Implementing Sustainable Development Through Environmental …
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of environmental problems etc., are varied outputs, named as ‘elements of environmental literacy’, that bring about different approaches in environmental education
(Okur-Berberoglu et al. 2014; Stevenson 2007; Storksdieck et al. 2005; Hadlock
and Beckwith 2002; Kassas 2002; Dori and Herscovitz 1999). The active citizen
environmental participation is a must. A satisfying deepening in environmental education should combine all three forms of education (formal, non-formal and informal)
(Apostolopoulou et al. 2016).
2.2 Education for Sustainable Development (ESD)
Sustainable development is the ethically founded response to global private and economic interests and where these interests form the profile of academically literate
young people (Barth et al. 2007). A new set of individual and societal choices and
actions are thus essential to contribute to the solution of these problems. One of
the most imperative and challenging tasks that governments, conservation organizations, industry and business confront, is how to effectively persuade individuals to
rapidly espouse environmentally responsible practices in their daily routines. Though
formal education programs are undoubtedly vital, they contribute only a small part
to the public’s understanding of environmental issues (Falk and Storksdieck 2005;
Ballantyne and Packer 2011).
2.3 Outdoor Environmental Education
Today’s youth and especially children are technologically adept, but without having
a direct connection to nature (Pollaki and Skanavis 2015). Unfortunately they are
getting more distant to the environment, and their image of human-nature interaction
is more often based on television documentaries and other media images (Palmer
1998). Out of school experiences are therefore important stimuli (Trexler 2000). In
order to become a conscious and an environmentally aware consumer and citizen, one
needs to understand the true dimensions of relevant environmental issues. Teaching
and learning approaches that take place outside the classroom, specifically outside
the school building, have other values and qualities than the more traditional forms
of education delivered inside the classrooms (Smeds et al. 2011). Young individuals
should experience the power, fragility, interconnectedness and awe of nature, so they
can become the environmental stewards of the future. Outdoor educational programs
are commonly believed to be a suitable alternative to conventional biology learning
settings that improve participants’ environmental attitudes and knowledge (Skanavis
and Kounani 2018).
149
of environmental problems etc., are varied outputs, named as ‘elements of environmental literacy’, that bring about different approaches in environmental education
(Okur-Berberoglu et al. 2014; Stevenson 2007; Storksdieck et al. 2005; Hadlock
and Beckwith 2002; Kassas 2002; Dori and Herscovitz 1999). The active citizen
environmental participation is a must. A satisfying deepening in environmental education should combine all three forms of education (formal, non-formal and informal)
(Apostolopoulou et al. 2016).
2.2 Education for Sustainable Development (ESD)
Sustainable development is the ethically founded response to global private and economic interests and where these interests form the profile of academically literate
young people (Barth et al. 2007). A new set of individual and societal choices and
actions are thus essential to contribute to the solution of these problems. One of
the most imperative and challenging tasks that governments, conservation organizations, industry and business confront, is how to effectively persuade individuals to
rapidly espouse environmentally responsible practices in their daily routines. Though
formal education programs are undoubtedly vital, they contribute only a small part
to the public’s understanding of environmental issues (Falk and Storksdieck 2005;
Ballantyne and Packer 2011).
2.3 Outdoor Environmental Education
Today’s youth and especially children are technologically adept, but without having
a direct connection to nature (Pollaki and Skanavis 2015). Unfortunately they are
getting more distant to the environment, and their image of human-nature interaction
is more often based on television documentaries and other media images (Palmer
1998). Out of school experiences are therefore important stimuli (Trexler 2000). In
order to become a conscious and an environmentally aware consumer and citizen, one
needs to understand the true dimensions of relevant environmental issues. Teaching
and learning approaches that take place outside the classroom, specifically outside
the school building, have other values and qualities than the more traditional forms
of education delivered inside the classrooms (Smeds et al. 2011). Young individuals
should experience the power, fragility, interconnectedness and awe of nature, so they
can become the environmental stewards of the future. Outdoor educational programs
are commonly believed to be a suitable alternative to conventional biology learning
settings that improve participants’ environmental attitudes and knowledge (Skanavis
and Kounani 2018).