Koulu yhdeksäsluokkalaisten kestävään kehitykseen liittyvän mInäpystyvyyden edistäjänä

This study aims to provide new information on the contribution of Education for sustainable development (ESD) on grade nine students’ self-efficacy beliefs concerning their own ability and competence to contribute to sustainable development. Self-efficacy is a construct that theorists impute an important role upon as causation for action. A nationally representative sample of 2361 Finnish 9th graders from 49 schools were, together with their subjects teachers (n=442) and headmasters (n=49) surveyed on issues relating to education for sustainable development, school culture and teaching approaches. A combination of exploratory and confirmatory factor analyses was used to test construct validity of the instrument. Multilevel regression models were used to explain differences in students’ selfefficacy beliefs concerning sustainable development. Results show that individual level variables (biocentric values, interest in sustainable development, knowledge about environmental issues, and experiences with sustainability at school) explained most of the variation in students’ self-efficacy. Furthermore, the results show that if schools score high on school culture indicators for implementation of sustainable development, nd for internal cooperation and cooperation with external bodies, their students will show a higher selfefficacy. Finally, the results also show that teachers can directly increase their students’ selfefficacy through inquiry-based and interactive teaching methods. These results illustrate that teaching approaches and school culture can enhance students’ self-efficacy beliefs in ecological sustainable behaviours, and thus that schools can be effective actors in sustainable development.Peer reviewe

The environmental citizenship opinions questionnaire: a self-assessment tool for secondary students

Introduction: We present a validated instrument for assessing Environmental Citizenship (EC) of students in lower secondary education. The Environmental Citizenship Opinions (ECO) questionnaire focusses on general citizenship components, key sustainability competences, and Socio-Scientific Reasoning aspects. By combining these domains, our work provides a needed innovation as these different aspects of EC have not previously been covered in one single, balanced and validated measurement instrument. Methods: The ECO questionnaire was validated through a pilot round and a subsequent large-scale study (781 lower secondary students). Several rounds of Confirmatory Factor Analysis resulted in a final model of 38 items divided in 7 first order and 5 s order constructs. Results: The final model fit statistics indicate near excellent quality of our model (RMSEA = 0.036, CFI = 0.93, TLI = 0.93, SRMR = 0.05), which consists of EC knowledge, EC attitudes, EC skills, EC reflection and complexity of EC issues. Calculations on the relative attribution of each of the five main constructs to overall environmental sustainability citizenship, highlight that attitudes and reflection skills are the most important constituents. Discussion: Our result present the ECO questionnaire as a valuable, valid and reliable tool to measure environmental citizenship of students. Applications in practice include monitoring student’s development and supporting teachers during the challenging task of effective teaching for EC in and outside the classroom

Conceptualizing Environmental Citizenship for 21st Century Education

This open access book is about the development of a common understanding of environmental citizenship. It conceptualizes and frames environmental citizenship taking an educational perspective. Organized in four complementary parts, the book first explains the political, economic and societal dimensions of the concept. Next, it examines environmental citizenship as a psychological concept with a specific focus on knowledge, values, beliefs and attitudes. It then explores environmental citizenship within the context of environmental education and education for sustainability. It elaborates responsible environmental behaviour, youth activism and education for sustainability through the lens of environmental citizenship. Finally, it discusses the concept within the context of different educational levels, such as primary and secondary education in formal and non-formal settings. Environmental citizenship is a key factor in sustainability, green and cycle economy, and low-carbon society, and an important aspect in addressing global environmental problems. It has been an influential concept in many different arenas such as economy, policy, philosophy, and organizational marketing. In the field of education, the concept could be better exploited and established, however. Education and, especially, environmental discourses in science education have a great deal to contribute to the adoption and promotion of environmental citizenship.info:eu-repo/semantics/publishedVersio

The environmental citizenship opinions questionnaire: a self-assessment tool for secondary students

IntroductionWe present a validated instrument for assessing Environmental Citizenship (EC) of students in lower secondary education. The Environmental Citizenship Opinions (ECO) questionnaire focusses on general citizenship components, key sustainability competences, and Socio-Scientific Reasoning aspects. By combining these domains, our work provides a needed innovation as these different aspects of EC have not previously been covered in one single, balanced and validated measurement instrument.MethodsThe ECO questionnaire was validated through a pilot round and a subsequent large-scale study (781 lower secondary students). Several rounds of Confirmatory Factor Analysis resulted in a final model of 38 items divided in 7 first order and 5 s order constructs.ResultsThe final model fit statistics indicate near excellent quality of our model (RMSEA = 0.036, CFI = 0.93, TLI = 0.93, SRMR = 0.05), which consists of EC knowledge, EC attitudes, EC skills, EC reflection and complexity of EC issues. Calculations on the relative attribution of each of the five main constructs to overall environmental sustainability citizenship, highlight that attitudes and reflection skills are the most important constituents.DiscussionOur result present the ECO questionnaire as a valuable, valid and reliable tool to measure environmental citizenship of students. Applications in practice include monitoring student’s development and supporting teachers during the challenging task of effective teaching for EC in and outside the classroom

Animal Welfare Attitudes: Effects of Gender and Diet in University Samples from 22 Countries

Animal Welfare Attitudes (AWA) are defined as human attitudes towards the welfare of animals in different dimensions and settings. Demographic factors, such as age and gender are associated with AWA. The aim of this study was to assess gender differences among university students in a large convenience sample from twenty-two nations in AWA. A total of 7914 people participated in the study (5155 women, 2711 men, 48 diverse). Participants completed a questionnaire that collected demographic data, typical diet and responses to the Composite Respect for Animals Scale Short version (CRAS-S). In addition, we used a measure of gender empowerment from the Human Development Report. The largest variance in AWA was explained by diet, followed by country and gender. In terms of diet, 6385 participants reported to be omnivores, 296 as pescatarian, 637 ate a vegetarian diet and 434 were vegans (n = 162 without answer). Diet was related with CRAS-S scores; people with a vegan diet scored higher in AWA than omnivores. Women scored significantly higher on AWA than men. Furthermore, gender differences in AWA increased as gender inequality decreased