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In this study we modeled the environmental literacy of Vietnamese preschool teachers. 324 in-service preschool teachers from Ha Noi, Da Nang, and Ho Chi Minh, Vietnam contributed to the study via an online survey. Structural Equation Modeling (SEM) was used to test the hypotheses of the relationships between environmental knowledge (KN), environmental awareness (AS), decision attitude (DA), personal behavior (PB) and environmental teaching activities (ACT) of these teachers. The results showed that the level of environmental literacy of preschool teachers in Vietnam was moderate with mean score for AS, DA, PB, and ACT ranged from 3.18 to 4.32 on a 5-point Likert-type scale. The results also indicate that the preschool teacher's KN had a positive impact on AS and DA; PB was influenced by AS, but not by KN or DA. In addition, a correlation analysis showed AS and PB had a positive impact on ACT, while DA had a negative influence on ACT. These findings imply that preschool teachers with certain desirable environmental literacy had more tendencies to implement ACT. Based on the findings, recommendations and implications are provided for policy makers, preschool teachers, and researchers in Vietnam and other countries.

In this study, the environmental education (EE) component of the pre- school teacher training programs at six (6) universities in Vietnam were examined to identify the challenges of implementing EE in these programs. The framework for the pre-school teacher training program at these universities were analyzed and 18 students in their final year of undergraduate study were interviewed to collect the qualitative data used in this analysis. The findings indicated that there was a clear gap between EE and the training of pre-service teachers pursuing a pre-school teaching-level certification rating with EE competencies. Program comparisons between the universities show a disparity in the program designer's EE views that reflect the priority given to environmentally-related courses. This study also recommends that it is necessary to implement innovative EE methods; integrate EE in all subject areas; and promote knowledge exchange between the teachers and delivery methods with the goal of systematically and comprehensively preparing prospective pre-school teachers to be EE practitioners for children.

Tourism geographers in Anglo-American geographical departments are transitioning into teaching and research tourism in applied schools and departments, such as business, resource and environment, and even cultural and creative industries. Because of pressure related to national research assessment and funding, tourism geographers are not encouraged to continue undertaking serious theoretical research related to their mother discipline, instead transitioning to conducting applied research and publishing in hybrid journals. Although such changes in tourism geographers' research behavior are frequently discussed internationally, they have not been assessed and reported in academic contexts within Asia, particularly Taiwan. This study aimed to investigate the research behavior of tourism geographers regarding the differences between those who are staffed in geography departments and those who transition to applied departments such as tourism and recreation, resource and environment, and others. Their research behavior is examined in terms of publishing journals, paradigmatic approaches, research types, research methods, and geographical scales based on content analysis of articles published by tourism geographers in geography and tourism and recreation departments. The results revealed that there are significant differences in the research behavior of tourism geographers between different departments. Finally, this paper explains the differences in terms of Taiwan's changing social and economic conditions, the academic traditions and politics of the geography and applied departments, the research habits and preferences of tourism geographers among departments, and other aspects. The findings can help international tourism geography academic circles understand the complexity and diversity of the tourism geography academic landscape of China. [ABSTRACT FROM AUTHOR]

Wetlands provide important ecological services and aesthetic value at the landscape level. A landscape that makes people feel or appreciate the beauty of nature and is ecologically healthy and aesthetically beautiful can elicit positive emotions for people that are exposed to such landscapes. This then translates into protective environmental behaviors. Despite the growing importance of wetland conservation and human sensitivities to landscapes, little is known about the relationship between wetland landscapes and responsible environmental behaviors (REBs). This study was conducted at the wetlands at Guandu Nature Park (GNP), Taipei, Taiwan, using a five-point Likert scale questionnaire. Partial least squares structural equation modeling was used to test three hypotheses aiming to examine the influence of (1) landscape preference on REBs, (2) landscape preference on place attachment, and (3) place attachment on REBs. The findings indicated individuals displayed environmentally friendly behaviors because of the healthy environmental conditions of GNP wetlands and that an individuals' sense of place attachment was influenced by the beauty of these wetlands. In addition, place attachment had a mediating effect on landscape preference and REBs. This study contributes to the limited resources associated regarding the effects of wetland landscapes on REBs and provides a basis for future comparative studies. [ABSTRACT FROM AUTHOR]

In this study, the environmental education (EE) component of the pre-school teacher training programs at six (6) universities in Vietnam were examined to identify the challenges of implementing EE in these programs. The framework for the pre-school teacher training program at these universities were analyzed and 18 students in their final year of undergraduate study were interviewed to collect the qualitative data used in this analysis. The findings indicated that there was a clear gap between EE and the training of pre-service teachers pursuing a pre-school teaching-level certification rating with EE competencies. Program comparisons between the universities show a disparity in the program designer's EE views that reflect the priority given to environmentally-related courses. This study also recommends that it is necessary to implement innovative EE methods; integrate EE in all subject areas; and promote knowledge exchange between the teachers and delivery methods with the goal of systematically and comprehensively preparing prospective pre-school teachers to be EE practitioners for children. [ABSTRACT FROM AUTHOR]