393
Views
0
CrossRef citations to date
0
Altmetric
Articles

Student emotional response to the lesser kestrel environmental and sustainability education program

ORCID Icon & ORCID Icon
Pages 99-120 | Received 11 Mar 2022, Accepted 19 Sep 2022, Published online: 30 Oct 2022

References

  • Beard, C. 2018. “Dewey in the World of Experiential Education.” New Directions for Adult and Continuing Education 2018 (158): 27–37. doi:10.1002/ace.20276.
  • Berkowitz, A., M. Ford, and C. Brewer. 2005. “A Framework for Integrating Ecological Literacy, Civics Literacy, and Environmental Citizenship in Environmental Education.” In Environmental Education and Advocacy: Changing Perspectives of Ecology & Education, edited by E. A. Johnson and M. J. Mapping, 227–266. Cambridge: Cambridge University Press.
  • Bissing-Olson, M. J., K. S. Fielding, and A. Iyer. 2016. “Experiences of Pride, Not Guilt, Predict Pro-Environmental Behavior When Pro-Environmental Descriptive Norms Are More Positive.” Journal of Environmental Psychology 45: 145–153. doi:10.1016/j.jenvp.2016.01.001.
  • Bobier, C., and B. Allen. 2022. “The Virtue of Compassion in Compassionate Conservation.” Conservation Biology 36 (1): 1–6. doi:10.1111/cobi.13776.
  • Boca, G. D., and S. Saraçli. 2019. “Environmental Education and Student’s Perception, for Sustainability.” Sustainability 11 (6): 1553. doi:10.3390/su11061553.
  • Bonnett, M. 2019. “Towards an Ecologization of Education.” The Journal of Environmental Education 50 (4-6): 251–258. doi:10.1080/00958964.2019.1687409.
  • Broom, C. 2015. “Empowering Students: Pedagogy That Benefits Educators and Learners.” Citizenship, Social and Economics Education 14 (2): 79–86. doi:10.1177/2047173415597142.
  • Buxton, C. A., and E. F. Provenzo. 2012. “Introduction to Place-Based Science Teaching and Learning.” In Place-Based Science Teaching and Learning: 40 Activities for K–8 Classrooms, edited by C. A. Buxton and E. F. Provenzo, 1–26. Thousand Oaks, CA: SAGE Publications, Inc.
  • Caiman, C., and I. Lundegård. 2014. “Pre-School Children’s Agency in Learning for Sustainable Development.” Environmental Education Research 20 (4): 437–459. doi:10.1080/13504622.2013.812722.
  • Carter, D. 2016. “A Nature-Based Social-Emotional Approach to Supporting Young Children’s Holistic Development in Classrooms with and without Walls: The Social-Emotional and Environmental Education Development (SEED) Framework.” International Journal of Early Childhood Environmental Education 4 (1): 9–24.
  • Cattaneo, L. B., and A. R. Chapman. 2010. “The Process of Empowerment: A Model for Use in Research and Practice.” The American Psychologist 65 (7): 646–659. 10.1037/a0018854.
  • Chawla, L. 2020. “Childhood Nature Connection and Constructive Hope: A Review of Research on Connecting with Nature and Coping with Environmental Loss.” People and Nature 2 (3): 619–642. doi:10.1002/pan3.10128.
  • Cho, Y., and D. Lee. 2018. “‘Love Honey, Hate Honey Bees’: Reviving Biophilia of Elementary School Students through Environmental Education Program.” Environmental Education Research 24 (3): 445–460. doi:10.1080/13504622.2017.1279277.
  • Christie, B., S. Beames, and P. Higgins. 2016. “Context, Culture and Critical Thinking: Scottish Secondary School Teachers’ and Pupils’ Experiences of Outdoor Learning.” British Educational Research Journal 42 (3): 417–437. doi:10.1002/berj.3213.
  • Cincera, J., P. Simonova, R. Kroufek, and B. Johnson. 2020. “Empowerment in Outdoor Environmental Education: Who Shapes the Programs?” Environmental Education Research 26 (12): 1690–1706. doi:10.1080/13504622.2020.1814205.
  • Colautti, R., and H. MacIsaac. 2004. “A Neutral Terminology to Define “Invasive” Species.” Diversity and Distributions 10 (2): 135–141. doi:10.1111/j.1366-9516.2004.00061.x.
  • Dahlbeck, J. 2014. “Hope and Fear in Education for Sustainable Development.” Critical Studies in Education 55 (2): 154–169. doi:10.1080/17508487.2013.839460.
  • Dewey, J. 1938. Experience and Education. New-York: Macmillan Company.
  • Dewi, N. 2018. “Ecohumanism in Teaching Poetry for EFL Students in Indonesia.” GEMA Online® Journal of Language Studies 18 (2): 168–181. doi:10.17576/gema-2018-1802-12.
  • Dillon, J., J. Heimlich, and E. Kelsey. 2013. “Research on Learning Processes in Environmental Education.” In International Handbook of Research on Environment al Education, edited by R. B. Stevenson, M. Brody, J. Dillon, and A. E. J. Wals, 238–242. New York: American Educational Research Association.
  • Elias, M. J. 2003. “Academic and Social-Emotional Learning.” Educational Practices Series 11: 1–32.
  • Ernst, J., and M. Monroe. 2004. “The Effects of Environment-Based Education on Students’ Critical Thinking Skills and Disposition toward Critical Thinking.” Environmental Education Research 10 (4): 507–522. doi:10.1080/1350462042000291038.
  • Ewert, A. 1986. “Fear and Anxiety in Environmental Education Programs.” The Journal of Environmental Education 18 (1): 33–39. doi:10.1080/00958964.1986.9942729.
  • Feng, X., Y. Wei, X. Pan, L. Qiu, and Y. Ma. 2020. “Academic Emotion Classification and Recognition Method for Large-Scale Online Learning Environment – Based on A-CNN and LSTM-ATT Deep Learning Pipeline Method.” International Journal of Environmental Research and Public Health 17 (6): 1941. doi:10.3390/ijerph17061941.
  • Ferreira, M., B. Martinsone, and S. Talić. 2020. “Promoting Sustainable Social Emotional Learning at School through Relationship-Centered Learning Environment, Teaching Methods and Formative Assessment.” Journal of Teacher Education for Sustainability 22 (1): 21–36. doi:10.2478/jtes-2020-0003.
  • Fröhlich, G., D. Sellmann, and F. X. Bogner. 2013. “The Influence of Situational Emotions on the Intention for Sustainable Consumer Behaviour in a Student-Centred Intervention.” Environmental Education Research 19 (6): 747–764. doi:10.1080/13504622.2012.749977.
  • Gal, A., and D. Gan. 2020. “Transformative Sustainability Education in Higher Education: Activating Environmental Understanding and Active Citizenship among Professional Studies Learners.” Journal of Transformative Education 18 (4): 271–292. doi:10.1177/1541344620932310.
  • Gal, A., D. Gan, and O. Ben-Zvi Assaraf. 2021. “The Use of the Lesser Kestrel’s Life Cycle to Enhance Elementary School Children’s Understanding of Complex Systems.” Interdisciplinary Journal of Environmental and Science Education 17 (1): e2226.
  • Garrison, J., L. Östman, and M. Håkansson. 2015. “The Creative Use of Companion Values in Environmental Education and Education for Sustainable Development: Exploring the Educative Moment.” Environmental Education Research 21 (2): 183–204. doi:10.1080/13504622.2014.936157.
  • Gericke, N., L. Huang, M.-C. Knippels, A. Christodoulou, F. Van Dam, and S. Gasparovic. 2020. “Environmental Citizenship in Secondary Formal Education: The Importance of Curriculum and Subject Teachers.” In Conceptualizing Environmental Citizenship for 21st Century Education, edited by A. Hadjichambis, P. Reis, D. Paraskeva-Hadjichambi, J. Činčera, J. Boeve-de Pauw, N. Gericke, and M. Knippels, 193–212. Switzerland: Springer.
  • Glaab, S., and T. Heyne. 2019. “Green Classroom vs. Classroom – Influence of Teaching Approaches, Learning Settings, and State Emotions on Environmental Values of Primary School Children.” Applied Environmental Education & Communication 18 (2): 179–190. doi:10.1080/1533015X.2018.1450169.
  • Goralnik, L., K. Millenbah, P. Nelson, and L. Thorp. 2012. “An Environmental Pedagogy of Care: Emotion, Relationships, and Experience in Higher Education Ethics Learning.” Journal of Experiential Education 35 (3): 412–428. doi:10.1177/105382591203500303.
  • Gruenewald, D. 2003. “The Best of Both Worlds: A Critical Pedagogy of Place.” Educational Researcher 32 (4): 3–12. doi:10.3102/0013189X032004003.
  • Gruenewald, D., and G. Smith, eds. 2014. Place‐Based Education in the Global Age: Local Diversity. New York, NY: Psychology Press. doi:10.1080/13504620903132701.
  • Hadjichambis, A., and D. Paraskeva-Hadjichambi. 2020. “Environmental Citizenship Questionnaire (ECQ): The Development and Validation of an Evaluation Instrument for Secondary School Students.” Sustainability 12 (3): 821. doi:10.3390/su12030821.
  • Heydarnejad, T., M. R. Ebrahimi, and H. Najjari. 2018. “On the Associations among Critical Thinking, Reflective Thinking, and Emotions: A Case of Iranian EFL Teachers.” International Journal of Applied Linguistics and English Literature 7 (6): 97. doi:10.7575/aiac.ijalel.v.7n.6p.97.
  • Hinds, J., and P. Sparks. 2008. “Engaging with the Natural Environment: The Role of Affective Connection and Identity.” Journal of Environmental Psychology 28 (2): 109–120. doi:10.1016/j.jenvp.2007.11.001.
  • Hofreiter, T. D., M. C. Monroe, and T. V. Stein. 2007. “Teaching and Evaluating Critical Thinking in an Environmental Context.” Applied Environmental Education & Communication 6 (2): 149–157. doi:10.1080/15330150701598197.
  • Hyde-Hills, I. 1998. “It Is Better to Learn to Fish: Empowerment in Adventure Education.” In International Adventure Therapy Conference, Australia, edited by C. Itin, 144–148.
  • Ideland, M. 2017. “The End of the World and a Promise of Happiness: Environmental Education within the Cultural Politics of Emotions.” In A Political Sociology of Educational Knowledge: Studies of Exclusions and Difference, edited by A. Popkewitz, J. Diaz, and C. Kirchgasler, 163–176. New-York: Routledge. doi:10.4324/9781315528533.
  • Indrianti, Y., E. Yossy, and H. Hartono. 2017. “Analysis of Student Empowerment Role in Forming Student Wellbeing.” International Conference on Teacher Training and Education, Dordrecht, The Netherlands, 158. doi:10.2991/ictte-17.2017.109.
  • Inglis, M. I. 2020. “Wildlife Ethics and Practice: Why We Need to Change the Way We Talk about Invasive Species.” Journal of Agricultural and Environmental Ethics 33 (2): 299–313. doi:10.1007/s10806-020-09825-0.
  • IPCC. 2018. “Global Warming of 1.5 °C.” An Special Report on the impacts of global warming of 1.5 °C above pre-industrial levels and related global greenhouse gas emission pathways, in the context of strengthening the global response to the threat of climate change.
  • Ives, C. D., D. J. Abson, H. von Wehrden, C. Dorninger, K. Klaniecki, and J. Fischer. 2018. “Reconnecting with Nature for Sustainability.” Sustainability Science 13 (5): 1389–1397. 10.1007/s11625-018-0542-9.
  • Jickling, B., and P. C. Paquet. 2005. “Wolf Stories: Reflections on Science, Ethics, and Epistemology.” Environmental Ethics 27 (2): 115–134. doi:10.5840/enviroethics200527226.
  • Johnson, B., M. Duffin, and M. Murphy. 2012. “Quantifying a Relationship between Place-Based Learning and Environmental Quality.” Environmental Education Research 18 (5): 609–624. doi:10.1080/13504622.2011.640748.
  • Johnson, B., and M. Fredrickson. 2010. “What’s in a Good Life? Searching for Ethical Wisdom in the Wilderness.” The Journal of Experiential Education 20 (1): 43–50.
  • Karataş, A. 2016. “Environmental Impacts of Globalization and a Solution Proposal.” American International Journal of Contemporary Research 6 (2): 64–70.
  • Kerret, D., H. Orkibi, and T. Ronen. 2016. “Testing a Model Linking Environmental Hope and Self-Control with Students’ Positive Emotions and Environmental Behavior.” The Journal of Environmental Education 47 (4): 307–317. doi:10.1080/00958964.2016.1182886.
  • Kewalramani, S., and R. Rastogi. 2015. “Emotional Empowerment in School Children.” India: Amity University 1–8.
  • Khadka, A., C. Li, S. Stanis, and M. Morgan. 2021. “Unpacking the Power of Place-Based Education in Climate Change Communication.” Applied Environmental Education & Communication 20 (1): 77–91. doi:10.1080/1533015X.2020.1719238.
  • Klemmer, C. L, and K. A. McNamara. 2020. “Deep Ecology and Ecofeminism: Social Work to Address Global Environmental Crisis.” Affilia 35 (4): 503–515. doi:10.1177/0886109919894650.
  • Knapp, C. E. 2005. “The “I – Thou” Relationship, Place-Based Education, and Aldo Leopold.” Journal of Experiential Education 27 (3): 277–285. doi:10.1177/105382590502700307.
  • Kolb, A. Y., and D. A. Kolb. 2009. “Experiential Learning Theory: A Dynamic, Holistic Approach to Management Learning, Education and Development.” In The SAGE Handbook of Management Learning, Education and Development, edited by S. Armstrong and C. Fukami, 42–68. London: Sage Publications.
  • Kollmuss, A., and J. Agyeman. 2002. “Mind the Gap: Why Do People Act Environmentally and What Are the Barriers to Pro-Environmental Behavior?” Environmental Education Research 8 (3): 239–260. doi:10.1080/1350462022014540.
  • Kovaleva, T., Y. Maslova, N. Kovalev, E. Karapetyan, Sergey Samygin, O. Kaznacheeva, and N. Lyashenko. 2019. “Ecohumanistic Education in Russia and China as a Factor of Sustainable Development of Modern Civilization.” Dilemas Contemporáneos: Educación, Políticay Valore 11: 1–23. https://media.neliti.com/media/publications/112355-ID-pengaruh-struktur-aktiva-ukuran-perusaha.pdf%0Acholar.google.es/scholar?hl=es&as_sdt=0%2C5&q=Funcionalidad+Familiar+en+Alumnos+de+1°+y+2°+grado+de+secundaria+de+la+institución+educativa+parroquial+“Peq.
  • Lange, E., and J. O. Neil. 2018. “Introduction to Special Issue on Transformative Sustainability Education.” Journal of Transformative Education 16 (4): 275–276. doi:10.1177/1541344618796997.
  • Larson, B. M. H. 2005. “The War of the Roses: Demilitarizing Invasion Biology.” Frontiers in Ecology and the Environment 3 (9): 495–500. doi:10.1890/1540-9295(2005)003[0495:TWOTRD.2.0.CO;2]
  • Liefländer, A. K., G. Fröhlich, F. X. Bogner, and P. W. Schultz. 2013. “Promoting Connectedness with Nature through Environmental Education.” Environmental Education Research 19 (3): 370–384. doi:10.1080/13504622.2012.697545.
  • Manni, A., K. Sporre, and C. Ottander. 2017. “Emotions and Values – A Case Study of Meaning-Making in ESE.” Environmental Education Research 23 (4): 451–464. doi:10.1080/13504622.2016.1175549.
  • Marchant, E., C. Todd, R. Cooksey, S. Dredge, H. Jones, D. Reynolds, G. Stratton, R. Dwyer, R. Lyons, and S. Brophy. 2019. “Curriculum-Based Outdoor Learning for Children Aged 9-11: A Qualitative Analysis of Pupils’ and Teachers’ Views.” PLoS One 14 (5): e0212242. doi:10.1371/journal.pone.0212242.
  • Maynard, T., J. Waters, and J. Clement. 2013. “Child-Initiated Learning, the Outdoor Environment and the “Underachieving” Child.” Early Years 33 (3): 212–225. doi:10.1080/09575146.2013.771152.
  • McInerney, P., J. Smyth, and B. Down. 2011. ““Coming to a Place near You?” The Politics and Possibilities of a Critical Pedagogy of Place-Based Education.” Asia-Pacific Journal of Teacher Education 39 (1): 3–16. doi:10.1080/1359866X.2010.540894.
  • Nisbet, E. K., J. M. Zelenski, and S. A. Murphy. 2008. “With Nature to Environmental Concern and Behavior.” Environment and Behavior 27 (1): 1–26. doi:10.1177/0013916506295574.
  • Nussbaum, M. 2001. Upheavals of Thought: The Intelligence of Emotions. New-York: Cambridge University Press.
  • Ojala, M. 2012. “Regulating Worry, Promoting Hope: How Do Children, Adolescents, and Young Adults Cope with Climate Change?” International Journal of Environmental & Science Education 7 (4): 537–561.
  • Ojala, M. 2013. “Emotional Awareness: On the Importance of Including Emotional Aspects in Education for Sustainable Development (ESD).” Journal of Education for Sustainable Development 7 (2): 167–182. doi:10.1177/0973408214526488.
  • Ojala, M. 2015. “Hope in the Face of Climate Change: Associations with Environmental Engagement and Student Perceptions of Teachers Emotion Communication Style and Future Orientation.” The Journal of Environmental Education 46 (3): 133–148. doi:10.1080/00958964.2015.1021662.
  • Ojala, M. 2021. “Safe Spaces or a Pedagogy of Discomfort? Senior High-School Teachers’ Meta-Emotion Philosophies and Climate Change Education.” The Journal of Environmental Education 52 (1): 40–52. doi:10.1080/00958964.2020.1845589.
  • Omasta, M., M. Graham, S. L. Milling, E. Murray, A. P. Jensen, and J. J. Siebert. 2021. “Social Emotional Learning and the National Core Arts Standards: A Cross-Disciplinary Analysis of Policy and Practices.” Arts Education Policy Review 122 (3): 158–170. doi:10.1080/10632913.2020.1773366.
  • Page, N., and C. Czuba. 1999. “Empowerment What Is It?” Journal of Extension 37 (5): 1–3.
  • Pekrun, R. 2017. “Emotion and Achievement during Adolescence.” Child Development Perspectives 11 (3): 215–221. doi:10.1111/cdep.12237.
  • Pekrun, R., T. Goetz, W. Titz, R. P. Perry, R. Pekrun, T. Goetz, W. Titz, R. P. Perry, and R. P. Perry. 2002. “Academic Emotions in Students’ Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research.” Educational Psychologist 37 (2): 91–105. doi:10.1207/S15326985EP3702.
  • Perkins, D., and M. Zimmerman. 1995. “Empowerment Theory, Research, and Application.” American Journal of Community Psychology 23 (5): 569–579. 10.1007/bf02506982.
  • Pihkala, P. 2020. “Eco-Anxiety and Environmental Education.” Sustainability 12 (23): 10149. doi:10.3390/su122310149.
  • Pihkala, P. 2022. “Toward a Taxonomy of Climate Emotions.” Fronties in Climate 3: 738154. doi:10.3389/fclim.2021.738154.
  • Reis, G., and W. M. Roth. 2009. “A Feeling for the Environment: Emotion Talk in/for the Pedagogy of Public Environmental Education.” The Journal of Environmental Education 41 (2): 71–87. doi:10.1080/00958960903295217.
  • Rezvani, Z., J. Jansson, and M. Bengtsson. 2017. “Cause I’ll Feel Good! An Investigation into the Effects of Anticipated Emotions and Personal Moral Norms on Consumer Pro-Environmental Behavior.” Journal of Promotion Management 23 (1): 163–183. doi:10.1080/10496491.2016.1267681.
  • Roberge, P. R. 2008. “Ecohumanism: Principles and Practice.” Wireless Communications 16 (2): 112–114.
  • Robina-Ramírez, R., J. Merodio, and S. McCallum. 2020. “What Role Do Emotions Play in Transforming Students’ Environmental Behaviour at School?” Journal of Cleaner Production 258 (6): 120638. doi:10.1016/j.jclepro.2020.120638.
  • Saldaña, J. 2009. The Coding Manual for Qualitative Researchers. Thousand Oaks, CA: SAGE Publications. doi:10.1017/CBO9781107415324.004.
  • Schonert-Reichl, K. A. 2017. “Social and Emotional Learning and Teachers.” The Future of Children 27 (1): 137–155. doi:10.1353/foc.2017.0007.
  • Seidman, I. 2013. Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Sciences. 4th ed. York, NY: Teachers College Press.
  • Shellman, A. 2014. “Empowerment and Experiential Education: A State of Knowledge Paper.” Journal of Experiential Education 37 (1): 18–30. doi:10.1177/1053825913518896.
  • Silton, R. L., I. J. Kahrilas, H. V. Skymba, J. Smith, F. B. Bryant, and W. Heller. 2020. “Regulating Positive Emotions: Implications for Promoting Well-Being in Individuals with Depression.” Emotion (Washington, D.C.) 20 (1): 93–97. 10.1037/emo0000675.
  • Smith, G., and D. Sobel. 2010a. “Bring It on Home.” Educational Leadership 68 (1): 38–43.
  • Smith, G., and D. Sobel. 2010b. Place- and Community-Based Education in Schools. New-york: Routledge.
  • Soland, J., G. Zamarro, A. Cheng, and C. Hitt. 2019. “Identifying Naturally Occurring Direct Assessments of Social-Emotional Competencies: The Promise and Limitations of Survey and Assessment Disengagement Metadata.” Educational Researcher 48 (7): 466–478. doi:10.3102/0013189X19861356.
  • Sterling, S. 2011. “Transformative Learning and Sustainability: Sketching the Conceptual Ground.” Learning and Teaching in Higher Education 5: 17–33. doi:10.1002/sd.1556.
  • Sterling, S., J. Dawson, and P. Warwick. 2018. “Transforming Sustainability Education at the Creative Edge of the Mainstream: A Case Study of Schumacher College.” Journal of Transformative Education 16 (4): 323–343. doi:10.1177/1541344618784375.
  • Stevenson, R. 2008. “A Critical Pedagogy of Place and the Critical Place(s) of Pedagogy.” Environmental Education Research 14 (3): 353–360. doi:10.1080/13504620802190727.
  • Stevenson, R., M. Brody, J. Dillon, and A. Wals. 2013. International Handbook of Research on Environmental Education. New-York: Routledge. doi:10.5860/choice.51-0243.
  • Suleimenova, A., and O. Ivanova. 2018. “Emotional Competence and Individual Style of Action of Future Teachers of Higher Education in the System of Education for Sustainable Development.” Journal of Teacher Education for Sustainability 20 (2): 44–63. doi:10.2478/jtes-2018-0014.
  • Tam, K. 2019. “Anthropomorphism of Nature, Environmental Guilt, and Pro-Environmental Behavior.” Sustainability 11 (19): 5430. doi:10.3390/su11195430.
  • Tassone, V. C., G. Dik, and T. A. van Lingen. 2017. “Empowerment for Sustainability in Higher Education through the EYE Learning Tool.” International Journal of Sustainability in Higher Education 18 (3): 341–358. doi:10.1108/IJSHE-12-2015-0209.
  • Taylor, E. W., and P. Cranton. 2013. “A Theory in Progress? Issues in Transformative Learning Theory.” European Journal for Research on the Education and Learning of Adults 4 (1): 35–47. doi:10.3384/rela.2000-7426.rela5000.
  • Tilbury, D. 1995. “Environmental Education for Sustainability: Defining the New Focus of Environmental.” Environmental Education Research 1 (2): 195–212. doi:10.1080/1350462950010206.
  • Truelove, H. B., A. R. Carrico, E. U. Weber, K. T. Raimi, and M. P. Vandenbergh. 2014. “Positive and Negative Spillover of Pro-Environmental Behavior: An Integrative Review and Theoretical Framework.” Global Environmental Change 29: 127–138. doi:10.1016/j.gloenvcha.2014.09.004.
  • UNESCO & UNEP. 1978. “Tbilisi Declaration. Intergovernmental Conference on Environmental Education.” Connect 3 (1): 1–8.
  • Verbrugge, L., M. I. Dawson, L. A. Gettys, R. S. E. W. Leuven, H. Marchante, E. Marchante, P. Nummi, A. H. M. Rutenfrans, K. Schneider, and S. Vanderhoeven. 2021. “Novel Tools and Best Practices for Education about Invasive Alien Species.” Management of Biological Invasions 12 (1): 8–24. doi:10.3391/mbi.2021.12.1.02.
  • Villavicencio, F. T. 2011. “Critical Thinking, Negative Academic Emotions, and Achievement: A Mediational Analysis.” The Asia-Pacific Education Researcher 20 (1): 118–126.
  • Wals, A. 2011. “Learning Our Way to Sustainability.” Journal of Education for Sustainable Development 5 (2): 177–186. doi:10.1177/097340821100500208.
  • Wals, A., and A. Benavot. 2017. “Can We Meet the Sustainability Challenges? The Role of Education and Lifelong Learning.” European Journal of Education 52 (4): 404–413. doi:10.1111/ejed.12250.
  • Wang, Y., H. Cao, Y. Yuan, and R. Zhang. 2020. “Empowerment through Emotional Connection and Capacity Building: Public Participation through Environmental Non-Governmental Organizations.” Environmental Impact Assessment Review 80: 106319–106319. doi:10.1016/j.eiar.2019.106319.
  • Wistoft, K. 2013. “The Desire to Learn as a Kind of Love: Gardening, Cooking, and Passion in Outdoor Education.” Journal of Adventure Education & Outdoor Learning 13 (2): 125–141. doi:10.1080/14729679.2012.738011.
  • Yin, R. K. 2006. Case Study Reserach – Design and Methods. 2nd ed. Thousand Oaks, CA: SAGE Publications. doi:10.1016/j.jada.2010.09.005.
  • Yom-Tov, Y., O. Hatzofe, and E. Geffen. 2012. “Israel’s Breeding Avifauna: A Century of Dramatic Change.” Biological Conservation 147 (1): 13–21. doi:10.1016/j.biocon.2012.01.005.
  • Zárate-Santana, Z. J., M. C. Patino-Alonso, A. B. Sánchez-García, and P. Galindo-Villardón. 2021. “Learning Approaches and Coping with Academic Stress for Sustainability Teaching: Connections through Canonical Correspondence Analysis.” Sustainability 13 (2): 852. doi:10.3390/su13020852.
  • Zhang, W., E. Goodale, and J. Chen. 2014. “How Contact with Nature Affects Children’s Biophilia, Biophobia and Conservation Attitude in China.” Biological Conservation 177: 109–116. doi:10.1016/j.biocon.2014.06.011.
  • Zimmerman, M. 1995. “Psychological Empowerment: Issues and Illustrations.” American Journal of Community Psychology 23 (5): 581–599. 10.1007/BF02506983.
  • Zins, J. E., and M. J. Elias. 2006. “Social and Emotional Learning.” In Children’s Needs III: Development, Prevention, and Intervention. New-York: Routledge. doi:10.1037/14615-012.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.