Nature journaling as a holistic pedagogical experience with the more-than-human world

The paper discusses alienation from the more-than-human world and the need for nature pedagogies through the experience of nature journaling in an environmental education course in higher education. Students at a University Department of Early Childhood Education in Greece engaged in nature journaling through an assignment that encouraged them to explore their connection with the more-than-human world and reflect on their experience. The research results revealed different ways that the students experienced and connected with the more-than-human world. Nature journaling appeared to be a multilayered pedagogical tool of experience, collaboration, participation, reflection and enjoyment in environmental teaching and learning in higher education. © 2020 Taylor & Francis Group, LLC

A Contemplative Approach in the Framework of Environmental Education The Potential of Mindfulness

This article investigates the potential of contemplative learning through mindfulness in the framework of environmental education. Human alienation from the rest of nature and the separation from the more-thanhuman others are approached under the lens of eco-phenomenology. Fifty undergraduate students at a Pedagogical Department experienced mindfulness techniques in natural places and reflected on their experiences. The research results revealed that mindfulness contributed to the sensorial and embodied experience of nature as well as to their interaction and participation in the more-than-human world. However, difficulties and challenges also emerged. Contemplative environmental learning could contribute to the healing of human alienation from the rest of nature and the establishment of an embodied, sensorial empathy for all living creatures © The Author(s

Encounters among Environmental Education and Eco-Art in the Anthropocene

This study explores the potential of the interdisciplinary zone that is created when art meets environmental education in the Anthropocene. It shares the findings of an eco-art project that took place in the framework of an environmental education course, where the undergraduate students were encouraged to create eco-art pieces, to investigate environmental problems/issues through art and to communicate their findings with the class. The research reflects on students' artworks and reveals the environmental problems and issues that were important for them. Furthermore, it discusses four dimensions of students' ecological consciousness that emerged: a) criticism for the ecological crisis and overconsumption, b) human-nature relationship, c) empathy for nonhuman beings and d) vision of an ecological future. The paper highlights the need for an experiential and creative pedagogical path in the process of the empowerment of the ecological consciousness in the field of environmental education. © 2022 National Society for Education in Art and Design and John Wiley & Sons Ltd

Drought Assessment in Nestos River Basin (N. Greece) for the Period 1955-2018

Drought is a significant meteorological phenomenon that can seriously impact natural ecosystems. Drought assessment and monitoring should be continuous in regions of high ecological importance, for the conservation of natural vegetation distribution and dynamics. In this study, we analyzed monthly precipitation data obtained from five meteorological stations in the Nestos' river sub-basin in Greece in order to detect drought episodes during the period 1955-2018 by employing the Standardized Precipitation Index (SPI). The results indicate that the coastal and altitudinal lower areas of the region faced more frequent and more severe drought events during the recent years compared to the past, whereas the climatic conditions in the mountainous areas are more favorable. The hydrological years 1977-1978, 1984-1985, 1988-1989, 1998-1999 and 1999-2000 were the years of the most severe droughts in the basin. From the trend analysis of the SPI it appears that the lower part of the sub-basin is anticipated to face even more droughts in the future. These patterns may have significant impacts on the natural rainfed vegetation, especially at the river's Delta where habitat types of high priority are located. Thus, the need to adopt measures for the conservation of the local ecosystem is critical, considering also that the local habitat types are characterized by high demands for water availability. © 2022 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0

Exploring children’s participation in the framework of early childhood environmental education

The paper explores the participation experiences that a nursery school gained through its involvement in an environmental education program that focused on the transformation of the school ground. The research took place in a nursery school in Greece, in which 15 preschool children aged 4 years old and their teacher were engaged in participatory action research. The research emphasizes the rights and abilities of young children as equal participants, solution seekers, problem solvers and initiators of action on authentic issues of their everyday environment. The research was based on a combination of action research and participatory planning methods. The findings of the research highlight the ability of young children to express their ideas and practice critical thinking, problem-solving and collaboration skills. When the teachers decided to withdraw their authority, the whole nursery school practiced democratic dialogue and action skills. New participation experiences took place for both children and adults. © 2022 Informa UK Limited, trading as Taylor & Francis Group

Exploring primary children's views and experiences the school ground: The case of a Greek school

The present study explores the use of a conventional school ground of a primary school and its potential as a space for creative play and environmental learning. Children's play behavior and views of the school ground are explored, as well as their vision for its improvement. The research constitutes part of a wider school ground project and was carried out in a primary school in Volos city, Greece, during the 2010-2011 schoolyear. Geographical and participatory design methods were used that capture children's experience of space and their will for participation in redesigning their school ground. They included mapping of the physical features of the school ground, children's drawings, interviews with children, and observation and mapping of children's behavior in the school ground. Results indicate that children primarily view their school ground as a space for recreation, play, relaxation, and communication with peers. They mainly emphasize structured, pre-constructed elements, such as the football and basketball grounds, or the kiosk, which they use in both conventional and unconventional ways. However, the participants do not seem to have developed an adequate sense of place and belonging in their school ground environment. The paper presents insights on children's play behavior and views for their school ground, the role of children as participants in the school ground design, and design principles for the improvement of the school ground as they have emerged from the research. © 2013 IJESE

Living with everyday environmental risks: giving a voice to young people in the design of community-based risk communication programs in the city of San Luis Potosí, México

Risk communication programs (RCPs) can contribute to the improvement of community health in marginalized settlements by improving health-related information and practices. Yet, there is a need to include young people's concerns in the design and implementation of RCPs. This study analyses young peoples’ risk perceptions in the city of San Luis Potosí, Mexico, using visual methods such as drawings and photography. Research was conducted with 74 students from two deprived urban neighborhoods. Results indicate that the use of visual techniques enabled them to identify environmental health risks such as unhealthy sedentary habits and the exposure to hazardous items. We conclude that visual methods may help young people to critically reflect on everyday elements in their environment that affect their well-being. By giving them a voice in a reflexive way, visual methods may engage young people as key multipliers in the awareness raising process, and promote their sense of everyday agency