Jelle Boeve‐de Pauw
Biographic Data
| ID | 6568099 |
|---|---|
| NAME | Jelle Boeve‐de Pauw |
| GIVEN NAMES | Jelle |
| FAMILY NAME | Boeve‐de Pauw |
| SIGNATURE | DE PAUW J B |
| AFFILIATIONS | University of Antwerp |
| ORCID | 0000-0002-8496-096X |
| VERIFIED | Yes |
| TOTAL WORKS | 30 |
| TOTAL CITATIONS | 128 |
| AUTHOR COUNT | 30 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 7 |
A quality education for sustainability teaching (Quest) framework
The Anthropocene, characterized by human behavior acting as a formidable force of nature, casts the question what it means to be human in new light. Consequently, discussions on quality education need revisiting. Drawing from the literature on quality education for sustainability (EfS) and decolonization of education, we investigate consequences for teaching and learning. We then zoom in on teaching approaches aimed at equipping current and futur…
Reconceptualizing open schooling
‘Open schooling’ has become in recent years a burgeoning theme in the discourse on how to rethink education for the 21st century. This paper addresses a gap between calls for implementing an open schooling approach in policy papers and international reports and the scarcity of rigorous academic discourse on what open schooling theoretically means and practically entails in terms of school organization and curriculum. To this end, the paper presen…
Student perspectives on quality education at their school
Considering the problematic human-nature relationship caused complex sustainability problems, quality education should prepare students for facing the challenges ahead. Therefore, educational practitioners, policy makers, and researchers need monitoring tools. We posit that a comprehensive approach to teaching for sustainability adds quality to education for sustainability. The current study builds on earlier theoretical work on quality education…
A systematic review of self-assessment scales on action competence in environmental and sustainability education
Environmental and Sustainability Education (ESE) has the potential to empower learners to become agents of democratic transformation toward sustainability. Part of this lies in ESE's potential to foster action competence (AC) among learners. To capture this potential, ESE should be informed by feedback from adequate assessment instruments. The most common type is self-assessment scales, enabling large-scale statistical analyses. Drawing on theori…
Measurement invariance of the action competence in sustainable development questionnaire
There is a need for valid and reliable instruments to assess learning outcomes in education for sustainable development (ESD). Measurement invariance (MI) needs to be established before results of these instruments can be validly compared between groups. Despite its importance, establishing MI is an often overlooked validation step. To provide an example of testing for MI in the field of ESD, thereby setting a precedent for subsequent studies, th…
The environmental citizenship opinions questionnaire
Introduction We present a validated instrument for assessing Environmental Citizenship (EC) of students in lower secondary education. The Environmental Citizenship Opinions (ECO) questionnaire focusses on general citizenship components, key sustainability competences, and Socio-Scientific Reasoning aspects. By combining these domains, our work provides a needed innovation as these different aspects of EC have not previously been covered in one si…
Toward a Framework of Integrating Ability
The awareness that many problems in our society are interdisciplinary in nature and require the integration of multiple STEM (Science, Technology, Engineering, Mathematics) concepts to solve them has given rise to a new instructional approach, called “integrated STEM education”. Integrated STEM education aims to remove the barriers from the STEM fields and has the potential to increase students’ interest and motivation for learning, as well as to…
Honing action competence in sustainable development
Effectiveness of education for sustainability
Science education is increasingly integrating a focus on socio-scientific issues. Policy makers and scholars also suggest education for sustainable development (ESD) is important for tackling current and future sustainability issues. ESD may foster students’ action competence in sustainable development (ACiSD; knowledgeability, willingness, capacity expectations and outcome expectancy) regarding contributing to sustainability action. However, rep…
The effectiveness of education for sustainable development revisited – a longitudinal study on secondary students’ action competence for sustainability
This study revisits the seminal question of the effectiveness of education for sustainable development (ESD) by using a novel longitudinal approach. Scholarly attention in the past decade has been increasingly directed towards the concept of action competence for sustainability. However, little is still known about the effects of ESD as a teaching approach to help develop students’ action competence for sustainability. This study therefore adopts…
Teachers’ ESD self-efficacy and practices
This longitudinal quantitative study investigated teachers’ development of self-efficacy and teaching practices relating to education for sustainable development (ESD) in four compulsory schools in a Swedish municipality. The teachers participated in a professional development program over three school years designed to support them in implementing ESD. The program was based on five seminars that supported teachers to discuss and experiment with …
Development and validation of a questionnaire on teachers’ instructional beliefs and practices in education for sustainable development
Holistic and pluralistic instructional beliefs and instructional practices in Education for Sustainable Development are often considered of high importance to foster studentsu8217 competences. This mixed-method study describes the development and the validation of the Holism-Pluralism in Education for Sustainable Development questionnaire (HPESD-Q) to measure teachersu8217 instructional beliefs and their instructional practices in ESD. The develo…
Development and validation of an instrument for measuring action competence in sustainable development within early adolescents
Action competence consists of the knowledge, willingness, and self-efficacy for contributing to a controversial issue such as sustainable development. As such, action competence in sustainable development (ACiSD) is a desired outcome of education for sustainable development (ESD). Still, the scarce instruments for measuring ACiSD that have been developed to date, are not specifically designed for early adolescence, when civic involvement is devel…
Measuring professional action competence in education for sustainable development (PACesd)
Based on the concept of action competence, the current study introduces an integrated framework of Professional Action Competence in Education for Sustainable Development (PACesd) described by three defining features: willingness, knowledge of pedagogical approaches, and self-efficacy. To validate this framework, we developed a questionnaire measurement instrument: ‘PACesd-Q’. This questionnaire was administered to a sample of 557 primary and sec…
Building a conceptual framework for an ESD-effective school organization
This study aims to identify the characteristics of the school facilitating ESD-effectiveness. Via a literature study we synthesized different notions of educational management in relation to education for sustainable development. The ERIC and GreenFILE databases were searched in combination with strategies such as citation chasing, leading to a total of 46 sources. This resulted in a framework that identifies eight characteristics of an ESD-effec…
Redefining action competence
The concept of Action Competence (AC) has been interpreted in different ways in various domains of the educational sciences. Given the rising scholarly attention to AC, these diverse interpretations are problematic because they hinder a common understanding of the concept among scholars. We unravel the interpretation of AC as a competence of people versus that of an educational approach. We call the latter education for sustainable development (E…
A cross-cultural comparative study of sustainability consciousness between students in Taiwan and Sweden
Education for sustainable development (ESD) is promoted as one important component in the endeavor toward sustainable development. Goal 4 in the Sustainable Development Goals (UN in Sustainable development goals—17 goals to transform our world, 2017) in particular targets the role of ESD in this respect. The importance of cultural specificity in ESD is emphasized in numerous international policy documents, but there are few cross-cultural studies…
Actions for sustainable development through young students’ eyes
Young students have raised their voices in debates on what action for sustainable development (SD) is necessary. Nevertheless, research that gives voice to 10 to 13-year-olds while looking into SD issues in all their complexity of interrelated environmental, social, and socio-economic perspectives, is scarce. This study aims to give voice to these youngsters, asking them directly how they suggest they can contribute to SD. Building on the concept…
Self-perceived action competence for sustainability
This study contributes to an operationalization of the concept of action competence for sustainability through the theoretical development and empirical validation of a new 12-item Likert-scale questionnaire: the Self-Perceived Action Competence for Sustainability Questionnaire, SPACS-Q. Other scales in environmental and sustainability education (ESE) typically measure concepts such as pro-environmental and sustainability attitudes and behaviors,…
Bridging the Gap between Secondary and Higher STEM Education – the Case of STEM@school
Our rapidly changing society needs highly-qualified STEM professionals (experts in science, technology, engineering, and mathematics) to develop solutions to the problems it is facing. Many of the students who graduate from a STEM programme in secondary education, however, opt out of STEM when enrolling in higher education, often due to a loss of interest. To ensure sufficiently high and qualified enrolment in higher STEM education, we need to br…
Designing Powerful Learning Environments in Education for Sustainable Development
Policymakers have pinpointed the importance of living in a more sustainable society. Education for Sustainable Development aims at developing future citizens competent to take actions in order to cope with Sustainable Development issues. The instructional design that teachers apply in class play a crucial role in students’ learning. This study is a conceptual analysis based on a narrative review of the literature in the field of Environmental Edu…
Exploring the concept of sustainable development within education for sustainable development
Green schools in Taiwan – Effects on student sustainability consciousness
Emancipatory or instrumental? Students’ and teachers’ perceptions of the implementation of the EcoSchool program
We present findings of a mixed method evaluation study of the EcoSchool program in the Czech Republic. The innovativeness of this study is its specific focus on implementation strategies rather than learning outcomes. Using data from 148 students and 65 teachers from 54 different schools involved in the program, we investigated perceptions about the nature of the implementation and the impact of the approach on students’ and teachers’ feelings of…
The Sustainability Consciousness Questionnaire
In this paper, the concept of sustainability consciousness, an individual's experience and awareness of sustainable development, is introduced. Based on UNESCO's definition of sustainable development, a sustainability consciousness questionnaire (SCQ) is theoretically and empirically developed. Using the data of 638 respondents from Sweden aged 18–19 years old, the scale is developed in two versions. The long version (SCQ‐L) can be used to measur…
Self-perceived action competence for sustainability
This study contributes to an operationalization of the concept of action competence for sustainability through the theoretical development and empirical validation of a new 12-item Likert-scale questionnaire: the Self-Perceived Action Competence for Sustainability Questionnaire, SPACS-Q. Other scales in environmental and sustainability education (ESE) typically measure concepts such as pro-environmental and sustainability attitudes and behaviors,…
The Sustainability Consciousness Questionnaire
In this paper, the concept of sustainability consciousness, an individual's experience and awareness of sustainable development, is introduced. Based on UNESCO's definition of sustainable development, a sustainability consciousness questionnaire (SCQ) is theoretically and empirically developed. Using the data of 638 respondents from Sweden aged 18–19 years old, the scale is developed in two versions. The long version (SCQ‐L) can be used to measur…
The effectiveness of education for sustainable development revisited – a longitudinal study on secondary students’ action competence for sustainability
This study revisits the seminal question of the effectiveness of education for sustainable development (ESD) by using a novel longitudinal approach. Scholarly attention in the past decade has been increasingly directed towards the concept of action competence for sustainability. However, little is still known about the effects of ESD as a teaching approach to help develop students’ action competence for sustainability. This study therefore adopts…
Eco-school evaluation beyond labels
We present results from a large-scale study performed in Flanders, focusing on the effectiveness of the eco-schools project. We surveyed 2152 students and 1374 teachers in 101 primary and secondary schools that are actively engaged in the eco-schools program at different stages (including control schools), focusing on their environmental values, knowledge and motivation. The results show that as the schools progress in becoming a certified eco-sc…
Teachers’ ESD self-efficacy and practices
This longitudinal quantitative study investigated teachers’ development of self-efficacy and teaching practices relating to education for sustainable development (ESD) in four compulsory schools in a Swedish municipality. The teachers participated in a professional development program over three school years designed to support them in implementing ESD. The program was based on five seminars that supported teachers to discuss and experiment with …
Green schools in Taiwan – Effects on student sustainability consciousness
Emancipatory or instrumental? Students’ and teachers’ perceptions of the implementation of the EcoSchool program
We present findings of a mixed method evaluation study of the EcoSchool program in the Czech Republic. The innovativeness of this study is its specific focus on implementation strategies rather than learning outcomes. Using data from 148 students and 65 teachers from 54 different schools involved in the program, we investigated perceptions about the nature of the implementation and the impact of the approach on students’ and teachers’ feelings of…
Effectiveness of education for sustainability
Science education is increasingly integrating a focus on socio-scientific issues. Policy makers and scholars also suggest education for sustainable development (ESD) is important for tackling current and future sustainability issues. ESD may foster students’ action competence in sustainable development (ACiSD; knowledgeability, willingness, capacity expectations and outcome expectancy) regarding contributing to sustainability action. However, rep…
Measuring professional action competence in education for sustainable development (PACesd)
Based on the concept of action competence, the current study introduces an integrated framework of Professional Action Competence in Education for Sustainable Development (PACesd) described by three defining features: willingness, knowledge of pedagogical approaches, and self-efficacy. To validate this framework, we developed a questionnaire measurement instrument: ‘PACesd-Q’. This questionnaire was administered to a sample of 557 primary and sec…
Actions for sustainable development through young students’ eyes
Young students have raised their voices in debates on what action for sustainable development (SD) is necessary. Nevertheless, research that gives voice to 10 to 13-year-olds while looking into SD issues in all their complexity of interrelated environmental, social, and socio-economic perspectives, is scarce. This study aims to give voice to these youngsters, asking them directly how they suggest they can contribute to SD. Building on the concept…
Development and validation of an instrument for measuring action competence in sustainable development within early adolescents
Action competence consists of the knowledge, willingness, and self-efficacy for contributing to a controversial issue such as sustainable development. As such, action competence in sustainable development (ACiSD) is a desired outcome of education for sustainable development (ESD). Still, the scarce instruments for measuring ACiSD that have been developed to date, are not specifically designed for early adolescence, when civic involvement is devel…
Valuing the invaluable
Keywords: environmental educationchildrenenvironmental valuesconservation psychology
The Effect of Flemish Eco‐Schools on Student Environmental Knowledge, Attitudes, and Affect
Eco‐schools aim to improve the environment through direct and indirect effects. Direct effects are those that result from the implementation of an environmental management system. Indirect effects are educational gains. The current study examines the effectiveness of eco‐schools concerning three student outcomes: (1) environmental knowledge, (2) environmental attitudes, and (3) environmental affect. The study includes 1287, 10–12‐year‐olds from 5…
Valuing the invaluable
Keywords: environmental educationchildrenenvironmental valuesconservation psychology
Moving environmental education forward through evaluation
The Effectiveness of Education for Sustainable Development
Perhaps the most important issue in our time is how to sustain our planet’s resources, while developing wealth and well-being for a growing population. This monumental task has been defined in the concept of sustainable development (SD). During the last few decades the world communities have agreed upon addressing SD through international treaties. As a response Education for Sustainable Development (ESD) has been launched as an answer to cope wi…
Eco-school evaluation beyond labels
We present results from a large-scale study performed in Flanders, focusing on the effectiveness of the eco-schools project. We surveyed 2152 students and 1374 teachers in 101 primary and secondary schools that are actively engaged in the eco-schools program at different stages (including control schools), focusing on their environmental values, knowledge and motivation. The results show that as the schools progress in becoming a certified eco-sc…
Emancipatory or instrumental? Students’ and teachers’ perceptions of the implementation of the EcoSchool program
We present findings of a mixed method evaluation study of the EcoSchool program in the Czech Republic. The innovativeness of this study is its specific focus on implementation strategies rather than learning outcomes. Using data from 148 students and 65 teachers from 54 different schools involved in the program, we investigated perceptions about the nature of the implementation and the impact of the approach on students’ and teachers’ feelings of…
The Sustainability Consciousness Questionnaire
In this paper, the concept of sustainability consciousness, an individual's experience and awareness of sustainable development, is introduced. Based on UNESCO's definition of sustainable development, a sustainability consciousness questionnaire (SCQ) is theoretically and empirically developed. Using the data of 638 respondents from Sweden aged 18–19 years old, the scale is developed in two versions. The long version (SCQ‐L) can be used to measur…
Designing Powerful Learning Environments in Education for Sustainable Development
Policymakers have pinpointed the importance of living in a more sustainable society. Education for Sustainable Development aims at developing future citizens competent to take actions in order to cope with Sustainable Development issues. The instructional design that teachers apply in class play a crucial role in students’ learning. This study is a conceptual analysis based on a narrative review of the literature in the field of Environmental Edu…
Exploring the concept of sustainable development within education for sustainable development
Green schools in Taiwan – Effects on student sustainability consciousness
Building a conceptual framework for an ESD-effective school organization
This study aims to identify the characteristics of the school facilitating ESD-effectiveness. Via a literature study we synthesized different notions of educational management in relation to education for sustainable development. The ERIC and GreenFILE databases were searched in combination with strategies such as citation chasing, leading to a total of 46 sources. This resulted in a framework that identifies eight characteristics of an ESD-effec…
Redefining action competence
The concept of Action Competence (AC) has been interpreted in different ways in various domains of the educational sciences. Given the rising scholarly attention to AC, these diverse interpretations are problematic because they hinder a common understanding of the concept among scholars. We unravel the interpretation of AC as a competence of people versus that of an educational approach. We call the latter education for sustainable development (E…
A cross-cultural comparative study of sustainability consciousness between students in Taiwan and Sweden
Education for sustainable development (ESD) is promoted as one important component in the endeavor toward sustainable development. Goal 4 in the Sustainable Development Goals (UN in Sustainable development goals—17 goals to transform our world, 2017) in particular targets the role of ESD in this respect. The importance of cultural specificity in ESD is emphasized in numerous international policy documents, but there are few cross-cultural studies…
Actions for sustainable development through young students’ eyes
Young students have raised their voices in debates on what action for sustainable development (SD) is necessary. Nevertheless, research that gives voice to 10 to 13-year-olds while looking into SD issues in all their complexity of interrelated environmental, social, and socio-economic perspectives, is scarce. This study aims to give voice to these youngsters, asking them directly how they suggest they can contribute to SD. Building on the concept…
Self-perceived action competence for sustainability
This study contributes to an operationalization of the concept of action competence for sustainability through the theoretical development and empirical validation of a new 12-item Likert-scale questionnaire: the Self-Perceived Action Competence for Sustainability Questionnaire, SPACS-Q. Other scales in environmental and sustainability education (ESE) typically measure concepts such as pro-environmental and sustainability attitudes and behaviors,…
Bridging the Gap between Secondary and Higher STEM Education – the Case of STEM@school
Our rapidly changing society needs highly-qualified STEM professionals (experts in science, technology, engineering, and mathematics) to develop solutions to the problems it is facing. Many of the students who graduate from a STEM programme in secondary education, however, opt out of STEM when enrolling in higher education, often due to a loss of interest. To ensure sufficiently high and qualified enrolment in higher STEM education, we need to br…
Development and validation of a questionnaire on teachers’ instructional beliefs and practices in education for sustainable development
Holistic and pluralistic instructional beliefs and instructional practices in Education for Sustainable Development are often considered of high importance to foster studentsu8217 competences. This mixed-method study describes the development and the validation of the Holism-Pluralism in Education for Sustainable Development questionnaire (HPESD-Q) to measure teachersu8217 instructional beliefs and their instructional practices in ESD. The develo…
Development and validation of an instrument for measuring action competence in sustainable development within early adolescents
Action competence consists of the knowledge, willingness, and self-efficacy for contributing to a controversial issue such as sustainable development. As such, action competence in sustainable development (ACiSD) is a desired outcome of education for sustainable development (ESD). Still, the scarce instruments for measuring ACiSD that have been developed to date, are not specifically designed for early adolescence, when civic involvement is devel…
Measuring professional action competence in education for sustainable development (PACesd)
Based on the concept of action competence, the current study introduces an integrated framework of Professional Action Competence in Education for Sustainable Development (PACesd) described by three defining features: willingness, knowledge of pedagogical approaches, and self-efficacy. To validate this framework, we developed a questionnaire measurement instrument: ‘PACesd-Q’. This questionnaire was administered to a sample of 557 primary and sec…
The effectiveness of education for sustainable development revisited – a longitudinal study on secondary students’ action competence for sustainability
This study revisits the seminal question of the effectiveness of education for sustainable development (ESD) by using a novel longitudinal approach. Scholarly attention in the past decade has been increasingly directed towards the concept of action competence for sustainability. However, little is still known about the effects of ESD as a teaching approach to help develop students’ action competence for sustainability. This study therefore adopts…
Teachers’ ESD self-efficacy and practices
This longitudinal quantitative study investigated teachers’ development of self-efficacy and teaching practices relating to education for sustainable development (ESD) in four compulsory schools in a Swedish municipality. The teachers participated in a professional development program over three school years designed to support them in implementing ESD. The program was based on five seminars that supported teachers to discuss and experiment with …
The environmental citizenship opinions questionnaire
Introduction We present a validated instrument for assessing Environmental Citizenship (EC) of students in lower secondary education. The Environmental Citizenship Opinions (ECO) questionnaire focusses on general citizenship components, key sustainability competences, and Socio-Scientific Reasoning aspects. By combining these domains, our work provides a needed innovation as these different aspects of EC have not previously been covered in one si…
Toward a Framework of Integrating Ability
The awareness that many problems in our society are interdisciplinary in nature and require the integration of multiple STEM (Science, Technology, Engineering, Mathematics) concepts to solve them has given rise to a new instructional approach, called “integrated STEM education”. Integrated STEM education aims to remove the barriers from the STEM fields and has the potential to increase students’ interest and motivation for learning, as well as to…
Honing action competence in sustainable development
Effectiveness of education for sustainability
Science education is increasingly integrating a focus on socio-scientific issues. Policy makers and scholars also suggest education for sustainable development (ESD) is important for tackling current and future sustainability issues. ESD may foster students’ action competence in sustainable development (ACiSD; knowledgeability, willingness, capacity expectations and outcome expectancy) regarding contributing to sustainability action. However, rep…
Environmental Education and Sustainability (27 works) · Psychology (27 works) · Pedagogy (22 works) · Political science (17 works) · Sustainability in Higher Education (17 works) · Education for sustainable development (15 works) · Social Psychology (15 works) · Sociology (15 works) · Environmental education (14 works) · Mathematics education (14 works)