Am I Safe at My Educational Place? Creating Secure and Sustainable Urban Learning Spaces Through Green Infrastructure and Ecological Education

Datos Bibliográficos

ID9729882
AutoresWenbo Ma (0000-0001-5569-639X, Weifang University of Science and Technology, Shandong, China), Ali Junaid Khan (0000-0003-2857-9088, Institute of Business, Management, and Administrative Sciences, The Islamia University of Bahawalpur, Punjab, Pakistan, autor de correspondencia), Sana Fayyaz (0000-0003-0991-9593, Department of Economics, BZU, Multan, Punjab, Pakistan), Samantha Curle (0000-0003-3790-8656, University of Bath), Iza Gigauri (0000-0001-6394-6416, School of Business, Computing and Social Sciences, St. Andrew the First-Called Georgian University, Tbilisi, Georgia)
Año2024
Volumen56
Número9
Páginas1118-1141
Fecha de publicación2024-12-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation and Urban Society (JOURNAL)
Identificadores de la revistaISSN: 0013-1245 • E-ISSN: 1552-3535
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/00131245241249980
OpenAlexW4396833992
IdiomaEN
Citas recibidas3
Referencias citadas32

Green infrastructure has become a critical part of society for environmental sustainability. Students studying in public urban spaces seem less satisfied with their living standards and environmental conditions. This research aims to determine the impact of perceived danger in urban public spaces, green infrastructure, and ecological education on student satisfaction. Additionally, this study considers the moderating effects of ecological education and green infrastructure. Data were collected from 350 students at public schools and colleges. The Partial Least Squares Structural Equation Modeling (PLS-SEM) method was used for data analysis. The study found a significant direct relationship between perceived danger in urban public spaces, green infrastructure, ecological education, and student satisfaction. Moreover, the moderating effects of green infrastructure and ecological education are significant in increasing student satisfaction. This research is based on a novel idea and contributes a newly developed model to the body of knowledge on student satisfaction and ecological education. The research has both theoretical and practical implications for improving student satisfaction through ecological education and green infrastructure. The limitations of this research are described, along with future directions to guide researchers in their future studies

Biology · Business · Economic growth · Economics · Environmental education · Environmental planning · Geography · Pedagogy · Sociology · Sustainability · Sustainable development · Ecology · Educational Environments and Student Outcomes · Environmental Education and Sustainability