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A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601). This special issue belongs to the section "Environmental Health".

Deadline for manuscript submissions: closed (5 May 2023) | Viewed by 25237

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Special Issue Editors

Prof. Dr. John Chi Kin Lee

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Guest Editor

Department of Curriculum and Instruction, The Education University of Hong Kong, Hong Kong 999077, China
Interests: curriculum and instruction; geographical and environmental education; school improvement; life and values education

Prof. Dr. Eric Po-keung Tsang

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Guest Editor

Department of Science and Environmental Studies, The Education University of Hong Kong, Hong Kong 999077, China
Interests: environmental science; feasibility and monitoring studies; environmental education

Dr. Chi Chiu Cheang

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Guest Editor

Department of Science and Environmental Studies, The Education University of Hong Kong, Hong Kong 999077, China
Interests: seaweed and coral reef ecology; phylogenetic and phylogeography of marine lives; environmental education

Special Issue Information

Dear Colleagues,

Environmental education has been given increasingly worldwide attention since the 1970s and it has shifted to different foci, especially the emphasis on education for sustainability. Environmental education entails various orientations, such as education about, in/through, and for the environment, with the ultimate aim of enhancing environmental knowledge, skills, awareness, as well as changes in behaviors and in lifestyles. Environmental education research consists of a combination of educational activities related to ecological, economic, and sociocultural dimensions. Given the diversity in research paradigms, research methodologies, and multidisciplinary inquiries into issues related to environmental education, this Special issue on “Environmental Education and Awareness” intends to promote international scholarly research and evidence-based projects that show how environmental education efforts can contribute toward the enhancement of environmental awareness and wellbeing at various levels and settings.

Papers are welcome in one or more of the following areas:

Pedagogy, online/blended learning, and teacher education for environmental education;
Case studies and good practices of environmental education at early childhood, primary, secondary, or tertiary schools;
Green schools and university campuses for promoting environmental education or environmental sustainability;
Implementation of environmental education during COVID-19 and in post-COVID-19;
Non-formal environmental education;
Green skills and environmental education in vocational contexts;
Environmental education and public health;
Student participation and intergenerational learning in environmental education;
Environmental education for sustainable development;
Environmental education and its relation with key environmental issues such as tree/forest conservation, marine conservation, climate change, pollution, waste management, and loss of biodiversity.

Prof. Dr. John Chi Kin Lee
Prof. Dr. Eric Po-keung Tsang
Dr. Chi Chiu Cheang
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. International Journal of Environmental Research and Public Health is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2500 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

environmental education
education for sustainable development
teacher education, schools, and universities
environmental issues

Published Papers (11 papers)

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Research

21 pages, 812 KiB

Open AccessArticle

Marine Environmental Knowledge and Attitudes among University Students in Hong Kong: An Application of the Ocean Literacy Framework

by Debbrota Mallick, Eric Po Keung Tsang, John Chi-Kin Lee and Chi Chiu Cheang

Int. J. Environ. Res. Public Health 2023, 20(6), 4785; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph20064785 - 08 Mar 2023

Cited by 2 | Viewed by 2431

Abstract

In this study, we assessed the general marine environmental knowledge and attitudes of university students from eight public universities in Hong Kong. The Ocean Literacy Framework and revised New Ecological Paradigm (NEP) were used as tools for questionnaire development. Data were collected via in-person and online surveys. An in-person survey was conducted at the university canteen from 16 May to 24 May 2017, and an online survey was conducted via email from 1 May to 31 May 2017. A structured questionnaire was provided to interested students from different levels of study and majors. Data obtained from these surveys were summarized based on participants’ correct answers in the general knowledge section and five-point Likert scaling for attitude statements. Results show that Hong Kong university students possess moderate marine environmental knowledge and pro-environmental attitudes. Knowledge scores significantly correlate with demographic variables, such as major of study, gender, institution, and parents’ education. Students’ pro-environmental attitudes are associated with different factors, including participation in various marine recreational activities, taking marine-related courses, and attachment to conservative marine initiatives. The study results have implications regarding the advancement of marine environmental knowledge and the pro-environmental attitudes of university students, such as mapping a well-structured pathway for disseminating marine environmental knowledge, curricular involvement, and the development of an integrated web resource. Full article

(This article belongs to the Special Issue Environmental Education and Awareness)

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18 pages, 2590 KiB

Open AccessArticle

Does Environmental Education Always Contribute to Remanufacturing Supply Chain Development?

by Chunmei Li, Tianjian Yang and Zijing Bian

Int. J. Environ. Res. Public Health 2023, 20(6), 4725; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph20064725 - 07 Mar 2023

Cited by 1 | Viewed by 1280

Abstract

Remanufacturing, as an effective way to save resources and alleviate environmental pollution, has gradually become a sustainable practice. Environmental education contributes to the development of remanufacturing by increasing the number of consumers willing to purchase remanufactured products (RPs). However, the incumbent manufacturer usually has limited remanufacturing capability together with yield uncertainty, making a third-party remanufacturer (3PR) an alternate channel choice. This study develops an analytical model to examine the effects of environmental education on a retailer’s choice of remanufacturing channels under in-store competition. Results show that consumer environmental education has the potential to significantly improve the retailer and supply chain profits, and temperate environmental education is always desirable for 3PR. The introduction of 3PR benefits the consumer when the retailer’s remanufacturing technology level is low. Furthermore, when the environmental impact of defective RPs is relatively high, and environmental education is temperate, selecting a 3PR will enhance environmental sustainability. This study also shows that 3PR can help achieve a win–win situation when environmental education and consumer acceptance of RPs are both in a certain range. Full article

(This article belongs to the Special Issue Environmental Education and Awareness)

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12 pages, 1600 KiB

Open AccessArticle

Participation in Intergenerational Food and Agriculture Education Programs Effectively Promotes Place Attachment

by Po-Ching Wang, Jing-Wun Huang and De-Chih Lee

Int. J. Environ. Res. Public Health 2023, 20(5), 4616; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph20054616 - 05 Mar 2023

Viewed by 1486

Abstract

This study adopted an empirical approach to examine the effectiveness of integrating intergenerational education with food and agricultural education to increase students’ affection for their learning environment. The intergenerational food and agricultural education program in this study consisted of various courses promoting educational dialogue between students and their parents and grandparents at home. The bidirectional learning process allowed the three generations to better understand each other’s dietary and life experiences and pass on the relevant knowledge and culture. The 51 participants in this quantitative study were rural elementary schoolchildren who were divided into an experimental group and a control group. Place attachment was evaluated through the two sub-dimensions of place identity and place dependence. The results revealed that food and agricultural education implemented as intergenerational education strengthens learners’ affective attachment to their school environment. Full article

(This article belongs to the Special Issue Environmental Education and Awareness)

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11 pages, 2422 KiB

Open AccessArticle

Interactive Educational Toy Design Strategies for Promoting Young Children’s Garbage-Sorting Behavior and Awareness

by Zhenwei You, Tingting Yang, Zhe Li, Yi Li and Ming Zhong

Int. J. Environ. Res. Public Health 2023, 20(5), 4460; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph20054460 - 02 Mar 2023

Cited by 2 | Viewed by 2319

Abstract

Existing educational toys for teaching garbage classification fail to teach about its benefits and positive results. Thus, children do not fully understand the logic behind garbage classification. We summarized the design strategies of garbage classification educational toys according to parents’ evaluations of existing toys and the literature on children’s memory characteristics. Presenting children with all the system information related to garbage classification is essential for their logical understanding. Using interactive formats and personified images enhances children’s desire to play with toys. Based on the above strategies, we designed an intelligent trash can system toy: Incorrect garbage input displays an uncomfortable expression and sad voice. Correct garbage input triggers happy expressions and positive sounds. An animated story then shows how the garbage is treated and recycled into something new. The results of a contrast experiment showed that the accuracy rate of children’s garbage classification was significantly raised after playing with the designed toy for two weeks. The toy also promoted children’s garbage-sorting behavior in daily life. When seeing trash misclassified, the children would correct the mistakes and take the initiative to share relevant knowledge about garbage disposal. Full article

(This article belongs to the Special Issue Environmental Education and Awareness)

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17 pages, 3503 KiB

Open AccessArticle

Underwater Impact and Intention–Behaviour Gap of Scuba Divers on Coral Communities in Hong Kong SAR, China

by Jun-Yin So, Ying Kwok, Christie Lai, Hei-Wut Fong and Lee-Yan Pang

Int. J. Environ. Res. Public Health 2023, 20(5), 3896; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph20053896 - 22 Feb 2023

Cited by 1 | Viewed by 1674

Abstract

Recreational diving, under the continual growth of the scuba diving industry, may escalate coral reef damage as one of the substantial anthropogenic impacts and is of pressing concern. Besides unregulated and excessive diving activities, accidental contact with corals by inexperienced divers can cause recurring physical damage and heighten the pressure on coral communities. Understanding the ecological impacts of underwater contact with marine biota will thus be crucial to develop more sustainable scuba diving practices in Hong Kong. To probe the scuba diving impacts of divers’ contact with coral communities, WWF-Hong Kong started a citizen science monitoring programme and invited 52 advanced divers to conduct direct underwater observations. Questionnaires were also developed to examine and address the research gap between the associated attitudes and the perceived contact rate of divers. Results from analysing the underwater behaviours of 102 recreational divers showed inconsistent perceived and actual contact rates. It was revealed that recreational divers might often overlook the ecological effects of their activities underwater on coral communities. The questionnaire findings will be utilised to improve the framework of the dive-training programmes and enhance divers’ awareness to minimise their influence on the marine environment. Full article

(This article belongs to the Special Issue Environmental Education and Awareness)

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13 pages, 856 KiB

Open AccessArticle

Wildlife Undergrads Spread Their Wings in Citizen Science Research Experience

by Janel L. Ortiz, April A. Torres Conkey, Leonard A. Brennan, LaVonne Fedynich and Marybeth Green

Int. J. Environ. Res. Public Health 2022, 19(24), 16983; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph192416983 - 17 Dec 2022

Viewed by 1459

Abstract

Citizen science has become a valuable tool for natural resource professionals; however, many undergraduate students are not aware of its use as a means of collecting data for scientific analysis. To address this, we introduced a bird-focused research experience into an undergraduate Wildlife Management Techniques course. The objective of this course is to provide practical experiences in wildlife science by learning and using tools and techniques applied in the field. Students designed, implemented, and presented the results of a wild bird observation survey that contributed data to an existing e-Bird-based program. Pre-post surveys were collected to assess student learning and behavioral changes. We observed increased student awareness of citizen science. Ninety-two percent of students correctly defined citizen science following the experience. However, only sixteen percent of students stated they would continue participation in STWB, fifty percent were unsure, and thirty-four percent would not continue involvement. Improvements are discussed to promote participation in citizen science, connections with the community, and communication skill development for future employment. Full article

(This article belongs to the Special Issue Environmental Education and Awareness)

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17 pages, 983 KiB

Open AccessArticle

Impact of Cooperative Learning and Project-Based Learning through Emotional Intelligence: A Comparison of Methodologies for Implementing SDGs

by Alba Lozano, Roberto López, Fernando J. Pereira and Carolina Blanco Fontao

Int. J. Environ. Res. Public Health 2022, 19(24), 16977; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph192416977 - 17 Dec 2022

Cited by 4 | Viewed by 2724

Abstract

Education for sustainable development (ESD) is a holistic and transformative form of education that seeks action-oriented pedagogy using self-directed learning, participation, and collaboration, among other aspects, and is suitable for developing active methodologies. Since affective-emotional aspects can contribute in the teaching-learning process, this work studies, through a case study, the comparison of the influence of two active methodologies: Cooperative Learning (CL) and Project-Based Learning (PBL) in student emotions and learning processes, as well as their awareness of ESD. For that purpose, a survey was conducted at the fourth secondary level in the science laboratory, subjected to the innovation project e-WORLD, which developed the content of the 7 and 13 Sustainable Development Goals (SDGs) from the 2030 Agenda. Results of ANOVA and Tukey’s tests carried out showed that both methodologies improved skills and knowledge related to climate change and energy, and triggered major positive emotions in students. Furthermore, CL allowed students to acquire more individual and group responsibility than communication skills developed with PBL. It is necessary to continue working on the involvement of students in these methodologies in order to improve their social skills and to reveal life changes towards more socio-sustainable ones. Full article

(This article belongs to the Special Issue Environmental Education and Awareness)

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14 pages, 607 KiB

Open AccessArticle

University Students’ Knowledge, Attitudes, and Behaviors Related to Marine Environment Pollution

by Yongtao Gan, Jian Gao, Jiahao Zhang, Xia Wu, Tian Zhang and Mengjun Shao

Int. J. Environ. Res. Public Health 2022, 19(24), 16671; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph192416671 - 12 Dec 2022

Viewed by 2203

Abstract

Recent research on marine environment pollution (MEP) has primarily focused on legislative and market-based instruments rather than on understanding related knowledge, attitudes, and behaviors. Within this context, we used a survey of university students in China to investigate attitudes and behaviors related to MEP. Specifically, we employed a tri-component attitude model to analyze questionnaire data from 446 randomly selected students. Our results indicate that participants had a good knowledge of MEP. Furthermore, our data revealed the following three MEP-related attitudinal clusters: activists, supporters, and onlookers. Activists showed negative attitudes toward MEP with strong anti–MEP behaviors. Supporters also had negative attitudes toward MEP but performed less anti–MEP behaviors. Finally, onlookers exhibited indifferent attitudes with neutral MEP-related behaviors. Each of the three attitudinal clusters varied according to the demographic characteristics of the participants. The implications of these results on the reduction in MEP were discussed. Full article

(This article belongs to the Special Issue Environmental Education and Awareness)

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17 pages, 562 KiB

Open AccessArticle

Measuring Pro-Environmental Behavior Triggered by Environmental Values

by Nuryazmin Ahmat Zainuri, Norshariani Abd-Rahman, Lilia Halim, Mee Yeang Chan and Nisa Nadirah Mohd Bazari

Int. J. Environ. Res. Public Health 2022, 19(23), 16013; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph192316013 - 30 Nov 2022

Cited by 6 | Viewed by 2245

Abstract

Pro-environmental behavior in addressing climate change is influenced by multi-dimensional factors—knowledge, values, intention and sociodemographic background. Correlational studies between environmental values and environmental behaviors have not been able to determine values or behaviors that need to be given priority in future interventions. Therefore, this study firstly determined the environmental values and pro-environmental behavior that are easy or difficult to embrace by 152 respondents with low socioeconomic background. Secondly, we identified the extent pro-environmental behavior is triggered by environmental values. This survey study employs the Rasch analysis model. The respondents had difficulty in associating themselves with biospheric values however readily demonstrated consideration toward altruistic values, especially related to concerns for future generations. In terms of environmental conservation behavior, the respondents were not willing to relinquish comfort easily, such as giving up self-driving and taking public transportation or reducing usage of electricity. In addition, adults of low socioeconomic background find it difficult to endorse statements such as getting involved in campaigns related to environmental conservation. Thus, younger family members must be educated about conservation behaviors such as environmental campaigns commonly offered at schools, and these youngsters can be encouraged to extend their role by educating their parents. Full article

(This article belongs to the Special Issue Environmental Education and Awareness)

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15 pages, 649 KiB

Open AccessArticle

Factors Associated with Knowledge of Evacuation Routes and Having an Emergency Backpack in Individuals Affected by a Major Earthquake in Piura, Peru

by Mario J. Valladares-Garrido, Luis E. Zapata-Castro, Christopher G. Valdiviezo-Morales, Abigaíl García-Vicente, Darwin A. León-Figueroa, Raúl Calle-Preciado, Virgilio E. Failoc-Rojas, César Johan Pereira-Victorio and Cristian Díaz-Vélez

Int. J. Environ. Res. Public Health 2022, 19(22), 14686; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph192214686 - 09 Nov 2022

Cited by 1 | Viewed by 2278

Abstract

Information on the prevention of earthquakes in Peru, a high-risk country, is still emerging. We determined the frequency and factors associated with knowledge of evacuation routes and the use of emergency backpacks in people affected by a major earthquake. A cross-sectional study using secondary data was conducted from August–December 2021 on people that experienced the 6.1 magnitude earthquake that occurred in Piura, Peru on 30 July 2021. The outcome was self-reported knowledge of evacuation routes and the use of emergency backpacks. The association with self-reported earthquake preparation training, use of sources of information on earthquakes, and sociodemographic variables was investigated. A total of 69.5% of participants knew evacuation routes, and 46.3% had an emergency backpack. A higher frequency of knowledge of evacuation routes was associated with previous training (PR: 1.47; 95% CI: 1.15–1.87), use of the media (PR: 1.35; 95% CI: 1.06–1.72), having received information from the COEN (PR: 1.19; 95% CI: 1.02–1.40), and with a greater number of household members (PR: 1.03; 95% CI: 1.01–1.06). There is a high frequency of knowledge of evacuation routes among participants. However, basic notions of prevention culture are still needed. This research contributes to policy development on earthquake preparation at the community level. Full article

(This article belongs to the Special Issue Environmental Education and Awareness)

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20 pages, 751 KiB

Open AccessArticle

The Relationship between Environmental Awareness, Habitat Quality, and Community Residents’ Pro-Environmental Behavior—Mediated Effects Model Analysis Based on Social Capital

by Wentao Si, Chen Jiang and Lin Meng

Int. J. Environ. Res. Public Health 2022, 19(20), 13253; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph192013253 - 14 Oct 2022

Cited by 15 | Viewed by 2941

Abstract

Pro-environmental behavior can promote the optimization of the living environment and sustainable social development. This paper constructs a theoretical analysis framework of “environmental consciousness, habitat environment-social capital- pro-environmental behavior”. By using structural equation modeling and 1005 instances of microscopic research data, we analyzed the influence of environmental awareness and habitat environment on the pro-environmental behavior of community residents. The results of the analysis were combined with the Bootstrap method to verify the mediating role of social capital dimensions in the influence of environmental awareness and habitat quality on the pro-environmental behavior of community residents. The results show that: Firstly, environmental awareness, habitat quality, and social capital have positive effects on the pro-environmental behavior of community residents. Secondly, environmental awareness and habitat quality have positive effects on the five dimensions of social capital. Thirdly, among the five dimensions of social capital, four dimensions of social trust, social norms, sense of community belonging, and community voluntarism play a partially mediating role between environmental awareness, habitat quality, and pro-environmental behavior. This paper enriches the research on the influence of environmental awareness and habitat environment on pro-environmental behavior, reveals the mediating effect of each dimension of social capital, and broadens the horizon for the study of pro-environmental behavior. The results of the study can provide a reference for decision making to promote the implementation of pro-environmental behavior among community residents. Full article

(This article belongs to the Special Issue Environmental Education and Awareness)

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