Sustainability educator perspectives of impacts, potential and barriers of sustainability education

BACKGROUND Sustainability education has been identified as a way of providing people with the knowledge, skills, motivation and attitudes to live more sustainably, improve wellbeing and help reverse global trends of climate change and biodiversity decline. Despite sustainability being part of the Australian curriculum for over 20 years, many metrics of sustainability are not improving in Australia. For example, Australia still has the worst rate of mammalian extinction in the world and scores poorly for biodiversity conservation. Sustainability education is recognised as a lever that can lead to improved environmental outcomes and there are calls for education to be recognised as a pillar of sustainability. However, the impact of sustainability education programs is understudied and there is little evidence base for how to create programs that support students to translate knowledge into action. In the study we are presenting, we consulted with sustainability education practitioners to understand their perspectives on current impacts of sustainability education and how to expand those impacts. AIMS The study aims to understand these key questions: How does sustainability education influence attitudes and behaviours around biodiversity conservation and sustainability? What pedagogies support impactful sustainability education? What barriers and opportunities are there for education to help create more sustainable communities? DESIGN AND METHODS Sustainability education practitioners and advisers were consulted through semi-structured interviews, in a mixture of telephone, virtual and face-to-face modes. The interviews were coded for anonymity and transcribed. Transcripts were uploaded to nVivo and autocoded. Transcripts were also manually coded; both methods were explored in tandem to develop final codes and themes. RESULTS AND CONCLUSIONS Nine people accepted the invitation for interview and returned the completed participant information and consent form. Six of the participants were from higher education institutions, the other three participants were from local and state government agencies, and one from a private organisation. Three participants were internationally based. Preliminary analysis suggests that practitioners see the potential of sustainability education to create behaviour change for more sustainable communities. Themes emerged around the importance of experiential, and personally meaningful learning that supports student agency to overcome barriers to behaviour change (e.g., student perceptions of costs and challenges of sustainability action). Better integration of sustainability concepts into formal and community-based education was identified as a lever to expand the impacts of sustainability

Sustainability education impacts on student knowledge, attitudes, behaviours and wellbeing

BACKGROUND Educating about sustainability is a critical step in moving towards a more sustainable future for humanity. And as higher education moves into the online space, there is greater potential for education for sustainability to reach bigger and more diverse audiences. The University of Tasmania’s (UTAS) Diploma of Sustainable Living is one such example. However, while sustainability education has the potential to impact student knowledge, attitudes and behaviours about sustainability, these impacts are rarely captured in a systematic way. In this presentation we introduce the outcome of a study designed to capture the impacts of taking a fully online unit, Backyard Biodiversity (KPZ006), part of the Diploma of Sustainable Living at UTAS. The study uses a survey, offered to students before and after taking the unit, to examine changes in student knowledge, attitudes, behaviours, and wellbeing. AIMS This study aims to understand if and how engaging with the online unit, Backyard Biodiversity, impacts on student knowledge, attitudes, behaviours, and wellbeing. DESCRIPTION OF INTERVENTION This study is designed to assess the impact of an online unit, Backyard Biodiversity, on its non- traditional (predominantly mature-aged, part-time) student cohort. This 12-week, Diploma-level unit is focused on understanding biodiversity, its benefits (using Sustainable Development Goals framework) and how to create a more biodiverse backyard. To do so, it uses an experiential learning approach where students learn about and engage with their own backyard and neighbourhood. The unit was consciously designed to have co-benefits for student wellbeing and pro-environmental behaviours. DESIGN AND METHODS We draw on a mixed-methods research design by including survey questions that facilitate quantitative (e.g. Likert scale questions) and qualitative (e.g. open-ended questions) analyses. The before-after surveys have been offered to students since the unit’s inception in 2020 and are matched according to an anonymous linking code. To date, over 1500 total surveys have been completed but in this analysis, we included only paired surveys - those that had a matched before and after survey completed (n = 140). We report the average responses before and after for selected questions and use T-tests to determine statistically significant differences. RESULTS AND CONCLUSIONS We found that there was a statistically significant increase in students’ subjective knowledge, and agency around biodiversity management. There were significant changes in how important students considered biodiversity to be and how connected they felt to nature. Students reported more pro- environmental behaviours after taking the unit and many believed that taking the unit improved their wellbeing. While there are limitations to this approach, our study suggests that sustainability education, even fully online units, can create real impacts for sustainability

Understanding pathways to shifting people’s values over time in the context of social–ecological systems

Despite rich theorisation on the structure and content of people’s values and great interest in the concept of value change, there is currently little coordinated understanding of how people’s values might shift over time. This paper draws upon different value traditions in a multi-level framework that articulates possible pathways of value change within individuals and groups and within a social–ecological context. Individual- and group-level values may change in response to events over an individual’s life course or changes in the social–ecological context that people are living in. Group-level values may also change as the composition of individuals within a social group change. These pathways are likely to act differently on values conceived as guiding principles (transcendental values) and values that people assign to people, places, or things around them (contextual values). We present a research agenda to develop a better understanding of these pathways: assessing the associations between value change and demographic change in a highly mobile world; developing a theoretical and empirical basis for understanding value shifts associated with social–ecological and land-use change; clearer identification of the groups of people that are subject to proposed mechanisms explaining value shifts; and bridging psychological framing of values to other more embodied understandings that may be better placed to explain value shift in the context of social–ecological change.Peer reviewe

Editorial overview : theoretical traditions in social values for sustainability

This special feature provides an impression of the plurality of social values for sustainability, taking into account theoretical traditions within mainstream and heterodox economics; positive, social and environmental psychology; human geography; anthropology; sociology; religious and indigenous studies and business management. Papers in this issue respond to questions of: how do we conceptualise social values; how do we integrate or share social values; what are processes for learning about and mechanisms for forming and changing social values; and what are the associations between social values and behaviour or well-being? Consistent with post-normal science, we suggest that there is no one correct way of conceptualising, assessing, integrating or activating social values for sustainability. We present five arguments: (1) the plurality of social values can be conceptualised along many different dimensions, with reference to value, epistemic and procedural lenses; (2) values are nested in different hierarchies, resulting in the potential for different forms of value articulations and pathways of value expression; (3) not all social values are pre-formed and readily drawn upon, instead needing pathways of deliberation or intervention to be activated; (4) social values may change through different processes or pathways of intervention, and; (5) power matters in the formation and assessment of social values. We discuss the tensions that arise when attempting to integrate different perspectives and introduce the notion of ‘navigation’ to begin to address these tensions. Navigation requires scholars to adopt a more critical and reflexive approach to value enquiry than is currently espoused in sustainability science and practice.Non peer reviewe

What are the traits of a social-ecological system: towards a framework in support of urban sustainability

To ensure that cities and urban ecosystems support human wellbeing and overall quality of life we need conceptual frameworks that can connect different scientific disciplines as well as research and practice. In this perspective, we explore the potential of a traits framework for understanding social-ecological patterns, dynamics, interactions, and tipping points in complex urban systems. To do so, we discuss what kind of framing, and what research, that would allow traits to (1) link the sensitivity of a given environmental entity to different globally relevant pressures, such as land conversion or climate change to its social-ecological consequences; (2) connect to human appraisal and diverse bio-cultural sense-making through the different cues and characteristics people use to detect change or articulate value narratives, and (3) examine how and under what conditions this new approach may trigger, inform, and support decision making in land/resources management at different scales.Peer Reviewe

Human–nature connection: a multidisciplinary review

In sustainability science calls are increasing for humanity to (re-)connect with nature, yet no systematic synthesis of the empirical literature on human–nature connection (HNC) exists. We reviewed 475 publications on HNC and found that most research has concentrated on individuals at local scales, often leaving ‘nature’ undefined. Cluster analysis identified three subgroups of publications: first, HNC as mind, dominated by the use of psychometric scales, second, HNC as experience, characterised by observation and qualitative analysis; and third, HNC as place, emphasising place attachment and reserve visitation. To address the challenge of connecting humanity with nature, future HNC scholarship must pursue cross-fertilization of methods and approaches, extend research beyond individuals, local scales, and Western societies, and increase guidance for sustainability transformations

Changes in white cell estimates and plasma chemistry measurements following oral or external dosing of double-crested cormorants, \u3ci\u3ePhalacocorax auritus\u3c/i\u3e, with artificially weathered MC252 oil

Scoping studies were designed whereby double-crested cormorants (Phalacocorax auritus) were dosed with artificially weathered Deepwater Horizon (DWH) oil either daily through oil injected feeder fish, or by application of oil directly to feathers every three days. Preening results in oil ingestion, and may be an effective means of orally dosing birds with toxicant to improve our understanding of the full range of physiological effects of oral oil ingestion on birds. Blood samples collected every 5–6 days were analyzed for a number of clinical endpoints including white blood cell (WBC) estimates and differential cell counts. Plasma biochemical evaluations were performed for changes associated with oil toxicity. Oral dosing and application of oil to feathers resulted in clinical signs and statistically significant changes in a number of biochemical endpoints consistent with petroleum exposure. In orally dosed birds there were statistically significant decreases in aspartate amino transferase (AST) and gamma glutamyl transferase (GGT) activities, calcium, chloride, cholesterol, glucose, and total protein concentrations, and increases in plasma urea, uric acid, and phosphorus concentrations. Plasma electrophoresis endpoints (pre-albumin, albumin, alpha-2 globulin, beta globulin, and gamma globulin concentrations and albumin: globulin ratios) were decreased in orally dosed birds. Birds with external oil had increases in urea, creatinine, uric acid, creatine kinase (CK), glutamate dehydrogenase (GLDH), phosphorus, calcium, chloride, potassium, albumin, alpha-1 globulin and alpha-2 globulin. Decreases were observed in AST, beta globulin and glucose. WBC also differed between treatments; however, this was in part driven by monocytosis present in the externally oiled birds prior to oil treatment

Changes in white cell estimates and plasma chemistry measurements following oral or external dosing of double-crested cormorants, \u3ci\u3ePhalacocorax auritus\u3c/i\u3e, with artificially weathered MC252 oil

Scoping studies were designed whereby double-crested cormorants (Phalacocorax auritus) were dosed with artificially weathered Deepwater Horizon (DWH) oil either daily through oil injected feeder fish, or by application of oil directly to feathers every three days. Preening results in oil ingestion, and may be an effective means of orally dosing birds with toxicant to improve our understanding of the full range of physiological effects of oral oil ingestion on birds. Blood samples collected every 5–6 days were analyzed for a number of clinical endpoints including white blood cell (WBC) estimates and differential cell counts. Plasma biochemical evaluations were performed for changes associated with oil toxicity. Oral dosing and application of oil to feathers resulted in clinical signs and statistically significant changes in a number of biochemical endpoints consistent with petroleum exposure. In orally dosed birds there were statistically significant decreases in aspartate amino transferase (AST) and gamma glutamyl transferase (GGT) activities, calcium, chloride, cholesterol, glucose, and total protein concentrations, and increases in plasma urea, uric acid, and phosphorus concentrations. Plasma electrophoresis endpoints (pre-albumin, albumin, alpha-2 globulin, beta globulin, and gamma globulin concentrations and albumin: globulin ratios) were decreased in orally dosed birds. Birds with external oil had increases in urea, creatinine, uric acid, creatine kinase (CK), glutamate dehydrogenase (GLDH), phosphorus, calcium, chloride, potassium, albumin, alpha-1 globulin and alpha-2 globulin. Decreases were observed in AST, beta globulin and glucose. WBC also differed between treatments; however, this was in part driven by monocytosis present in the externally oiled birds prior to oil treatment

City-size bias in knowledge on the effects of urban nature on people and biodiversity

The evidence base for the benefits of urban nature for people and biodiversity is strong. However, cities are diverse and the social and environmental contexts of cities are likely to influence the observed effects of urban nature, and the application of evidence to differing contexts. To explore biases in the evidence base for the effects of urban nature, we text-matched city names in the abstracts and affiliations of 14 786 journal articles, from separate searches for articles on urban biodiversity, the health and wellbeing impacts of urban nature, and on urban ecosystem services. City names were found in 51% of article abstracts and 92% of affiliations. Most large cities were studied many times over, while only a small proportion of small cities were studied once or twice. Almost half the cities studied also had an author with an affiliation from that city. Most studies were from large developed cities, with relatively few studies from Africa and South America in particular. These biases mean the evidence base for the effects of urban nature on people and on biodiversity does not adequately represent the lived experience of the 41% of the world’s urban population who live in small cities, nor the residents of the many rapidly urbanising areas of the developing world. Care should be taken when extrapolating research findings from large global cities to smaller cities and cities in the developing world. Future research should encourage research design focussed on answering research questions rather than city selection by convenience, disentangle the role of city size from measures of urban intensity (such as population density or impervious surface cover), avoid gross urban-rural dualisms, and better contextualise existing research across social and environmental contexts

Utilisation of an operative difficulty grading scale for laparoscopic cholecystectomy

Background A reliable system for grading operative difficulty of laparoscopic cholecystectomy would standardise description of findings and reporting of outcomes. The aim of this study was to validate a difficulty grading system (Nassar scale), testing its applicability and consistency in two large prospective datasets. Methods Patient and disease-related variables and 30-day outcomes were identified in two prospective cholecystectomy databases: the multi-centre prospective cohort of 8820 patients from the recent CholeS Study and the single-surgeon series containing 4089 patients. Operative data and patient outcomes were correlated with Nassar operative difficultly scale, using Kendall’s tau for dichotomous variables, or Jonckheere–Terpstra tests for continuous variables. A ROC curve analysis was performed, to quantify the predictive accuracy of the scale for each outcome, with continuous outcomes dichotomised, prior to analysis. Results A higher operative difficulty grade was consistently associated with worse outcomes for the patients in both the reference and CholeS cohorts. The median length of stay increased from 0 to 4 days, and the 30-day complication rate from 7.6 to 24.4% as the difficulty grade increased from 1 to 4/5 (both p < 0.001). In the CholeS cohort, a higher difficulty grade was found to be most strongly associated with conversion to open and 30-day mortality (AUROC = 0.903, 0.822, respectively). On multivariable analysis, the Nassar operative difficultly scale was found to be a significant independent predictor of operative duration, conversion to open surgery, 30-day complications and 30-day reintervention (all p < 0.001). Conclusion We have shown that an operative difficulty scale can standardise the description of operative findings by multiple grades of surgeons to facilitate audit, training assessment and research. It provides a tool for reporting operative findings, disease severity and technical difficulty and can be utilised in future research to reliably compare outcomes according to case mix and intra-operative difficulty