. Both stages reveal that Dryden's delineation of the 1666 conflagration in Annus Mirabilis has figuratively and intellectually foregrounded the key tenets of ecocriticism. [ABSTRACT FROM AUTHOR]

Children at an early age learn things from the multimodal way of learning. Whatever children learn or observe, they keep it with them throughout life. So, raising eco-friendly children through picture books is one of the best ways to create eco-consciousness. This study aims to investigate picture books' efficacy in conveying knowledge about ecosystems. The concept of David Orr's ecological literacy shows how far literature is playing a role in raising environmental awareness. For this purpose, picture books are selected from English and Pakistani children's fiction, i.e., 10 Things I can do to help my world, Penguins do not wear sweaters, Can we save tigers, Kaala Bhoot, and kho kho kho. After evaluating both fictions, it is evident that picture books are used to raise ecological literacy among children. Moreover, it is assessed that English fiction is a step forward from Pakistani fiction in raising awareness as it focuses on environmental concerns of modern-day life while Pakistani fiction is still in its very initial stages. [ABSTRACT FROM AUTHOR]

Copyright of International & Comparative Education is the property of International & Comparative Education Editorial, Beijing Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The economic, ecological, and social lives of migrants are neither independent of places they emigrate nor their homeland. This dependency push immigrants to carry their historical and cultural conditions of homelands to host countries. The cultural networks between immigrants provide the reproduction of the culture in the migrated places. The social structures determined by the culture at the local scale are transferred to different places via the migration mechanism. The specific qualities of each host localities can define the boundaries of cultural ties. In other words, the economic, ecological, and social conditions of the host country determine the limits of this cultural interaction. Specific host country conditions can adjust the boundaries of culture more sensitive to local qualities. Thus, immigrants offer a unique opportunity to define how each locality understands and sets its specific and current conditions and how cultures are transferred from local to the host countries. Based on this perspective, I tried to examine how migrants from Turkey in Gothenburg convey their interactions with nature according to the specific sensitivity of the host localities. [ABSTRACT FROM AUTHOR]

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Sustainable and Responsible Design (SRD) harnesses design's potential to address eco-social problems and in doing so challenge the status quo of design education by reframing the social and ecological consequences, boundaries and agencies of design. This critical and transdisciplinary approach frays the edges of traditional design disciplines with embedded and reflexive modes of learning. We describe characteristics of SRD education and present theories of learning to empower students in this complex terrain. The learning associated with SRD education is ecologically engaged, participative, critical, expansive and designerly. We recount case studies of our own experiences advancing sustainable and responsible undergraduate design education in the UK. We identify path constraints such as disciplinary fragility, appropriation, and power dynamics in the design school. The push for a revision of priorities generates tensions where there is often greenwashing rhetoric of sustainability and inclusivity. We describe strategies and tactics to address these tensions. We highlight the agency we have as educators and designers and argue that design education can only meaningfully participate in response to the challenges presented by climate change, other types of ecocide, and social problems when educators make substantive commitments to supporting sustainability literacies and design approaches that serve the interests of diverse stakeholders. [ABSTRACT FROM AUTHOR]

Some geography education students score poorly in wetlands ecological literacy. This study aimed to determine the effect of outdoor learning on wetlands ecological literacy using a pre-experimental design and a sample of 60 geography students. The wetlands ecological literacy instruments were adapted from Anderson's cognitive dimensions comprising factual, conceptual, strategic, and metacognitive indicators. Data were analyzed using percentages and nonparametric Wilcoxon ranked statistical sign tests. The result showed that 2-tailed Asymp. Sig. was 0.000, smaller than 0.05. The conceptual and metacognitive indicators had the highest and lowest improvement of 21.11% and 13.33%, respectively. Furthermore, students' wetlands ecological literacy improved through outdoor learning. Outdoor learning increases students' attention to their environment through closer interactions, complementing the learning experience. Therefore, outdoor learning improves students' wetland ecological literacy. [ABSTRACT FROM AUTHOR]

To address the frequent emergence of ecological problems, ecology has intersected with various disciplines. From the perspective of linguistic ecology, ecological literacy is an important concept that combines the subjects of ecology and linguistics. It not only discusses ecological issues, but also establishes a linguistic framework. Here, we constructed a quantitative method of assessing ecological literacy from the perspective of linguistic ecology. Ecological literacy was divided into five parts: ecological knowledge literacy, ecological awareness literacy, ecological ethics literacy, ecological emotional literacy, and ecological behavioral literacy. Each of these was set with four quantitative indicators that were evaluated through eight questions. A case study was conducted to investigate the ecological literacy of the inhabitants of Guiyang City, one of China's top ten ecologically advanced cities. The results showed that the proposed assessment method was an effective way to evaluate the level of ecological literacy comprehensively. In the case analysis, the overall ecological literacy level of Guiyang inhabitants was relatively good, and the levels of the five specific dimensions of them in descending order were as follows: ecological ethics literacy, ecological emotional literacy, ecological awareness literacy, ecological knowledge literacy, and ecological behavioral literacy. The results of this study are conducive to the production of targeted ways to improve the level of ecological literacy for sustainable development. [ABSTRACT FROM AUTHOR]

This study explores how fieldwork can contribute to the development of ecological literacy and draws on actor-network theory and science studies which imply an understanding of agency as being distributed. The aim is to explore the consequences of the human-nonhuman encounters in fieldwork practice for the growth of ecological literacy. The explorations employ Bruno Latour's concept of "the terrestrial attractor" and its potential contributions to environmental education. The study is based on a field trip to experience black grouse lekking in Östergötland, Sweden. The empirical material consists of video- and audio-recordings. The results show two dimensions of encounters: (1) ways of initiating encounters, and (2) the human-learner actant configurations involved. The dimensions of encounters afford contributions to ecological literacy. [ABSTRACT FROM AUTHOR]

Introduction: The concept of environmental concern has been studied for many years with various theoretical background in the social sciences and psychology, but in recently years this concept separated from other concepts related to the environment and considered as a variable consisting of objective and subjective concepts and formed of horizontal and vertical dimensions. Material and methods: This manuscript study the constructive components of the horizontal dimension of environmental concerns, including: emotional stimuli, cognitive components, behavioral will, and practical behavior according to Shafferin's theory. The statistical population of the research of Tabriz University students and its statistical sample was determined using 387 Cochran's formula and the quotas of all university faculties were examined using sampling. Data collection tools are questioners that using standard environmental assessment questions, social capital, and life satisfaction from previous research. Data analysis was performed with SPSS software. Resultes and discussion: The research findings show that the environmental concern of Tabriz University students is 37.17 and it is more than the average can be obtained. According to the findings there is a significant difference between the obtained average of men and women answers. The findings also show that the environmental literacy have standard coefficient 0.281 and has a significant relationship with students' environmental concerns, but the two variables satisfaction of life and social capital have not had a significant effect on the environmental concerns of students at Tabriz University. Conclusion: The type and extent of environmental concerns of individuals depends on their awareness of the processes of their living environment, so the most important factor in protecting the environment is to increase people's knowledge and ecological literacy.

Environmental issues are important to be solved because it would threaten both of the current and future life. It can be done through implementing sustainable education as a process of humanization that produced changes in knowledge-understanding, awareness, and sustainable practices. This study aims to evaluate the implementation of sustainable education by examining the differences in ecological literacy among students of the Faculty of Agriculture, the University of Brawijaya based on their year of submission, study program, place of origin, and sex. Several 419 students participated in this online survey. Ecological literacy was measured using an instrument developed by McGin (2014). Chi-square and t-test were applied to test the differences. Results show that the majority of students are classified to have basic ecological literacy. There is no statistical difference in student's ecological literacy based on their year of enrollment, study program, and place of origin. Only based on sex, the difference exists, where female students have a higher level. Although there are no differences in the implementation of sustainable education on the two study programs, the improvement is still needed to raise the level of students' ecological literacy.