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Education, a pivotal mechanism for fostering sustainable development, is crucial in shaping sustainable behavior. This article delves into the Islamic conception of sustainability, an increasingly relevant perspective in today's global context. Establishing a sustainable educational framework within higher education institutions is crucial for achieving sustainability objectives. The selection of Islamic values was based on the understanding that they have the potential to shape human behavior. The data gathered through archival methodologies and the selected textual materials were deemed appropriate for the study's specific context. Expertise was also a key factor in the analytical process. The data underwent examination utilizing both network and content analysis methodologies. The findings reveal that the sustainability principles outlined in the Quran and Hadith provide a comprehensive framework addressing diverse environmental, social, and economic issues. The Quran emphasizes the importance of utilizing and preserving land and water resources to prevent global ecological collapse. Simultaneously, the Hadith advocates for implementing and understanding the principle of sharing among sentient beings to foster social and economic sustainability. This emphasis on education's role in shaping sustainable behavior is inspiring and motivating. [ABSTRACT FROM AUTHOR]

Purpose - Educational institutions play a crucial role in addressing environmental problems through Education for Sustainable Development (ESD) for early childhood. This research aims to identify effective methods for implementing sustainable education goals in environmental learning for young children by developing an environmental learning model. Design/methods/approach - This research and development study utilized Borg & Gall's development model, simplified for efficiency in terms of energy, time, and cost. The study focused on the validation stage, with testing and dissemination planned for subsequent research. The product was designed based on an initial needs analysis. Currently, environmental learning is limited to cognitive abilities only, lacking additional skills or habits imparted to the children. The product was validated through a Forum Discussion Group with Jakarta Bisa School and Gaharu Nature School in Bandung. Findings - Validation results indicate that environmental education can begin with character development in children. Jakarta Bisa School can implement the Green Attitude, which embodies values such as Life, Love, Responsibility, the Universe, and Sustainability. Additionally, learning should involve more direct experiences, allowing children to observe the natural life cycle, environmental care, and the sustainability of natural resources. Research implications/limitations - This research requires an extended period for designing and implementing the environmental learning model. By involving multiple stakeholders, it has the potential to change teachers' and parents' perceptions in educating early childhood. Practical implications - Environmental learning is essential for fostering future change. Children will grow with a strong understanding of the importance of love and care for the universe and a sense of responsibility for life within it. This approach helps cultivate environmentally conscious individuals who are equipped to address global challenges and contribute to a sustainable future. Originality/value - This research contributes to the field of education by promoting a better future through learning aligned with ESD goals. It provides innovative teaching methods and materials that foster environmental awareness and sustainability from an early age. [ABSTRACT FROM AUTHOR]

Cities and urban areas are one of the critical global systems that can accelerate and upscale climate action and more than ever need to achieve the 11 goals of Agenda 2030 becoming inclusive, safe, resilient and sustainable. In 2019, Science published a paper suggesting that planting trees, on a massive scale and sustained period of time, represented one of the most effective solutions at our disposal to mitigate climate change. Cities across the world have started implementing urban forests to address multiple environmental issues. Urban forests are capable to provide more complete solutions than other urban NBS. In this context, the challenge for cities is to disseminate UF-NBS throughout the city in order to release environmental and social benefits even in the most dense areas, spreading wellbeing for all citizens. The paper illustrates a cutting-edge experimentation of a tiny forestation action at the neighborhood scale, aimed at integrating both regulative and social-cultural ecosystem services. In line with the principles of the UN Agenda 2030, the Eco-Pedagogical Microforest project, that took place in Rome, demonstrates that even a small patch of nature can increase young people’s biospheric values, influencing pro-environmental behaviors and actions, enhancing wellbeing.

The existential threat of climate change can draw living generations together through lifelong learning for a cohesive response. People in their later years must understand environmental impacts on themselves and future generations. A useful model of environmental learning must work well for every generation. This policy paper has two objectives based on the value of combining the theory of Nature Relatedness and Nudge theory for a model of environmental learning. First, to examine if the theory of Nature Relatedness which measures the individual’s relationship with nature is appropriate. It categorizes the relationship into four categories: passive, aware, responsive, and active based on observable characteristics of knowledge seeking, favourable attitudes, personal behaviour, and social action. Second, to investigate if learning based on Nudge theory can advance the relationship with nature to result in behavioural change. This model provides a useful framework to design environmental learning by all generations.

Sustainable stormwater management facilities such as strip bioretention, effectively improve the urban landscape's urban stormwater quality and aesthetics. The progress of Nature-Based Solutions (NBS) and Blue-Green Developments such as the Sponge City Program (SCP) in Chinese cities, is significantly delivering multiple benefits to address urban water, climate and ecosystem services. These practices are transforming the urban environmental context and enhancing the wider aspects of social-environmental interactions and participation. This study will particularly focus on investigating the SCP practices implemented for several years in Ningbo, a selected Sponge pilot city on the east coast of China. There is currently a lack of substantial findings from the perspective of communities towards NBS in China or an understanding of the importance of participation and engagement processes in Sponge or NBS infrastructure in Chinese cities. Through an in-depth semi-structured interview (n = 34), this study will elucidate the previous developments, current challenges and future delivery of constructed NBS infrastructure (e.g. artificial wetland). This article will undertake a detailed investigation of public perceptions, channels of learning, and opportunities for further participation and engagement in the case of Ningbo. In this study, we found that the perception and participation are likely to improve significantly in the future and that public education about SCP practices would foster closer human-nature stormwater connections and co-production to deliver better NBS practices.

Cities and urban areas are one of the critical global systems that can accelerate and upscale climate action and more than ever need to achieve the 11 goals of Agenda 2030 becoming inclusive, safe, resilient and sustainable. In 2019, Science published a paper suggesting that planting trees, on a massive scale and sustained period of time, represented one of the most effective solutions at our disposal to mitigate climate change. Cities across the world have started implementing urban forests to address multiple environmental issues. Urban forests are capable to provide more complete solutions than other urban NBS. In this context, the challenge for cities is to disseminate UF-NBS throughout the city in order to release environmental and social benefits even in the most dense areas, spreading wellbeing for all citizens. The paper illustrates a cutting-edge experimentation of a tiny forestation action at the neighborhood scale, aimed at integrating both regulative and social-cultural ecosystem services. In line with the principles of the UN Agenda 2030, the Eco-Pedagogical Microforest project, that took place in Rome, demonstrates that even a small patch of nature can increase young people's biospheric values, influencing pro-environmental behaviors and actions, enhancing wellbeing. [ABSTRACT FROM AUTHOR]

This experimental field study tests the impact of values-based interpretive materials on zoo/aquarium visitors' engagement, learning and self-reported adoption of environmentally responsible behaviors after their visit. Participants were randomly assigned to a control group (who experienced a normal visit) or a treatment group (who received additional values-based interpretive materials). A total of 719 participants in North America and 455 in Australia completed two surveys – one immediately after their visit and one four weeks later. Three hypotheses were supported by the data: Providing values-based interpretive materials influences visitors' engagement during their visit; improves visitor learning; and increases visitors' adoption of environmentally responsible behaviors. A fourth hypothesis was partially supported: Providing values-based interpretive materials is most beneficial for those who prioritize values other than self-transcendence. It is concluded that values-based interpretation can broaden the reach of zoos beyond traditional audiences and widen their impact on visitor uptake of environmental behavior. [ABSTRACT FROM AUTHOR]

Community gardens offer valuable educational and social benefits, contributing to enhanced environmental learning and community building. To expand these opportunities and support community gardens' objectives, we emphasize the necessity of establishing specific structures that facilitate gardeners' practices. Investigating a Korean community as a case study, we identify the ways in which certain structures afford and limit learning opportunities and community building, shedding light on the role structures can play in the field of the community garden. Our analysis illustrates the importance of understanding the dynamic relationship between gardening practices and supporting structures. By doing so, garden participants and policymakers can more intentionally activate opportunities to learn about the environment and to build community. Our research aims to examine structures that afford and limit practices as a means of providing a valuable lens to guide community gardening program designers and policymakers in achieving the goals of promoting environmental learning and community building. [ABSTRACT FROM AUTHOR]

Introduction: The emergence of the industrial revolution today has put the world on the verge of facing environmental crises, which is one of the most fundamental global problems, and facing it as a collective effort requires creating an environmental attitude in society. One of the areas that are heavily influenced by social media is the environment. The existence of virtual media acts as a catalyst that promotes environmental goals and social network users, especially an increasing number of them are young generations, and online activities are part of their daily lives. As the main custodians of environmental protection, it has entered this cycle.The purpose of this study was to investigate the role of information and social participation of social media on environmental learning and environmental awareness.Materials and Methods: This study was conducted with a descriptive method of correlation and relying on the structural equation model. Also, this study was applied in terms of purpose. The statistical population of this study included all users active in social networks related to environmental issues, and according to the random sampling method, 230 people were selected as a statistical sample. The tool for data collection was a researcher-made questionnaire including social media capabilities and dimensions of information and social participation and learning and environmental awareness, which was used after confirming construct validity and reliability through Cronbach's alpha coefficient. The analysis, test of the presented model and study hypotheses were done using the structural equation method.Results: The findings of this study showed the positive effects of information and social participation of social media tools on learning environmental issues and environmental awareness among social network users. Also, in this study, the role of environmental learning on raising awareness of environmental issues was also confirmed.Discussion: According to the results of this study, organizations and institutions active in preserving the environment should pay attention to the role of social media in order to educate and promote environmental culture.

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Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione 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.)

In this article, we describe a large-scale data collection effort about the environmental learning field in Maine. This approach utilized a stakeholder engagement process which included over 600 project managers, educators, and school administrators from both formal and informal education settings. Our focus on collecting data about specific environmental learning projects allowed us to analyze alignment with a selection of best practices in environmental education drawn from NAAEE's K-12 Guidelines for Excellence. We highlight the characteristics of "high-mastery" projects – those most aligned with the targeted best practices in environmental education – and describe implications for supporting growth of the environmental learning field in Maine moving forward and equitable access to quality programming for youth. [ABSTRACT FROM AUTHOR]

This paper discusses the effects of the learning environment on an important and unique 21st century learning outcome—that of active citizenship, in contrast to more conventionally measured cognitive and attitudinal outcomes. In our study, we utilized a learning environment instrument, the Place-Based Learning and Constructivist Environment Survey (PLACES) with an integrated environmental studies program prepared for high school students in the Canadian context. Our research used a retrospective case study design to investigate how aspects of this unique learning environment are related to long-term, active citizenship outcomes as perceived by students from two previous student cohorts (N = 24 and N = 36) who were contacted several years after the culmination of the program. To access information about student perceptions, PLACES was implemented as part of a range of mixed methods which also included focus groups and interviews. This study is important because it links key aspects of the learning environment to long-term citizenship outcomes and is unique in that the data were collected five and eight years later as part of a longitudinal study. Our findings demonstrate that the learning environment and citizenship outcomes were closely linked, and that students' perceptions as measured by the PLACES instrument (past and present) were remarkably stable across all dimensions. These findings further indicate significant and positive implications for future learning environments research. [ABSTRACT FROM AUTHOR]

Mobile applications are utilised by urban educators as a means to encourage environmentally friendly behaviours among city dwellers. To enhance their effectiveness, they should meet the needs of their potential users. This qualitative survey research studied urban population of the Tricity metropolitan area intended to identify the perspective of residents regarding the areas that require intervention. It focuses on the potential of mobile applications in promoting pro-environmental education, particularly in areas deemed sensitive by city residents and city users. The research framework is founded on action research. The data collection technique used a survey conducted through a research panel among 821 residents and users of the Tricity metropolitan area. The data was analysed by looking at the relevance of urban challenges and related areas of support. The results of the research were that 12 areas of city functioning perceived as needing improvement were identified and emotionally relevant among the 13 indicators analysed. In conclusion, 12 educational areas of city functioning were identified as relevant for the design of mobile applications related to environmental education. The results may also serve as a basis for developing instructional environmental education for urban educators to support local policies to address the climate crisis and encourage pro-environmental behaviour among urban residents.

Individual factors can play a relevant role in explaining gender differences in environmental learning in terms of visuospatial abilities and beliefs about spatial abilities, such as stereotypes and growth mindset about navigation ability. In this study, we aim to investigate how mental rotation ability and spatial beliefs interact in the acquisition of egocentric and allocentric spatial knowledge. A sample of 244 participants (140 women) completed individual difference measures, including a mental rotation test (MRT) and questionnaires on gender stereotypes and growth mindsets about navigation ability. Participants then learned a specific route in a virtual environment and performed an egocentric pointing task and an allocentric pointing task. Men performed better in mental rotation and egocentric pointing tasks. Moreover, mental rotation ability predicted both egocentric and allocentric pointing performance; growth mindset predicted allocentric pointing. In general, these results suggest that, despite gender differences in some spatial measures, cognitive abilities and beliefs contribute to supporting environmental knowledge in both men and women. [ABSTRACT FROM AUTHOR]

Individuals increasingly rely on digital media technologies to learn about and access new information. Yet, despite the dramatic rise in electronic media use among youth and adults, our understanding of its impact, opportunities, and challenges within environmental education remains limited, especially in home contexts. Using a learning ecology framework, we conducted a two-week diary study with 58 diverse adult caretakers, asking them to engage in environmental learning moments with their children. Drawing on qualitative reports of those moments, we found that families relied heavily on digital technologies to support their child's environmental learning, frequently to supplement other activities or spark rich discussions. Findings illustrate how the digitalization of environmental education can extend beyond passive screen time. Overall, this study reveals the critical role of family conversations and shared digital technologies in supporting environmental learning. [ABSTRACT FROM AUTHOR]

Based on sociocultural constructivist theory, the purpose of this study is to understand the experiences, cognitive learning, and personal developments of a group of postgraduate students in environmental science and engineering who completed a six-week-long summer field research and outdoor education program. With a qualitative design, interviews, focus groups, remarkable item sharing, and diaries from 20 participants. The results indicate that learning from and observing nature, the balance between humans, animals, and nature, and transferring environmental protection knowledge and practice were the three key themes. Also, two subthemes observation to practice and cognitive knowledge, and sustainability arose from the participants' outdoor education program experiences. The outcomes of this study provide recommendations to university administrators, secondary school teachers, government departments, policymakers, and researchers aiming to establish and host field research and outdoor education programs to teenage and university students in order to build up a sense of environment and environmental protection. [ABSTRACT FROM AUTHOR]

Individual factors can play a relevant role in explaining gender differences in environmental learning in terms of visuospatial abilities and beliefs about spatial abilities, such as stereotypes and growth mindset about navigation ability. In this study, we aim to investigate how mental rotation ability and spatial beliefs interact in the acquisition of egocentric and allocentric spatial knowledge. A sample of 244 participants (140 women) completed individual difference measures, including a mental rotation test (MRT) and questionnaires on gender stereotypes and growth mindsets about navigation ability. Participants then learned a specific route in a virtual environment and performed an egocentric pointing task and an allocentric pointing task. Men performed better in mental rotation and egocentric pointing tasks. Moreover, mental rotation ability predicted both egocentric and allocentric pointing performance; growth mindset predicted allocentric pointing. In general, these results suggest that, despite gender differences in some spatial measures, cognitive abilities and beliefs contribute to supporting environmental knowledge in both men and women.

Background: Based on studies of children with motor disabilities on topographic working memory (TWM), no influence of age was reported. The only differences were in the degree of mobility and exploration of the environment. The more active a child was in exploring the environment, the less his/her TWM was poor. However, in typically developing children (TD), exploration of the environment increases with increasing age, and age-related effects have been described. Here, we aim at investigating TWM considering age in TD with the additional question of whether WM in the reaching space differed from that in the navigational space requiring body movements. We hypothesized that WM in both spaces would improve correspondingly with increasing age, assuming that the greater the autonomy in exploring the environment, the better TWM becomes. Method: 120 children (5–16 years old) performed the Corsi Block-Tapping test (CBT) and the Walking Corsi test (WalCT). Results: Statistical analyses evidenced significantly increasing WalCT and CBT spans between each school stage, except in the CBT span between middle stage (MS) and upper stage (US). CBT spans were significantly higher than in the WalCT in the pre-school, lower stage, and MS, with the CBT span increasing until MS, which is sufficient for using spatial orientation strategies effectively. Conclusions: When navigation is gradually controlled, a child may be able to pay increasingly more attention to wayfinding and behavior in traffic. Since the US group even presented as good in the WalCT as young adults living in metropolitan environments, assuming that children may gain spatial orientation from having opportunities to move in their surroundings, this is also relevant for children with motor disabilities. [ABSTRACT FROM AUTHOR]

This paper highlights action research into the practices of environmental learning through two interconnected stories focusing respectively on educational policy and the details of classroom instruction. Together these illustrate how a framework guides teachers in educational planning and supports the implementation of a curriculum for environmental learning in diverse subjects. Teacher inquiry, focus groups and interviews informed a collaborative writing process involving teachers and academics. The framework offers a conceptual view for environmental learning in all settings providing principles of teaching and learning to guide teachers in activities in a variety of learning contexts. The broader study sets the scene and the context for imbedded teacher inquiry. This study provides a personal perspective on how environmentally focused lessons were developed and researched by teachers. It highlights the story of a Grade 2/3 teacher (Ms. P) as she embarks on a program of action research about outdoor learning exemplary of other elements of the imbedded action research in the broader study. Multiple, overlapping themes emerge as she documents her reflections and students' interactions with local environments. This paper and its narratives together relate how the concepts of environmental learning and teacher experience empower us to guide learning in new, exciting ways. [ABSTRACT FROM AUTHOR]

A team of teacher-researchers in a large urban school board is working in partnership with researchers from a leading Canadian university to use action research to broaden and deepen environmental education in their teaching practice. This research-informed approach involves teachers, students and their communities in collaboratively deepening their knowledge and raising awareness about environmental issues, as well as devising local solutions to global environmental challenges in age-appropriate ways. This article shares the research of this innovative team by introducing their stories and the impact of their studies. [ABSTRACT FROM AUTHOR]

The primary opportunities for improved conservation and sustainability outcomes are through changing human behavior. Zoos, aquariums, and other public‐facing biodiversity conservation institutions offer an important space for environmental learning and facilitating proenvironmental behavior change. We have focused, in this review, on examining common behavior change models as well as the Transtheoretical Model (TTM) of Behavior Change​​​​​, a widely regarded model within the health fields and, recently, in the fields of environmental and leadership studies, with new research applying the TTM specifically in a zoo setting. We have discussed critiques of the TTM and rebuttals to those critiques. We have presented examples of TTM applications in a zoo setting. Our objective has been to explore the TTM as a possible "best fit" framework and tool for zoo and aquarium practitioners in facilitating proenvironmental behavior. Key findings include that (a) the TTM differs significantly from other proenvironmental behavior theoretical models, including those that are prevalent in the conservation psychology literature and applied by zoos and aquariums, in terms of the TTM stages of change and processes of change constructs; (b) the TTM appears to overlap significantly with the 10 interventions or treatments identified by researchers as the most effective approaches to facilitating proenvironmental behavior; and (c) there is nascent and promising application of TTM constructs in zoo and aquarium programming. We remain impressed by the potential of the TTM to address a critical question within the conservation psychology research field concerning proenvironmental behavior: what specific tools to employ and when. Highlights: The rigorously evidence‐based Transtheoretical Model (TTM) of Behavior Change may offer a "best fit" framework/tool in facilitating proenvironmental behavior. TTM‐based examples of zoo programming to facilitate conservation behaviors are presented. [ABSTRACT FROM AUTHOR]

Drawing on comparative work in primary schools in East Anglia (United Kingdom), Oaxaca (Mexico), and the North Slope of Alaska (United States), we explore what children mean when they say places are "special" to them. Focusing on information gathered during walks designed and guided by these children, we examine the experiential, affective, communicative, and dynamic bases of relationality between children and their surroundings. We set out how effective curriculum design can productively incorporate such knowledge. [ABSTRACT FROM AUTHOR]

This paper discusses the effects of the learning environment on an important and unique 21st century learning outcome—that of active citizenship, in contrast to more conventionally measured cognitive and attitudinal outcomes. In our study, we utilized a learning environment instrument, the Place-Based Learning and Constructivist Environment Survey (PLACES) with an integrated environmental studies program prepared for high school students in the Canadian context. Our research used a retrospective case study design to investigate how aspects of this unique learning environment are related to long-term, active citizenship outcomes as perceived by students from two previous student cohorts (N = 24 and N = 36) who were contacted several years after the culmination of the program. To access information about student perceptions, PLACES was implemented as part of a range of mixed methods which also included focus groups and interviews. This study is important because it links key aspects of the learning environment to long-term citizenship outcomes and is unique in that the data were collected five and eight years later as part of a longitudinal study. Our findings demonstrate that the learning environment and citizenship outcomes were closely linked, and that students’ perceptions as measured by the PLACES instrument (past and present) were remarkably stable across all dimensions. These findings further indicate significant and positive implications for future learning environments research.

Environmental learning is a lifelong, lifewide, and life-deep endeavor, much of which occurs in the spaces in between those that are studied, remarked upon, and documented. Within this everyday-life context, we examine the concept of learningscapes—intersecting sociocultural, intellectual landscapes where people learn about and undertake practices related to the environment understood as a holistic concept. Considering the affordances and constraints of the environment situated within this everyday-life context, we examine theoretical underpinnings and implications of making daily-life learning visible, while avoiding a doom-and-gloom approach to environmental practices. We end by highlighting research and practice opportunities within environmental learning, overall. [ABSTRACT FROM AUTHOR]

Environmental learning occurs through an interconnected web of opportunities. Some arise via organizations with sustainability- or environmental learning-focused missions, while others are facilitated by organizations focused on impacts and outcomes in a range of areas, such as health, social justice, or the arts. To better understand the richness of the community environmental learning landscape, we pursued a social network analysis in one place, the greater San Francisco Bay Area, California, USA. We collected quantitative and qualitative data from 256 organizations, resulting in a network of 950 organizations connected to environmental learning opportunities within the region. Our findings demonstrate that, although self-identified environmental learning providers may comprise the network's core, the network also includes less-expected providers, primarily around the edges. Those providers often connect with related fields, such as youth development, public safety, or the arts, among others, forming a complex environmental learning landscape. We suggest opportunities to daylight and enhance the efficacy of collaborations among organizations to advance diverse and reinforcing interests. Moreover, we suggest that a network analysis approach is useful for understanding how organizations relate to each other through their connections and collaborations, providing community members with a robust ecosystem of lifelong learning supports. [ABSTRACT FROM AUTHOR]

Learning in the 21st-century, students are required to have a good understanding of the latest environmental issues, namely the ability of Higher-Order Thinking Skills (HOTS). Environmental learning at the Junior High School level in public school and Islamic-based schools requires deepening of the material by the latest environmental issues such as green consumerism. The purpose of this study was to develop an Android-based Supplementary Book of Green Consumerism (SBGC) for environmental learning in natural science subjects. The research method used in this study was the research and development of Borg and Gall development with a few modifications. This study was only carried out up to the validation stage by experts. The results showed that the SBGC was highly valid with a validation score of 3.70 and the percentage of completeness of 92.50 %. Based on the scores obtained, it can be concluded that SBGC is suitable to be used in environmental learning. SBGC has the advantage of being based on technology, based on HOTS, as well as simple and attractive. It can be concluded that SBGC can be used in environmental learning at schools.

Background and Objective:The school yard plays an important role in the formation of the student's personality by providing opportunities for various activities, especially in the early stages of the formation of their social abilities. Creating a sense of belonging to the school can have a significant impact on the existence and identity of students. This feeling is created by repeated connection with the space and as a result of its coordination with the behavioral habits and mental pattern and potential and actual abilities of the person, the person feels belonged to the space more- this maximizes especially when the place belongs to a group (e.g. school). In other words, a person can only be socially and emotionally effective after meeting his or her needs and develop his or her existential capacity for growth. The aim of the study is to provide guidelines to design children’s open spaces in primary school based on promotion of learning and Emotional intelligence. Methods: An exploratory research is conducted based on both qualitative-quantitative methods, using Delphi in the primer part. Consequently, professionals were interviewed in an unstructured way in the field of landscape architecture and Psychology (emotional intelligence). Then, with the techniques of open and axial coding the content table is created. The questionnaire is also organized in two rounds. Network sampling method (snowball) on the sample size of 17 professionals is used. The data were analyzed using Q factor analysis. Findings: At the end, the most affecting elements on the Emotional Intelligence in process of learning in open primary school spaces are consist of; personal, social, design, physical spaces, Child Participation in design of their spaces and environmental psychology dimensions. Conclusion: Research has been formed around extracting the principles of designing the open space of the school according to learning and emotional intelligence. According to experts, some individual, social, natural and physical characteristics, participation in the creation of space, design and psychology of the environment are able to facilitate the conditions for the promotion of emotional intelligence and learning. In this way, by using some space features and attributes in the school yard, children's presence and belonging to the outdoor space can be aided. In the meantime, factors such as diversity of space and performance, using multifunctional spaces and flexibility also affect this process. It should be noted that the open space of the school is both a social and physical place. This means that not only does it create a space for the main function of the school, ie environmental and cognitive learning, but it also creates a space for a variety of social interactions, cultural learning and emotional learning skills through ===================================================================================== COPYRIGHTS ©2019 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers. =====================================================================================

Background: Based on studies of children with motor disabilities on topographic working memory (TWM), no influence of age was reported. The only differences were in the degree of mobility and exploration of the environment. The more active a child was in exploring the environment, the less his/her TWM was poor. However, in typically developing children (TD), exploration of the environment increases with increasing age, and age-related effects have been described. Here, we aim at investigating TWM considering age in TD with the additional question of whether WM in the reaching space differed from that in the navigational space requiring body movements. We hypothesized that WM in both spaces would improve correspondingly with increasing age, assuming that the greater the autonomy in exploring the environment, the better TWM becomes. Method: 120 children (5–16 years old) performed the Corsi Block-Tapping test (CBT) and the Walking Corsi test (WalCT). Results: Statistical analyses evidenced significantly increasing WalCT and CBT spans between each school stage, except in the CBT span between middle stage (MS) and upper stage (US). CBT spans were significantly higher than in the WalCT in the pre-school, lower stage, and MS, with the CBT span increasing until MS, which is sufficient for using spatial orientation strategies effectively. Conclusions: When navigation is gradually controlled, a child may be able to pay increasingly more attention to wayfinding and behavior in traffic. Since the US group even presented as good in the WalCT as young adults living in metropolitan environments, assuming that children may gain spatial orientation from having opportunities to move in their surroundings, this is also relevant for children with motor disabilities.

This research aims to mitigate environmental problems through learning by using documentary films for fishermen groups whose environmental conditions have been damaged for years. The fishermen group were from Belopa, Harapan, and Munte Village, North Luwu Regency. The method used was action research by creating learning tools validated by two education experts in two learning actions to observe the learning components' feasibility. The validation of the learning plan and documentary film was in the "very valid" category, which means that these two tools are suitable for increasing environmental knowledge. Education experts also assessed that implementation of learning syntax components, social systems, reaction principles, and support systems was also "very valid." The learning outcome of the fishermen groups ware also improved. At the first action in Belopa, the students' levels were in the low and medium categories. Then at the second action, it increased to the medium and high categories. Meanwhile, at the first action in Harapan, the students' levels were in a low category. Furthermore, at the second action, it went up to the medium and high category. In Munte, the first action shows that the students' levels were in the low and medium categories. Then it increased to the medium and high category at the second action. Efforts to mitigate environmental problems through learning documentary films can increase fishermen groups' environmental knowledge in the low, medium, and high categories even it has not impacted the environment directly yet.

Numerous studies have claimed that ecotourism experiences promote tourist environmental learning, but little empirical evidence has been provided to substantiate the claim. This study examined ecotourism experiences' impacts on environmental learning within outbound Chinese tourists, a key international ecotourism market. The samples were collected from 19 bus tours over a 12-month period, with respondents surveyed immediately after their visits to a well-known Australian ecotourism site. The results showed that education, thinking, relating, entertainment, sensory, and acting experiences contributed significantly to environmental learning, while aesthetic, escapism, or emotional experiences did not. Tourism operators should design effective experience strategies to facilitate environmental learning. [ABSTRACT FROM AUTHOR]

The damage to nature and the changing situation of the surrounding environment certainly make you anxious. The role of students in safeguarding nature is certainly one of the important points in determining the sustainability of green consumerism. The purpose of this study is to see the influence of gender in the students' Pro-Environmental Behavior (PEB) in understanding the concept of green consumerism. The research was conducted in July-August 2018. The research was located at State Junior High School (SMPN) 1 of South Tambun, Bekasi, West Java, Indonesia. The method used was a survey with simple random sampling to obtain 214 samples consisted of 107 male students and 107 female students. PEB score of male students was 63.86 and 64.34 for female students. Data analysis used was t-test with a confidence level of 95%. The results of the t-test showed that there were no differences in green consumerism in terms Pro-Environmental Behavior between male and female. This shows that there needs to be an effort in evaluation by the teachers to improve the male and female students Pro-Environmental Behavior.

Ecopedagogy, or place‐based, experiential, and environmental education, has become a critical part of contemporary environmental and geographic learning, in attempts to tackle perceived moral panics around childhood and environmental crisis. Drawing upon research with children taking part in a "summer club" in the Brecon Beacons National Park Authority, Wales, this paper critically explores instances of ecopedagogy within the educational landscape of the National Park. We examine the moral geographies of ecopedagogy through our concept of geocoaching, which attempts to explicate the workings of embodied practices, or habits, interwoven with how personal and social memories are brought to bear in outdoor educational activities. We take three examples of geocoaching – a bug hunt; a walk to a standing stone; and an outdoor filming and photography exercise – to explore how past, present, and future selves and fields are co‐produced by educators and children. In doing so, this paper questions the straightforward traceability between ecopedagogy, critical ecological consciousness, and future environmental stewardship. [ABSTRACT FROM AUTHOR]

Research has established that GPS use negatively affects environmental learning and navigation in laboratory studies. Furthermore, the ability to mentally rotate objects and imagine locations from other perspectives (both known as spatial transformations) is positively related to environmental learning. Using previously validated spatial transformation and environmental learning tasks, the current study assessed a theoretical model where long-term GPS use is associated with worse mental rotation and perspective-taking spatial transformation abilities, which then predicts decreased ability to learn novel environments. We expected this prediction to hold even after controlling for self-reported navigation ability, which is also associated with better spatial transformation and environmental learning capabilities. We found that mental rotation and perspective-taking ability fully account for the effect of GPS use on learning of a virtual environment. This relationship remained after controlling for existing navigation ability. Specifically, GPS use is negatively associated with perspective-taking indirectly through mental rotation; we propose that GPS use affects the transformation ability common to mental rotation and perspective-taking. • Individuals with low navigation ability use GPS often. • High navigation ability is more predictive of learning a new environment than GPS-use. • However, GPS use still independently affects spatial transformation skills. • Overall, GPS use affects ability to learn environments through transformation skills. [ABSTRACT FROM AUTHOR]

Many barriers restrict children's access to nature resulting in negative consequences, including a lack of opportunities to learn and engage with the natural environment. Fortunately, environmental education programs offer participants an opportunity to counteract these challenges. While the benefits of environmental education as measured by pre-determined outcomes are well documented, research focused on participants' perceptions and preferences related to their environmental learning experiences continues to be under-represented in the literature. Using a pre-/post-test survey approach, this study aimed to explore how an earth education summer camp, Sunship EarthTM, contributed to participants environmental learning experiences. Results suggest that Sunship EarthTM provides children with various EL opportunities that help to increase their understanding of some ecological concepts. Results also suggest that this learning experience may have helped to broaden participants' understanding of environmental issues and actions, as well as enhance feelings of care, interest, and responsibility towards the environment. [ABSTRACT FROM AUTHOR]

At a world level, the teaching method still prevalent in educational systems consists in the pouring of knowledge from the source, the teacher, to the student, the semi-inert receiver. The "Magister dixit", as it is known, literally means "as told by the master". Putting it in less emblematic terms, education consists in providing the learner with an autonomous development, based on a learning structure that promotes knowledge acquisition through the student's involvement with signifcant situations. It is paramount the understanding that education comprises two distinct stages: teaching, the professors' job, and learning, which is accomplished by the student whenever they are properly stimulated and supported. Such a goal can be achieved by a "Proactive Education" that prioritizes learning. Therefore, this work reports learning practices experiments by using geotechnologies for the promotion of Proactive Education conducted in the southeast region of the state of Pará. The environmental knowledge thus acquired and diffused by those young people in direct and organized contact with the risks, potentialities, opportunities and threats that exist in their environment promotes their inclusion in the physical, biotic and socioeconomic reality in which they live.