جستجوی مقالات مرتبط با کلیدواژه « محیط‏زیست » در نشریات گروه « علوم تربیتی »

The emergence of various environmental crises has created many problems for governments across the world. This has forced governments to recognize the factors causing environmental degradation and pollution and take steps to create programs for environmental protection (Akadiri et al., 2012). The initiatives and plans developed by governments and organizations to ensure long-term environmental sustainability are necessary to preserve and maintain nature (Scheiner & Willig, 2011). Meanwhile, educational institutions should plan in line with other organizations to protect the environment (Dibai & Lahijanian, 2008). One of the most important educational institutions in any country is school, which, in addition to the task of education, can play an important role in enhancing students’ environmental awareness (Hosseinpour et al., 2018). Schools are the most basic educational context for developing a sense of environmental responsibility in students (Parieshani et al., 2018). The success of any environmental education depends on whether individuals and institutions take responsibility for creating for the environment and change their daily actions to reduce environmental pollution (Barr, 2003). Currently, one of the most important topics that require further research is what different institutions and organizations should do to protect the environment. This research sought to identify the environmental challenges facing schools and provide some suggestions to address those challenges.

1- What measures have school principals implemented to promote environmental education and protect the environment?
2- Based on school principals’ experiences, what are the challenges facing schools in promoting environmental protection?

The current research was conducted using descriptive phenomenology, which is a qualitative research approach. The context of the current study was Sanandaj (Kurdistan province, Iran) and its educational Districts 1 and 2. The participants were principals of girls’ and boys’ primary schools in the academic year 2021-2022. The participants were selected using purposeful sampling. Among the schools in Sanandaj, 16 schools were active in the field of environment and had carried out some environmental initiatives. Semi-structured interviews, which included 8 general and open questions about the research topic, were used to collect qualitative data. In this regard, one of the researchers went to each school and conducted face- to-face, semi-structured interviews with the principals. Finally, collected data from these interviews were analyzed using Attride Sterling’s three-step thematic analysis method.

According to the results, schools could be classified into six categories based on the strategies they followed to support the environment. These six groups of schools focused on the following aspects of the environment: 1) enhancing students’ environmental awareness, 2) improving students’ environmental behavior, 3) promoting a sense of affinity between families and the local community with nature, 4) creating environmental-friendly contexts and equipment to optimize school management and minimize school expenses. , 5) promoting students to the representatives of well-being in the family and society, and 6) reducing the consumption of natural resources. More specifically, the third category of schools, for example, tried to bring families and the local community together and succeeded in heightening their environmental awareness (López et al., 2021). The fourth category of schools was focused on improving the context and physical conditions of schools by using optimal equipment, which, in turn, can be effective in instilling environmental responsibilities and values in students (Akbari Armand et al., 2020).
Organizational limitations in the education system were the primary obstacles raised by school principals (Soleimani et al., 2019). According to participant principals, educational limitations were the second group of challenges to environmental strategies facing primary schools in Sanandaj (Gündüz & Erdoğuş, 2017). The third group of obstacles concerned the community’s limited environmental awareness, which refers to the lack of awareness and cooperation by families and the media. It also refers to the lack of parents’ trust in schools in terms of safety and health, which is rooted in reductionist beliefs considering schools as closed classes limited to teaching of students by teachers (Soleimani et al., 2019). The lack of facilities and allocation of a limited budget for environmental activities formed the fourth group of challenges (Salaran et al., 2013). Structural and physical limitations were referred to by principals as the fifth group of obstacles undermining environmental activities in Sanandaj primary schools. School principals pointed out that neither school buildings nor their physical spaces were appropriate for promoting environmental activities in schools (Soleimani et al., 2019).

According to the results of this research, schools, as one of the key pillars of education in any country, can take measures to reduce energy consumption, enhance students’ environmental awareness, and promote a sense of friendship between families and society, on the one hand, and nature, on the other hand. In addition, schools can aim for green architecture and design, cooperate with environmental organizations, play a role in both creating green spaces in the city and cleaning public places, use different technologies for communication and exams, and change their consumption pattern. Other strategies that can be followed by schools to protect the environment include avoiding excess waste, reducing costs, and improving efficiency. In this regard, schools are recommended to utilize optimal equipment and smart sensors and create green spaces with local trees and plants that need little watering. These simple but effective measures will not only add to the beauty and cleanliness of schools but also help schools save energy and reduce their costs. The abovementioned measures and strategies, if implemented by schools, will turn schools into beautiful places that can provide job satisfaction for teachers and peaceful education for students.

The purpose of this study was to investigate the impact of teaching philosophy to children on epistemological beliefs and learning environmental concepts in 11th- grade students. The research method was quasi-experimental and pre-test-post-test with a control group. The statistical population consisted of 11th- grade students in Arak city, 44 of whom were selected by convenience sampling method and were randomly divided into two groups of 22 control and experimental groups. Subjects in the experimental group were taught human and environmental lessons for 12 sessions based on the principles of the philosophy for children program. Whereas in the control group the training method was conventional. Data collection tools were Schumer's Epistemological Beliefs Questionnaire (1990) and a researcher-made environmental concept test. Analysis of covariance was used for data analysis. The results showed that applying philosophy in the children programs had a positive and significant effect on epistemological beliefs and their components as well as learning environmental concepts of students (p = 0.001). Based on the results of the study, it is suggested to incorporate the principles of philosophy for children in the curriculum rather than being implemented separately.

A medium is required to convey a message, and animation is one of the best ways in this regard, especially for children. In Iran, the capacity of animation has been less used for the environmental education. The current study was conducted to investigate the effect of animation  on educating students in terms of the types of waste, duration of the waste decomposition and its impact on the environment. The research population included 70 primary school second grade male students in Isfahan city in the academic year of 2018-2019. The students were divided into treatment and control groups, so  that the treatment group received training using animation and the control group only received regular school instruction. After completing the training cycle, a questionnaire was prepared and distributed between both groups. The reliability of this questionnaire was calculated using Cronbach's alpha (α = 0.89). The results showed that there was a significant difference (p <0.001) between the treatment group  (mean = 11.73) and control group (mean = 5.61). Findings indicated that after the training course using animation, knowledge, attitude and behaviors of students towards the environment were significantly increased. Thus, the impact of animation on the waste management training was positive and significant, showing that the effectiveness of environmental education could be increased using animation.

The purpose of this study is to examine the Qur'an's view of the environment in order to develop an educational model. This is a qualitative research. In this study, the researcher first uses a purposeful sample of the Qur'an and valid interpretations of the subject of the environment, then extracts the results and findings from the perspective of the Qur'an by interpreting the environment and presents an educational model. In this study, according to the key role of the two elements of man and nature, their corresponding attributes are extracted from the Qur'an. Subsequently, five normative propositions and five realistic propositions are extracted. Pairs of normative-realist propositions corresponding to each other are then considered as the preconditions of a deductive argument, and five prescriptive propositions as educational principles are inferred from each of these conjugate propositions, which include: Of the world of nature, the principle of establishing an innate connection with the world of nature to understand its purpose, the principle of strengthening the sense of responsibility for allowing nature to conquer, the principle of mentioning the blessings of nature to strengthen the sense of gratitude towards it and the principle of strengthening holistic insight. Educational methods are proposed for the fair use of nature and, finally, for each of these principles. Therefore, it can be expected that the findings of the present study in the form of a proposed model based on practical teachings and methods, can lead to purposeful and responsible human occupation of nature and lead to land development and environmental protection, and also this model should be used by decision makers in the formal education systems of the country and also in the field of public culture.

This study aimed to explore the antecedents and consequences of a sustainable and environmentally friendly university using a mixed approach. This research is in the category of exploratory and applied research and the inductive deductive (mixed) approach. The statistical population of the research consists of fifteen experts, professors of higher education and environmental experts active at universities. To collect information in the qualitative part of the research, in-depth (semi-structured) interviews were conducted and in the quantitative part, a structured researcher-made questionnaire was used, the validity and reliability were confirmed by content validity and retesting. In the qualitative part, the data obtained from the interview were analyzed using Atlas TIA software and the content analysis method. Additionally, in the quantitative part of the research, using the fuzzy Delphi technique, the prerequisites and the extractive prerequisites were confirmed and prioritized. The findings of the study indicated the extraction of 7 antecedents and 7 postpositions, among which there were supportive, legal, and sustainable policy-making contexts, as well as organizing ideological, structural, environmental, functional, managerial, and sustainable evaluation requirements and the existence of a government support platform and a sustainable financing system, and among the consequences, a sustainable education system; sustainable research system and community cooperation with universities had the highest priority in solving environmental problems respectively.

In this article, in the framework of an analytical-inferential approach, a conceptual model for environmental pedagogy, relying on the teachings of the Holy Quran is presented. For this purpose, in the first step, from the perspective of the Holy Quran and with reference to authentic interpretations, man as described as a creature with authority, intellect, mettle, possessing collective identity, and intertwined with the physical and spiritual dimensions, and nature with attributes such as the verse of existence, blessing Divine, human resuscitative and purposeful, balanced and symmetric system are introduced. These descriptions subsequently form the basis of an educational model on the environment axis. The components of this educational model include the basic, goals, principles and methods, respectively. Thus, initially, from the same descriptions as mentioned above, five propositions are inferred as a set of educational basics. Then, for each of these five basics, in severance of a purpose, a principle, and one or more methods are presented. In fact, the educational model introduced in this article is based on the correspondence and logical sequence of these basics, goals, principles, and methods along each other. It is expected that, the findings of the present study can be used by decision makers in the formal education systems of the country and also in the field of public culture.

The purpose of this study was to investigate the pathology of environmental education in the Ministry of Sport and Youth Affairs. The research method was descriptive-survey. The statistical population of the study consisted of all experts from the Ministry of Sport and Youth, with a total of 330 reports. According to Morgan's sample size table, 169 individuals were identified as the study sample. The sampling method in this study was classified sampling. The data gathering tool in this research was a researcher-made questionnaire with 22 questions. The validity of this questionnaire was evaluated by experts' opinions and the reliability of the questionnaire was calculated 0.81. For analyzing the data of the study, statistical methods such as Kolomography Smirnov, Exploratory Factor Analysis Test, and T-Test were used. The results of the study showed that 6 damages of goals, structure, reward, useful mechanisms, communication and leadership were among the damages related to environmental education in the Ministry of Sport and Youth. The results of the study also showed that the goal-related injury with a mean of 4.17 compared to other injuries was the most important issue. Among the target-related injuries, non-monitoring and evaluation of the extent to which environmental education goals were achieved with a factor load of 0.874 were identified as the most important target-related damages. Given the lack of comprehensive goals and planning and the lack of proper monitoring and evaluation of environmental education at the Ministry of Sport and Youth Affairs, the environmental education of the objectives has led to relative harm.

In recent years, climate change has affected the agricultural sector worldwide as well as Iran. Farmers in each region have a different understanding of these changes, and many factors influence their perception. The purpose of this descriptive study is to evaluate farmers' perceptions and factors affecting their perceptions. The statistical population was all 83261 farmers’ households in Zanjan province. Using the Krejcie and Morgan sampling table, 393 farmers were identified and selected through randomized multistage sampling method. The results showed that 74.6% of the farmers had average climate change perception. Results of Correlation showed that there was a significant and positive relationship between farmers' perceptions of climate change and thier education level, social capital, climate change consequences, educational course, rainfed area, access to inputs, agricultural income, age, rainfed quality, irrigated area, information resources used and agricultural experience. Multiple regression showed that social capital, climate change consequences, educational course, dryland area, agricultural income, and information resource used accounted for 58 percent of farmers' perceptions of climate change.