Authors:Antonio García-Vinuesa, Pablo Ángel Meira Cartea, Mónica Arto Blanco, Kylyan M. Bisquert Abstract: College students are a sector of the population that is called to play a fundamental role in the future societies. This responsibility with and for society cannot obviate humanity's main challenge nowadays, the anthropogenic climate change. To this end, it is necessary to understand the climatic problem in all its dimensions, in order to propose and accept strategies and measures of adaptation and mitigation. In this paper we present a research on college students of the Universidade de Santiago de Compostela (N = 644). A closedend questionnaire was used to explore college students´ climate literacy level. Outcomes were compared according to academic discipline and year course. There were statistically significant differences in the distributions of responses (ANOVA) between areas of knowledge and of university degree fields. Nevertheless, in the case of comparing 1st year students with 4th year students there is not statistical significance. Outcomes suggest that most of the information with which college students build their representation of climate change comes from their stage in secondary education and experiences out of the educational system. PubDate: 2019-04-08 Issue No:Vol. 1 (2019)
Authors:Paulette Bynoe Abstract: This paper presents a Case Study that adopts a mixed method approach that utilizes a questionnaire survey and in-depth interviews that have targeted students and teachers respectively, to assess the status of Arts based environmental education in primary schools in Guyana. The study reveals that Arts-based EE is limited in the current primary school system in Guyana. Moreover, it is confined to Grades 1, 2 and 3 where it is integrated in Drawing, Decorative Craft, Imaginative Composition, Fibre Arts, and Drawing in the Visual Arts options. Importantly, there are no guidelines for implementation; as such the teachers are the sole decision makers in this regard. Consequently, there is no uniformity in approach, and this situation is further exacerbated by the constraint of time, trained teachers, appropriate teaching and learning materials, parents’ perception of the Arts, among others. The paper posits, among other things, that teachers must first understand and appreciate the fact that art-based education fosters environmental learning; hence the need for urgent review of the curriculum of Teachers Training Institutions to ensure that Arts-based EE is integrated in its training programme. Additionally, a series of workshops must be designed for teachers who have already completed the Teachers Training Programme. PubDate: 2019-04-08 Issue No:Vol. 1 (2019)
Authors:Patricia Armstrong, Annette Gough Abstract: Adult leadership has been a research focus for some time and, more recently, some researchers have turned their attention to adult leadership as it relates to sustainability. However, there has been far less research in the field of child and adolescent leadership, with only a few researchers addressing adolescent leadership for sustainability. In addition, while there are a number of development frameworks for adult leaders, there are none in the field of adolescent leadership for sustainability. This paper helps to address the gap in the knowledge base in this field and, in particular, proposes a framework with five different levels of adolescent leadership for sustainability, as well as strategies to help motivate adolescents to progress through these different levels of leadership. This framework will have practical implications for educators and teachers who are developing and conducting education programs with adolescent leaders by providing a number of unique instruments and tools. PubDate: 2018-12-03 Issue No:Vol. 1 (2018)
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