197
However, these numbers show a significant increase from previous results (ICCS in
2009) in 38 countries (including 24 European countries) where 31% of school leaders and 41% of the teachers considered ‘promoting respect for and safeguarding the
environment’ as one of the most important aims of civic and citizenship education
(Schulz et al. 2010). Among the European countries, we find that teachers and
school leaders in Finland and Malta have the highest international average for the
aim of ‘safeguarding the environment’, the most important aim of citizenship education, while those in Denmark, Estonia and Norway have the lowest.
School leaders have reported that a range of environmentally friendly practices
have been adopted in their schools globally and across Europe (Schulz et al. 2017).
Regarding differential waste collection practices, many students in Slovenia (99%)
and Belgium (95%) reported upon such practices, while fewer students in
Netherlands (51%) and Estonia (55%) reported the same. The variation between
countries outside Europe is also large. In Taiwan, all of the students (100%) report
this practice, while the numbers in South America are under average for the study
as a whole, i.e. Chile (30%) and Mexico (59%). In recognising that their schools
have systems for waste reduction, students in Taiwan (99%), in Slovenia (99%) and
in Finland (96%) exercised this practice, with only 26% in the Netherlands, 38% in
Denmark and 42% in Chile recognizing likewise. Regarding the issue of purchase
of environment-friendly items, students in Taiwan (99%) and Slovenia (88%)
reported the most frequent use of such practices, while only 34% in Chile and 37%
of students in Netherlands reported likewise. Regarding the issue of communication, as high as 99% in Taiwan, 89% in Mexico and 95% of students both in
Lithuania and in Slovenia are studying at a school where information posters that
encourage students’ towards environment-friendly behaviours are visible, while
only 27% of students in Netherlands and 39% of students in Sweden experience the
same environmental communication in schools. From these examples, we can see
that various countries globally and in Europe have very different school cultures
relating to these issues, making the possibility for implementation of Education for
Environmental Citizenship look very different depending on country and school
culture.
The need for professional development in relation to Environmental Citizenship
and Education for Environmental Citizenship is large, but also varies considerably
between countries. Such professional development training seems more common in
countries outside Europe; about 86% of teachers in Taiwan, 82% in Colombia and
76% in Mexico report such training, while, for example, only 41% of teachers in
Belgium and 28% of teachers in Croatia have reported the same. Surprisingly
though, over 80% of teachers of all countries feel confident in teaching subjects
related to the environment and sustainability (Schulz et al. 2017). This contrasts
quite heavily with other studies and countries where teachers often report a lack of
experience and confidence (Borg et al. 2012).
In teaching practices of citizenship education, around 10% of teachers in all the
participating countries have taken civic action-related initiatives with their students
of ‘writing letters to the newspapers or magazines to support actions about the environment’, ‘signing a petition on environmental issues’ and ‘posting on social
13 Environmental Citizenship in Secondary Formal Education: The Importance…
However, these numbers show a significant increase from previous results (ICCS in
2009) in 38 countries (including 24 European countries) where 31% of school leaders and 41% of the teachers considered ‘promoting respect for and safeguarding the
environment’ as one of the most important aims of civic and citizenship education
(Schulz et al. 2010). Among the European countries, we find that teachers and
school leaders in Finland and Malta have the highest international average for the
aim of ‘safeguarding the environment’, the most important aim of citizenship education, while those in Denmark, Estonia and Norway have the lowest.
School leaders have reported that a range of environmentally friendly practices
have been adopted in their schools globally and across Europe (Schulz et al. 2017).
Regarding differential waste collection practices, many students in Slovenia (99%)
and Belgium (95%) reported upon such practices, while fewer students in
Netherlands (51%) and Estonia (55%) reported the same. The variation between
countries outside Europe is also large. In Taiwan, all of the students (100%) report
this practice, while the numbers in South America are under average for the study
as a whole, i.e. Chile (30%) and Mexico (59%). In recognising that their schools
have systems for waste reduction, students in Taiwan (99%), in Slovenia (99%) and
in Finland (96%) exercised this practice, with only 26% in the Netherlands, 38% in
Denmark and 42% in Chile recognizing likewise. Regarding the issue of purchase
of environment-friendly items, students in Taiwan (99%) and Slovenia (88%)
reported the most frequent use of such practices, while only 34% in Chile and 37%
of students in Netherlands reported likewise. Regarding the issue of communication, as high as 99% in Taiwan, 89% in Mexico and 95% of students both in
Lithuania and in Slovenia are studying at a school where information posters that
encourage students’ towards environment-friendly behaviours are visible, while
only 27% of students in Netherlands and 39% of students in Sweden experience the
same environmental communication in schools. From these examples, we can see
that various countries globally and in Europe have very different school cultures
relating to these issues, making the possibility for implementation of Education for
Environmental Citizenship look very different depending on country and school
culture.
The need for professional development in relation to Environmental Citizenship
and Education for Environmental Citizenship is large, but also varies considerably
between countries. Such professional development training seems more common in
countries outside Europe; about 86% of teachers in Taiwan, 82% in Colombia and
76% in Mexico report such training, while, for example, only 41% of teachers in
Belgium and 28% of teachers in Croatia have reported the same. Surprisingly
though, over 80% of teachers of all countries feel confident in teaching subjects
related to the environment and sustainability (Schulz et al. 2017). This contrasts
quite heavily with other studies and countries where teachers often report a lack of
experience and confidence (Borg et al. 2012).
In teaching practices of citizenship education, around 10% of teachers in all the
participating countries have taken civic action-related initiatives with their students
of ‘writing letters to the newspapers or magazines to support actions about the environment’, ‘signing a petition on environmental issues’ and ‘posting on social
13 Environmental Citizenship in Secondary Formal Education: The Importance…