European SWOT analysis on education for environmental citizenship

A cidadania ambiental é crucial para o sucesso de qualquer política ambiental. O desenvolvimento sustentável, uma economia circular, uma economia de baixo carbono e uma bioeconomia exigem um envolvimento efetivo dos cidadãos. Os cidadãos são chamados a adotar atitudes e comportamentos ambientais, fazer escolhas ecológicas, aumentar a participação cívica e conhecer e aplicar seus direitos e deveres ambientais. A crise ambiental contemporânea com mudanças climáticas, perda de biodiversidade, poluição do ar e todos os outros problemas ambientais locais e globais exigem uma educação capaz de capacitar cidadãos ambientais. A educação desempenha um papel fundamental na formação de futuros cidadãos ambientais; ninguém nasce um cidadão ambiental, mas qualquer um pode ser educado. Este relatório apresenta uma análise SWOT de um tipo integrado e holístico de educação na Europa: a "Educação para a Cidadania Ambiental". A análise SWOT é apresentada em dois níveis. Na parte A, é apresentada uma síntese dos resultados de 157 especialistas de 28 países europeus. Na parte B, o leitor pode explorar os 23 relatórios de países europeus. Este trabalho foi desenvolvido na Ação de Custo ENEC - Rede Europeia para a Cidadania Ambiental (CA16229), apoiada pelo COST (Cooperação Europeia em Ciência e Tecnologia). Este relatório foi publicado como livro digital na coleção “Educação XXI” do Instituto de Educação - Universidade de Lisboa, Portugal. "Educação XXI" trata da diversificação, modernização e melhoria da educação.Environmental citizenship is crucial for the success of any environmental policy. Sustainable development, a circular economy, a low-carbon economy, and a bioeconomy require an effective citizen engagement. Citizens are called upon to adopt environmental attitudes and behaviours, make green choices, increase civic participation, and to be aware of and apply their environmental rights and duties. The contemporary environmental crisis with climate change, biodiversity loss, air pollution and all other local and global environmental problems demand an education that is capable of empowering environmental citizens. Education plays a key role in shaping future environmental citizens; nobody is born environmental citizen but anybody can become so by education. This report presents a SWOT Analysis of an integrated and holistic type of education in Europe “Education for Environmental Citizenship”. The SWOT analysis is presented in two levels. In Part A a synthesis of the results of 157 experts from 28 European countries are presented. In Part B the reader can explore the 23 European country reports. This work was developed in the Cost Action ENEC – European Network for Environmental Citizenship (CA16229) supported by COST (European Cooperation in Science and Technology). This report was published as an e-book in the editorial collection “Education XXI” from the Instituto de Educação — Universidade de Lisboa, Portugal. “Education XXI” addresses the diversification, modernization and improvement of education.info:eu-repo/semantics/publishedVersio

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

Population dynamics of threatened endemic plants of Cyprus flora an the incorporation of the research findings in environmental education

The current Thesis concerns the population dynamics of two threatened endemicspecies of Cyprus Flora and the incorporation of the research findings inEnvironmental Education.The study was set in two main dimensions:In the frames of the first dimension, the ecological research was focused in thesystematic and diachronic monitoring of the population dynamics of Astragalusmacrocarpus subsp. lefkarensis (Chapter 2) and Ophrys kotschyi (Chapter 3) aimingto determine the demographic behavior of each species and record the fluctuation oftheir populations. Especially for the subspecies Astragalus macrocarpus subsp.lefkarensis, population viability analysis was carried out using matrix projectionmodels.In the frames of the dimension of environmental education, the research was focusedin students’ conceptions regarding threatened species. We attempted from one hand torecord and analyze students’ existing knowledge, values and indented actions andfrom the other hand to investigate the possibilities of reformation or reorientation of students’ values, knowledge and intentions (Chapter 5), through a learningintervention based on decision making.We investigated the population viability of Astragalus macrocarpus subsp.lefkarensis, a perennial endemic plant to Cyprus’ Mediterranean type ecosystems.Three populations were demographically monitored in seven permanent plots. Amonitoring plan was applied in the field for four (4) consecutive years (2006-2009)recording traits of the species (morphological and reproductive traits) populationdynamics (size of population, developmental stages and spatial distribution) aspectsof its habitat (soil, climate, predation) and anthropogenic impacts.Data were analysed in RAMAS®-Metapop using stage-structured matrix projectionmodels to determine finite rates of increase and critical stages in the life cycle.Stochastic models of population dynamics were built by incorporating environmentaland demographic stochasticity. Population dynamics over 100 years, estimated theextinction risk, the expected minimum abundance and the median time to extinction.Management in RAMAS-Metapop was simulated by several scenarios of artificial introduction of individuals in order to investigate which is the optimum developmental stage for introduction, the minimum quantity of individuals and theminimum interval (years) during which the population management action shouldtake place for halting population decline.Effects of climatic and habitat characteristics on the finite growth rate as well as oninitial distribution of the four developmental stages (seedlings, saplings, juveniles andadults) were investigated by simple and multiple regression analyses.Statistical analyses were carried out using SPSS 16 (SPSS Inc. 2009) andSTATISTICA 7 (Statsoft Inc.)The main conclusions of the research are the following: Seedling survival and transition to saplings as well as sapling survival and transitionto juveniles was low, however plant survival was high in the large size classes. Deterministic simulations showed 1,7% decrease for the studied population. Thepopulation growth rate (λ) varied between 0.667 and 1.082. Decline in populationgrowth of A. macrocarpus subsp. lefcarensis, was more severe in the years, in which air temperature was increased and precipitation was decreased. The λ valuewas greater in populations found in higher elevations as compared to populationsfound in lower elevations. Survival of adults had the highest elasticity. Simulated stochastic population dynamics over 100 years and running 100replications of the model, estimated a 4% chance of extinction in the next 100 yearsfor the species. The minimum abundance expected to occur within the simulatedtime period is 45.7 individuals, while the median time to extinction is 80 years. The population of Asgata site (lowest elevation) has the highest risk of extinction(90%) with median time to extinction only 72 years, while populations ofKelokedara and Lefkara seem to face lower risk of extinction in the next 100 years(8% and 1% respectively). Management simulations suggest that augmenting the population with juvenileevery two years would be sufficient to halt deterministic population decline.However, introduction of juveniles and adults would have been more appropriate in higher elevation’s sites, since these stages were highly correlated with elevation andtemperature, while in lower elevation’s sites would be more preferable to augmentpopulations with wounded seeds, seedlings or saplings with regular irrigation, since these stages were highly correlated with precipitation.For the threatened population of Ophrys kotschyi (Chapter 3) three populations weredemographically monitored in nine permanent plots of 100m2. A monitoring plan wasapplied in the field for four (4) consecutive years (2006-2009) recording traits of thespecies (morphological and reproductive traits) population dynamics (size ofpopulation, developmental stages and spatial distribution) aspects of its habitat (soil,climate, predation) and anthropogenic impacts.The main conclusions of the research are the following: The mean population size for the studied population from all plots and all yeartransitions was 49 ± 7,8 (per100 m2). Individual plants of Ο. kotyschi showed irregular patterns of appearance aboveground between years although this irregularity was not synchronous betweenplants. During the study there were several occasions when prior recorded orchidsfailed to appear in one season but reappeared in the next. A smaller numberdisappeared for two consecutive years but subsequently reappeared. A very smallnumber of longer absences was observed Regarding population structure all individuals were classified in one of the following categories: Flowering, Vegetative and Dormant. According to the transition analysis from one developmental stage to another, it wasrevealed that the probability of a plant to stay at the same developmental stage in afollowing year was high. The probability of a plant to stay at the flowering stagewas the highest (56,6%). However, a flowering plant showed higher probability ofbecoming dormant (23,1%) than vegetative (17,3%) in a following year. Theprobability of a plant to stay at the dormant stage was also high (50%), since half ofthe population was below ground for at list two consecutive years. A dormant plantshowed higher probability of becoming vegetative (5,8%) than flowering (3,2%) ina following year, while a vegetative plant showed higher probability of becomingdormant (14,3% ) than flowering (10,8%) in a following year. The mean predation percentage for the studied population from all plots and all yeartransitions was higher in flowers (7,4 ± 2,9), than in leaves (4,7 ± 3,9) and fruits(2,8 ± 4,0). The proposal of management measures is very difficult in the case of Orchidacea,since they have complicated and uncertain life cycles, which include dormant stagesand an alteration of seed and vegetative reproduction.In the frames of diagnosing, recording and analyzing student’s conceptions regardingthreatened plants (Chapter 4), we studied children’s intended conservationmanagementactions regarding threatened plant conservation, the personal valuesunderlying their actions and the concepts related to the reasons pose plants tovulnerability. We used photos of four (4) threatened plants of Cyprus Flora as visualaids for conducting structured interviews with 60 students aged 10 to 12 years. Theinterviews were transcribed verbatim and the analysis was carried out in an iterativemanner on those transcripts. The textual corpus was analyzed by employing themethod of “content analysis”Chi-squared (x2) and Cross tabulation analyses were performed using SPSS (version16.0; Chicago, Illinois). The main conclusions of the research are the following: Students lack real knowledge of the reasons of threat for flora’s diversity, since theyde-emphasized societal reasons of plant population deterioration, such as pollution,or urban development while they did not realise that direct destruction of habitats byhuman is the most drastic factor to plant vulnerability. Weak anthropocentric values related to the aesthetic value of threatened plants werewell documented while truly anthropocentric values related to economic criteriawere not important for children. Children in that age did not anchor theirconservation actions and management measures in economic criteria. When children had the power to act (mayor role) they moved towards actions ofhigher hierarchical classification i.e policy-based and habitat-based actions insteadof single-species actions. Four value-driven patterns towards conservation were revealed. Children who holdecocentric or functional values, which stand at the two poles of ecocentricanthropocentriccontinuum, have more concrete trends of intended conservation actions and management measures either as students or mayor. On the contrary themajority of children, who constitute the Biocentric and Aesthetic pattern, present aconsiderable fluctuation under the different roles, or different places of residence orgender.In the frames of the study of reformation or reorientation of values, knowledge andintentions (Chapter 5), a learning intervention was developed and applied in the class.We evaluated the learning intervention which was aiming to the development ofstudents’ decision making skills and argumentation for the conservation of threatenedplants.The study addressed the role that children’s value-based arguments play in theformation of a decision by applying a structured framework. Computer based,scaffolded learning activities were designed challenging students in solving anauthentic local problem. The problem was related to the conflicts among theinhabitants of a village derived from the need of a new road development. Fouroptions were presented; two of which causing direct and indirect impacts on theecosystem of a threatened plant population and other two affecting directly orindirectly the inhabitants of the village. The learning environment provided necessaryscientific information through digital learning objects for the consideration of themultiple aspects of the problem, the study of the effects of the possible options and the formulation and balancing of criteria before selecting the best compromise.Children were asked to come up with concrete decision, in order to help inhabitantswith the problem.Participants were 50 students of 6th grade, of a suburban school in Cyprus, 32 boysand 28 girls. Students worked in groups of two (25 groups) over a period of 6 weeks.Data were obtained through pre- and post intervention instruments: (a) application ofthe optimization strategy and (b) open-ended written test. Groups’ data were codedand analyzed according to the method of content analysis. Categories related todecisions, arguments and values were emerged.The main conclusions of the research are the following: Before instruction, criteria related to the distance and the disturbance of inhabitantswere dominant in students decisions, while criteria related to time, cost, health,plant and animal had very low representation in students’ arguments. Criteriarelated to the ecosystem were completely absent. Regarding the weight given to each criterion distance and inhabitants were evaluated on the top. After instruction, the quality of ecological reasoning and argumentation wasincreased. The majority of criteria were related to plants and animals whileecosystem, health, time, inhabitants, distance and cost were following. When students had to adjust relative weights to evaluation criteria and balancingstrengths and weaknesses of the various alternative, ecosystem and health ranked inthe first places; plants, animals and inhabitants followed, while distance, cost andtime ranked at the end. The relative weight of each criterion seems to be based on the value system of thedecision makers and was proven to highly determine the final decision. Even though children incorporate several criteria in the decision making procedure,what is finally driving their decisions are some substantive arguments which arebased on decisive values. The comparison of arguments, values and decisions exhibited three value drivenpatterns of decision-makers (a)Ecocentric (b) Weak anthropocentric (social) and (c)Strong anthropocentric (functional economic). Transmission of decision-makers patterns from strong anthropocentric towards weak anthropocentric and ecocentric was revealed after the learning intervention.The transmission in patterns of decision-makers implies that integrated learningstrategies of placing threatened organisms in the frames of the complex system ofecological and societal components, through computer based-scaffolded learningactivities, were proved to challenge children to develop values, skills and actioncompetence needed to face complex situations and act on critical decisions regardingthe conservation of organisms in danger.Such integration in teaching strategies effectively engage students with the complextopic of biological conservation; not just in terms of science content, but also in termsof preparing citizens for competent participation in environmental decision making asfuture stakeholders, managers or policy-makers.Αντικείμενο της παρούσας διατριβής είναι η μελέτη της δυναμικής πληθυσμών δύοαπειλούμενων ειδών της Κυπριακής Χλωρίδας και η αξιοποίηση των ευρημάτωνστην περιβαλλοντική εκπαίδευση.Στα πλαίσια του πρώτου άξονα, η οικολογική έρευνα εστιάστηκε στη συστηματικήδιαχρονική παρακολούθηση της δυναμικής των πληθυσμών των ειδών Astragalusmacrocarpus subsp. lefkarensis (Κεφάλαιο 2) και Ophrys kotschyi (Κεφάλαιο 3) μεσκοπό να προσδιορισθεί η δημογραφική συμπεριφορά των ειδών και οι διακυμάνσειςτων πληθυσμών τους. Για τον Astragalus macrocarpus subsp. lefkarensis εκτιμήθηκεη βιωσιμότητα του είδους με τη χρήση μητρωτικών μοντέλων αναπτυξιακών σταδίωνκαι διατυπώθηκαν κάποιες προτάσεις διαχείρισης με στόχο τη διατήρηση τωνπληθυσμών του.Στα πλαίσια του δεύτερου άξονα, η παιδαγωγική έρευνα επικεντρώθηκε στιςαντιλήψεις των ατόμων για τα απειλούμενα είδη. Επιχειρήσαμε αφενός ναεντοπίσουμε, να καταγράψουμε και να αναλύσουμε τις υπάρχουσες γνώσεις, αξίεςκαι προθέσεις δράσεις (Κεφάλαιο 4) και αφετέρου να διερευνήσουμε τις δυνατότητες επανασχηματισμού, επαναπροσανατολισμού ή διαμόρφωσης νέων αξιών, γνώσεωνκαι προθέσεων μέσω συγκεκριμένης διδακτικής παρέμβασης (Κεφάλαιο 5).Για την μελέτη της βιωσιμότητας του πληθυσμού του απειλούμενου ενδημικού φυτούAstragalus macrocarpus subsp. lefkarensis (Κεφάλαιο 2), εγκαταστάθηκαν επτάμόνιμες δειγματοληπτικές επιφάνειες σε τρεις από τους έξι πληθυσμούς τουυποείδους. Παρακολουθήθηκαν οι πληθυσμοί για τέσσερα (4) διαδοχικά χρόνια ωςπρος τα χαρακτηριστικά του υποείδους (μορφομετρικά και αναπαραγωγικά), τηδυναμική των πληθυσμών (μέγεθος, αναπτυξιακή δομή, χωρική κατανομή), στοιχείατου ενδιαιτήματος (εδαφολογικά, κλιματικά, θήρευση) και τις ανθρωπογενείςεπιδράσεις.Ειδικότερα, για τη δυναμική πληθυσμών, όλα τα άτομα ταξινομήθηκαν σε μια από τιςακόλουθες αναπτυξιακές κλάσεις: αρτίβλαστα, φυτάρια, νεαρά φυτά και ενήλικα. Ταδεδομένα αναλύθηκαν με μητρωτικά μοντέλα προβολής του πληθυσμού στο μέλλονμε το λογισμικό RAMAS-Metapop. Πραγματοποιήθηκε (α) ντετερμινιστική ανάλυση επανασχηματισμού, επαναπροσανατολισμού ή διαμόρφωσης νέων αξιών, γνώσεωνκαι προθέσεων μέσω συγκεκριμένης διδακτικής παρέμβασης (Κεφάλαιο 5).Για την μελέτη της βιωσιμότητας του πληθυσμού του απειλούμενου ενδημικού φυτούAstragalus macrocarpus subsp. lefkarensis (Κεφάλαιο 2), εγκαταστάθηκαν επτάμόνιμες δειγματοληπτικές επιφάνειες σε τρεις από τους έξι πληθυσμούς τουυποείδους. Παρακολουθήθηκαν οι πληθυσμοί για τέσσερα (4) διαδοχικά χρόνια ωςπρος τα χαρακτηριστικά του υποείδους (μορφομετρικά και αναπαραγωγικά), τηδυναμική των πληθυσμών (μέγεθος, αναπτυξιακή δομή, χωρική κατανομή), στοιχείατου ενδιαιτήματος (εδαφολογικά, κλιματικά, θήρευση) και τις ανθρωπογενείςεπιδράσεις.Ειδικότερα, για τη δυναμική πληθυσμών, όλα τα άτομα ταξινομήθηκαν σε μια από τιςακόλουθες αναπτυξιακές κλάσεις: αρτίβλαστα, φυτάρια, νεαρά φυτά και ενήλικα. Ταδεδομένα αναλύθηκαν με μητρωτικά μοντέλα προβολής του πληθυσμού στο μέλλονμε το λογισμικό RAMAS-Metapop. Πραγματοποιήθηκε (α) ντετερμινιστική ανάλυση(β) ανάλυση στοχαστικότητας και (γ) προσομοίωση σεναρίων διαχείρισης. Για τηστατιστική επεξεργασία των δεδομένων χρησιμοποιήθηκε το στατιστικό πακέτο STATISTICA 7 (Statsoft Inc.) Από τη μελέτη των αποτελεσμάτων προέκυψαν τα εξής συμπεράσματα: Η επιβίωση των αρτιβλάστων και η μετάβασή τους στην κλάση των φυταρίωνκαθώς και η επιβίωση των φυταρίων και η μετάβασή τους στην κλάση των νεαρώνείχε πολύ χαμηλά ποσοστά, ωστόσο η επιβίωση των φυτών στις μεγάλεςαναπτυξιακές κλάσεις ήταν υψηλή. Η ντετερμινιστική ανάλυση έδειξε τάση μείωσης κατά ποσοστό 1,7% ανά έτοςστους μελετούμενους πληθυσμούς. Οι τιμές του ρυθμού αύξησης (λ) κυμάνθηκανμεταξύ 0.665 και 1.082. Μικρότερες τιμές λ παρατηρήθηκαν στα έτη με χαμηλήετήσια βροχόπτωση και ψηλή μέση ετήσια θερμοκρασία και στον πληθυσμό πουβρίσκεται στο χαμηλότερο υψομετρικό όριο εξάπλωσης του υποείδους (περιοχήΑσγάτας). Η επιβίωση των ενηλίκων αποτελεί το κρισιμότερο στάδιο του κύκλου ζωής τουυποείδους δεδομένου ότι εμφανίζει την υψηλότερη ελαστικότητα σε σχέση με τιςάλλες φάσεις. Η εισαγωγή στοχαστικότητας στο μοντέλο, αποκαλύπτει 4% πιθανότητα εξαφάνισης των μελετούμενων πληθυσμών μέσα στα επόμενα 100 χρόνια, μεελάχιστο αναμενόμενο μέγεθος τα 46 φυτά και μέσο χρόνο εξαφάνισης τα 80χρόνια. Ο πληθυσμός στο χαμηλότερο υψομετρικό όριο εξάπλωσης (περιοχήΑσγάτα, 230m) παρουσιάζει το μεγαλύτερο κίνδυνο εξαφάνισης (90%) με μέσοχρόνο μέχρι την εξαφάνιση τα 72 χρόνια, ενώ ο πληθυσμός στο ανώτερουψομετρικό όριο (περιοχή Λεύκαρα, 670m) αντιμετωπίζει το μικρότερο κίνδυνοεξαφάνισης (1%) στα επόμενα 100 χρόνια. Προσομοίωση σεναρίων διαχείρισης του υποείδους με εμπλουτισμό τωνπληθυσμών στο πεδίο από άτομα που θα παραχθούν στο εργαστήριο, προβλέπει ότιαναβάθμιση του πληθυσμού με εισαγωγή 20 νεαρών ατόμων κάθε δύο χρόνιαμπορεί να αποτρέψει τον κίνδυνο εξαφάνισης στα επόμενα 100 χρόνια.Για την μελέτη της δημογραφικής συμπεριφοράς του πληθυσμού του απειλούμενουενδημικού φυτού Ophrys kotschyi (Κεφάλαιο 3), εγκαταστάθηκαν εννιά μόνιμεςδειγματοληπτικές επιφάνειες (100 m2) στους τρεις μεγαλύτερους πληθυσμούς του είδους. Παρακολουθήθηκαν οι πληθυσμοί για τέσσερα διαδοχικά χρόνια ως προς ταχαρακτηριστικά του είδους (μορφομετρικά και αναπαραγωγικά), τη δυναμική των πληθυσμών (μέγεθος, φάσεις ζωής, χωρική κατανομή), στοιχεία του ενδιαιτήματος(εδαφολογικά, κλιματικά, θήρευση) και τις ανθρωπογενείς επιδράσεις.Από τη μελέτη των αποτελεσμάτων προέκυψαν τα εξής συμπεράσματα: Το μέγεθος του μελετούμενου πληθυσμού από όλες τις περιοχές και όλες τιςχρονιές ήταν 49 ± 7.8 (ανά 100 m2). Τα άτομα της Ο. kotyschi παρουσίαζαν μια ακανόνιστη υπέργεια εμφάνιση.Υπήρχαν περιπτώσεις που ένα άτομο που είχε αρχικά απογραφεί εξαφανιζόταν τηνεπόμενη χρονιά αλλά επανεμφανιζόταν μετά από δύο χρονιές και συχνά σεδιαφορετική φάση του κύκλου ζωής του. Ως προς τη δομή του πληθυσμού, όλα τα άτομα ταξινομήθηκαν σε μια από τις πιοκάτω φάσεις ζωής: ανθισμένα, βλαστητικά και ληθαργικά. Από την ανάλυση μεταβάσεων από τη μια φάση στην άλλη, αποδεικνύεται ότι ταάτομα της Ophrys kotschyi έχουν μεγαλύτερη πιθανότητα παραμονής στην ίδιαφάση και κατά την επόμενη χρονιά. Η επιβίωση των ανθισμένων ατόμων και ηπαραμονή τους και την επόμενη χρονιά σε αυτή τη φάση παρουσίασε τη μεγαλύτερη πιθανότητα (56,6%). Τα ανθισμένα άτομα είχαν μεγαλύτερηπιθανότητα να παρουσιαστούν ως ληθαργικά (23,1%) παρά ως βλαστητικά (17,3%)την επόμενη χρονιά. Η πιθανότητα παραμονής των ατόμων στη ληθαργική φάσηαπό τη μια χρονιά στην άλλη ήταν επίσης ψηλή (50%), αφού ο μισός περίπουπληθυσμός παρέμεινε κάτω από το έδαφος για τουλάχιστον 2 διαδοχικές χρονιές.Τα ληθαργικά άτομα της μιας χρονιάς είχαν μεγαλύτερη πιθανότητα ναπαρουσιαστούν ως βλαστητικά (5,8%) την επόμενη χρονιά παρά ως ανθισμένα(3,2%) και τα βλαστητικά άτομα είχαν μεγαλύτερη πιθανότητα να παρουσιαστούνως ληθαργικά (14,3% ) παρά ως ανθισμένα την επόμενη χρονιά (10,8%). Η θήρευση των μελετούμενων πληθυσμών από όλες τις περιοχές και όλες τιςχρονιές ήταν μεγαλύτερη στα άνθη (7.4 ± 2.9), ακολούθησε η θήρευση στα φύλλα(4.7 ± 3.9) και μικρότερη θήρευση παρατηρήθηκε στις κάψες (2.8 ± 4.0). Η πρόταση διαχειριστικών μέτρων είναι πολύ δύσκολη στην περίπτωση τωνορχιδέων, επειδή τα είδη αυτά έχουν πολύπλοκους και αβέβαιους κύκλους ζωής, οιοποίοι περιλαμβάνουν ληθαργικά στάδια και εναλλαγή εγγενούς και βλαστητικής αναπαραγωγής.Στο πλαίσιο εντοπισμού, καταγραφής και ανάλυσης των αντιλήψεων των μαθητώνγια τα απειλούμενα φυτά (Κεφάλαιο 4) διερευνήσαμε το εννοιολογικό υπόβαθρο στο οποίο στηρίζουν οι μαθητές τις αιτίες τρωτότητας των απειλούμενων ειδών, τις αξίεςπου καθοδηγούν τους λόγους διατήρησης γι αυτά τα είδη αλλά και τις διαχειριστικέςπρακτικές που προτίθενται να λάβουν κάτω από συνθήκες κανονικής καιαναβαθμισμένης εξουσίας (ρόλος μαθητή και ρόλος δημάρχου).Τα δεδομένα συλλέχθηκαν με ημι-δομημένες, ατομικές συνεντεύξεις με εξήνταμαθητές (Ε’ και ΣΤ’ τάξης Δημοτικού), χρησιμοποιώντας κάρτες περιπτώσεων με 4απειλούμενα ενδημικά φυτά της Κυπριακής χλωρίδας. Έγινε ανάλυση περιεχομένου,εντοπίστηκαν τα κριτήρια που χρησιμοποιούν οι μαθητές στο συλλογισμό τους και τακριτήρια κατηγοριοποιήθηκαν σε ευρύτερες κατηγορίες. Η στατιστική επεξεργασίατων αποτελεσμάτων έγινε με το στατιστικό πακέτο SPSS (version 16.0; Chicago,Illinois).Από τη μελέτη των αποτελεσμάτων προέκυψαν τα εξής συμπεράσματα: Ως προς τις αιτίες τρωτότητας, οι μαθητές παρουσίασαν ελλιπή κατανόηση τωναιτιών που απειλούν τα φυτά αποδίδοντας πολύ μικρότερη ευθύνη σε κοινωνικούςλόγους υποβάθμισης των πληθυσμών, ενώ παρουσίασαν δυσκολία στη διάκριση των αναγκών μεταξύ των άγριων και καλλιεργούμενων φυτών. Ως πρ

Evaluating a Novel Learning Intervention Grounded in the Education for Environmental Citizenship Pedagogical Approach: A Case Study from Cyprus

In times of environmental crisis, Education for Environmental Citizenship (EEC) is argued to be of great significance in the development of secondary education students’ pro-environmentalism as environmental citizens. However, given that EEC is still emerging, there is a lack of empirical foundation on how environmental citizenship can be approached in a pedagogically sound way; as a result, empirical documented interventions in secondary education are also limited. This paper presents a case study from Cyprus, which evaluates the impact of a novel learning intervention grounded in the EEC pedagogical approach, taking into consideration the potential effect of students’ gender as well as of their past/present EC actions. The participants were fifty students (n = 50) in secondary biology education who attended the learning intervention; the students comprised 29 girls (58%) and 21 boys (42%), from two intact classrooms. Data were collected with the Environmental Citizenship Questionnaire (ECQ), which was administered before (pre-) and after (post-) the learning intervention, and were analyzed using a combination of non-parametric statistical analyses (Wilcoxon signed-rank test, Mann–Whitney U test, Spearman’s Correlation and cluster analysis). Our findings indicated that there was a statistically significant increase in the students’ EC learning gains, both EC competences and EC future actions, by the end of the intervention. However, our findings also indicated that the impact of the learning intervention was related significantly to the students’ gender as well as to their past/present EC actions, as these were reported by the students prior the intervention. Overall, our findings provide empirical substantiation of the contribution of the EEC pedagogical approach to the development of secondary students’ EC. At the same time, our study also pointed out the critical roles of gender and past/present EC actions in students’ learning gains

Evaluating a Novel Learning Intervention Grounded in the Education for Environmental Citizenship Pedagogical Approach: A Case Study from Cyprus

In times of environmental crisis, Education for Environmental Citizenship (EEC) is argued to be of great significance in the development of secondary education students’ pro-environmentalism as environmental citizens. However, given that EEC is still emerging, there is a lack of empirical foundation on how environmental citizenship can be approached in a pedagogically sound way; as a result, empirical documented interventions in secondary education are also limited. This paper presents a case study from Cyprus, which evaluates the impact of a novel learning intervention grounded in the EEC pedagogical approach, taking into consideration the potential effect of students’ gender as well as of their past/present EC actions. The participants were fifty students (n = 50) in secondary biology education who attended the learning intervention; the students comprised 29 girls (58%) and 21 boys (42%), from two intact classrooms. Data were collected with the Environmental Citizenship Questionnaire (ECQ), which was administered before (pre-) and after (post-) the learning intervention, and were analyzed using a combination of non-parametric statistical analyses (Wilcoxon signed-rank test, Mann–Whitney U test, Spearman’s Correlation and cluster analysis). Our findings indicated that there was a statistically significant increase in the students’ EC learning gains, both EC competences and EC future actions, by the end of the intervention. However, our findings also indicated that the impact of the learning intervention was related significantly to the students’ gender as well as to their past/present EC actions, as these were reported by the students prior the intervention. Overall, our findings provide empirical substantiation of the contribution of the EEC pedagogical approach to the development of secondary students’ EC. At the same time, our study also pointed out the critical roles of gender and past/present EC actions in students’ learning gains

How can we transform citizens into ‘environmental agents of change'? Towards the citizen science for environmental citizenship (CS4EC) theoretical framework based on a meta-synthesis approach

Environmental Citizen Science (CS) initiatives are argued to provide a promising vehicle for involving citizens in the investigation of various socio-environmental issues. However, environmental CS initiatives have often been criticized for merely focusing on the achievement of their scientific goals and outcomes (science-oriented), rather than on empowering and transforming the participants into ‘environmental citizens’ (citizen-oriented). This study adopts a meta-synthesis approach to synthesize evidence from three recent systematic reviews, seeking to extract a set of design principles for the development of an integrated theoretical framework enabling Environmental Citizenship (EC) in environmental CS initiatives. The proposed framework lies on the intersection of three main research areas: (a) Participation in CS, (b) Pedagogy in CS, and (c) Education for Environmental Citizenship. Grounded on the conjunction of the aforementioned areas, the Citizen Science for Environmental Citizenship (CS4EC) framework puts forward the transformative capacity and the participatory learning aspects of environmental CS initiatives. Overall, the proposed framework lays the foundations for the design of environmental CS initiatives capable for the empowerment and transformation of citizens into ‘environmental agents of change’

“From Gamers into Environmental Citizens”: A Systematic Literature Review of Empirical Research on Behavior Change Games for Environmental Citizenship

As the global environmental crisis intensifies, there has been a significant interest in behavior change games (BCGs), as a viable venue to empower players’ pro-environmentalism. This pro-environmental empowerment is well-aligned with the notion of environmental citizenship (EC), which aims at transforming citizens into “environmental agents of change”, seeking to achieve more sustainable lifestyles. Despite these arguments, studies in this area are thinly spread and fragmented across various research domains. This article is grounded on a systematic review of empirical articles on BCGs for EC covering a time span of fifteen years and published in peer-reviewed journals and conference proceedings, in order to provide an understanding of the scope of empirical research in the field. In total, 44 articles were reviewed to shed light on their methodological underpinnings, the gaming elements and the persuasive strategies of the deployed BCGs, the EC actions facilitated by the BCGs, and the impact of BCGs on players’ EC competences. Our findings indicate that while BCGs seem to promote pro-environmental knowledge and attitudes, such an assertion is not fully warranted for pro-environmental behaviors. We reflect on our findings and provide future research directions to push forward the field of BCGs for EC

Environmental citizen science initiatives as a springboard towards the education for environmental citizenship: A systematic literature review of empirical research

Environmental Citizen Science (CS) initiatives have been recognized over time as a promising way to engage citizens in the investigation and management of various socio-ecological issues. In this context, it has been often hypothesized that these CS initiatives may also contribute to the education and subsequent transformation of citizens into environmentally aware and active citizens. However, the potential of CS to serve as a springboard for supporting Education for Environmental Citizenship (EEC) has not been explored yet. A systematic review was conducted, seeking to examine how citizens’ participation in environmental CS initiatives contributes to the EEC, as a venue through which citizens can undertake actions in different scales (local, national, global) to achieve environmental citizenship. A content analysis procedure was implemented on thirty-one empirical studies (n = 31) retrieved from a systematic review of the literature covering the timespan of the last two decades (2000–2020), according to the PRISMA methodology. The findings indicated that the majority of the reviewed environmental CS initiatives primarily enhanced citizens’ skills and knowledge over the competences of attitudes, values, and behaviors. In addition, it was found that CS initiatives empowered primarily citizens’ personal and responsible environmental actions, which were situated in the private sphere and at the local scale. The derived environmental outcomes were mainly related to the solution and prevention of environmental problems. Finally, correlational statistical analysis indicated that there were strong correlations between the Environmental Citizenship (EC) competences, actions and EEC outcomes and unveiled a set of keystone components; namely, components of crucial significance in the field of EC. We reflect on these findings, and we discuss directions for future research

Green Cities for Environmental Citizenship: A Systematic Literature Review of Empirical Research from 31 Green Cities of the World

During the last decade, many cities worldwide have implemented various green policies; in this way, they have gradually transformed into “green cities”. The emergence of green cities may provide a promising venue to address cities’ environmental degradation and citizens’ disengagement with current socio-environmental issues, thus giving rise to the notion of Environmental Citizenship (EC). Despite these assumptions, empirical research on the topic is currently emerging. In this study, we examine citizens’ engagement in green cities and its interrelatedness with EC through a systematic literature review. The selected empirical studies (n = 25) were published in peer-reviewed journals during the timespan of the last 12 years (2010–2021). In total, 31 green cities were analyzed in the 25 selected empirical studies. Thematic and frequency analysis revealed that green cities encourage citizens’ engagement with the implemented green policies, while also advancing citizens’ EC. Furthermore, correlational analysis between citizens’ engagement and the Education for Environmental Citizenship (EEC) model revealed that citizens’ engagement with the implemented green policies fosters citizens’ knowledge, skills, attitudes, values, and behaviors, fueling the undertaking of various EC actions. Importantly, green cities have also proved successful in achieving EC’s outcomes leading to sustainability

Green Cities for Environmental Citizenship: A Systematic Literature Review of Empirical Research from 31 Green Cities of the World

During the last decade, many cities worldwide have implemented various green policies; in this way, they have gradually transformed into “green cities”. The emergence of green cities may provide a promising venue to address cities’ environmental degradation and citizens’ disengagement with current socio-environmental issues, thus giving rise to the notion of Environmental Citizenship (EC). Despite these assumptions, empirical research on the topic is currently emerging. In this study, we examine citizens’ engagement in green cities and its interrelatedness with EC through a systematic literature review. The selected empirical studies (n = 25) were published in peer-reviewed journals during the timespan of the last 12 years (2010–2021). In total, 31 green cities were analyzed in the 25 selected empirical studies. Thematic and frequency analysis revealed that green cities encourage citizens’ engagement with the implemented green policies, while also advancing citizens’ EC. Furthermore, correlational analysis between citizens’ engagement and the Education for Environmental Citizenship (EEC) model revealed that citizens’ engagement with the implemented green policies fosters citizens’ knowledge, skills, attitudes, values, and behaviors, fueling the undertaking of various EC actions. Importantly, green cities have also proved successful in achieving EC’s outcomes leading to sustainability