164
C. Skanavis et al.
7.3 Behavior
There was a positive change at participating children’s behavior, since campers said
that after attending the specific environmental program they would try to persuade
their parents to let them go to school on foot or by bike (82%).
Furthermore, comparing the results of Figs. 12, 13 and 14, as well as Figs. 13,
14 and 15 a rise is observed in their willingness to be more environmentally active.
They even stated that they would send a letter to the mayor complaining about a
potential pollution issue in their hometown. They also stated in their vast majority
that they would try to motivate their teacher into starting an environmental newspaper
dealing with the environmental issues of the region, even if they knew that they had
to sacrifice their own free time.
The camp experience is always related to learning and human development, which
takes place in an enjoyable informal outdoor sort of experiences and has a holistic,
child-centered approach (Garner et al. 2015).
8 Conclusions
In the era of globalization and growing complexity, education for sustainable development (ESD) aims at supporting people not only to acquire knowledge, but also
to alter their behavior and decision making towards a more responsible manner.
Whether we view sustainable development as our utmost challenge or a subversive
litany, every phase of education is now being urged to proclaim its support ESD
(Barth et al. 2007).
The results of this study support the theory that intentional environmental education programming in a residential summer camp setting can accomplish augmented
knowledge of environmental issues and increased the desire to learn about and discover nature (Garner et al. 2015). The main findings of the present survey revealed
that Greeks are positive on participating in environmental programs, since the majority of the locals encouraged their children to participate in this weekly program
addressed in the study. Moreover, as the results revealed, environmental education
programs such as the one implemented by Project Skyros can play a crucial role in
augmenting participants’ knowledge, changing their attitudes and their willingness
towards having a wise environmental behavior, and thus promoting sustainability
in the nation. The activities exposed everyone to the importance of the interactive
relationship between humans, natural and social environment. Priority is placed on
the promotion of an environmental code of behavior that respects life and nature.
C. Skanavis et al.
7.3 Behavior
There was a positive change at participating children’s behavior, since campers said
that after attending the specific environmental program they would try to persuade
their parents to let them go to school on foot or by bike (82%).
Furthermore, comparing the results of Figs. 12, 13 and 14, as well as Figs. 13,
14 and 15 a rise is observed in their willingness to be more environmentally active.
They even stated that they would send a letter to the mayor complaining about a
potential pollution issue in their hometown. They also stated in their vast majority
that they would try to motivate their teacher into starting an environmental newspaper
dealing with the environmental issues of the region, even if they knew that they had
to sacrifice their own free time.
The camp experience is always related to learning and human development, which
takes place in an enjoyable informal outdoor sort of experiences and has a holistic,
child-centered approach (Garner et al. 2015).
8 Conclusions
In the era of globalization and growing complexity, education for sustainable development (ESD) aims at supporting people not only to acquire knowledge, but also
to alter their behavior and decision making towards a more responsible manner.
Whether we view sustainable development as our utmost challenge or a subversive
litany, every phase of education is now being urged to proclaim its support ESD
(Barth et al. 2007).
The results of this study support the theory that intentional environmental education programming in a residential summer camp setting can accomplish augmented
knowledge of environmental issues and increased the desire to learn about and discover nature (Garner et al. 2015). The main findings of the present survey revealed
that Greeks are positive on participating in environmental programs, since the majority of the locals encouraged their children to participate in this weekly program
addressed in the study. Moreover, as the results revealed, environmental education
programs such as the one implemented by Project Skyros can play a crucial role in
augmenting participants’ knowledge, changing their attitudes and their willingness
towards having a wise environmental behavior, and thus promoting sustainability
in the nation. The activities exposed everyone to the importance of the interactive
relationship between humans, natural and social environment. Priority is placed on
the promotion of an environmental code of behavior that respects life and nature.