Georgios Malandrakis
Biographic Data
| ID | 6674278 |
|---|---|
| NAME | Georgios Malandrakis |
| GIVEN NAMES | Georgios |
| FAMILY NAME | Malandrakis |
| SIGNATURE | MALANDRAKIS G |
| AFFILIATIONS | Aristotle University of Thessaloniki |
| ORCID | 0000-0002-1206-6336 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 9 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Evaluating a Food Ethics Teaching for the Promotion of Responsible and Sustainable Food Consumption on Primary School Students in Greece
Greek primary school students’ moral judgments and motives about sustainable food consumption
Modern dietary habits pose large threats to the global vision for a sustainable food system transition, intensifying discussions around the urgency for educational initiatives that can promote more sustainable food consumption practices. However, research has not sufficiently studied food consumers' moral background, despite its strong influence on food choices, while relevant research on school-aged consumers is even scarcer. This study focuses …
A Long-Term Study on the Effect of a Professional Development Program on Science Teachers’ Inquiry
In this study we explore the effect of a professional development (PD) program on four science teachers’ views and practices nearly a year after its completion, regarding inquiry implementation in everyday school practice. The PD program aimed to familiarize participants with current trends in science education (SE), putting emphasis on the inquiry approach. The basic research question guiding this study is whether science teachers’ inquiry pract…
Teachers’ barriers dealing with environmental education programs’ implementation in Greek secondary schools
This study highlights the barriers that secondary teachers in Greece face dealing with the implementation of Environmental Education programs throughout a period of more than 30 years in the Greek educational system. Participants were 20 secondary teachers, emanating from various disciplines. Seven were “senior” teachers, having implemented EE projects before its official institutionalization, in 1990, and 13 were “junior”, meaning that they impl…
Teaching sustainability within the context of everyday life
In a world characterized by Ecological Overshoot, where humanity demands more from natural ecosystems than they can sustainably renew, education can nurture sustainability-minded citizens and future leaders to help accelerate the transition toward an era where our finite planet’s resources stand at the core of all decision-making. Despite the essential role of Higher Education Institutions (HEI) in contributing to a sustainable society, a holisti…
The contribution of sustainability education pedagogies to the development of Greek preservice teachers’ sustainability consciousness about social issues in urban environments
This study explores the role of specific sustainability education pedagogies in developing preservice teachers’ sustainability consciousness (SC). The participants were 77 Greek preservice teachers from a Department of Primary Education, organized into two cohorts (N1=30, N2=47), from two consecutive semesters. Data were collected through (a) the use of the SC scale, administered before and about two weeks after the end of project and (b) reflect…
Perceived factors affecting student-teachers’ learning about social urban sustainability
The present study aims to explore the perceived factors affecting student-teachers’ (STs) learning about social urban sustainability. Participants were 63 STs enrolled in a Department of Primary Education located in Northern Greece. Although the participants were aware of the principles of sustainability and education for sustainability, none of them had familiarity with social or urban sustainability. Reflective group discussions, in the form of…
The role of digital stories and civic actions on student-teachers’ understanding about social sustainability in urban settings
The present study aims to explore student-teachers’ (STs’) progress in understanding social urban sustainability and how it is affected through the development of digital stories and engagement in civic actions. Participants were 44 STs enrolled in a Department of Primary Education located in Northern Greece. Although participants were aware of the principles of sustainable development and education for sustainability, none of them had familiarit…
Influencing Greek pre-service teachers’ efficacy beliefs and self-confidence to implement the new ‘Studies for the Environment’ curricula
This study explores the effect of an innovative course examining Greek elementary student teachers’ (STs’) efficacy beliefs and self-confidence for curriculum-based teaching on ‘Studies for the Environment’ topics. These two variables are influencing teachers’ ability to teach environmental issues for young children. Five new factors were also examined for their influence on STs’ self-efficacy and self-confidence: the role of workshops and simula…
Greek primary school children’s representations of the urban environment as seen through their drawings
In the present study, we explore aspects of Greek primary school children’s representations about the urban environment through the use of drawings and their relation to sustainability. For that purpose, 104 children, aged 9–12 (4th and 6th grades), were asked to make two drawings of their town: one as it is now and another as they would like it to be. Drawings were analysed using pre-defined categories of urban sustainability and were statistica…
Global warming
The aim of this study was to construct novel indices to indicate, in a quantitative manner, the relationship between students’ willingness to undertake specific pro-environmental actions and their belief in the usefulness of those particular actions in the context of global warming. A questionnaire was used to determine the views of 1444 Greek secondary school students. For some actions (for example, recycling and switching off un-used electrical…
Children’s understandings related to hazardous household items and waste
This study focuses on children’s understanding of hazardous household items (HHI) and waste (HHW). Children from grades 4, 5 and 6 (n=173) participated in a questionnaire and interview research design. The results indicate that: (a) on a daily basis the children used HHI and disposed of HHW, (b) the children did not realize the danger of these items and their exposure to hazardous substances, (c) some children ignore consequent adverse health eff…
Greek primary school children’s representations of the urban environment as seen through their drawings
In the present study, we explore aspects of Greek primary school children’s representations about the urban environment through the use of drawings and their relation to sustainability. For that purpose, 104 children, aged 9–12 (4th and 6th grades), were asked to make two drawings of their town: one as it is now and another as they would like it to be. Drawings were analysed using pre-defined categories of urban sustainability and were statistica…
Teachers’ barriers dealing with environmental education programs’ implementation in Greek secondary schools
This study highlights the barriers that secondary teachers in Greece face dealing with the implementation of Environmental Education programs throughout a period of more than 30 years in the Greek educational system. Participants were 20 secondary teachers, emanating from various disciplines. Seven were “senior” teachers, having implemented EE projects before its official institutionalization, in 1990, and 13 were “junior”, meaning that they impl…
Children’s understandings related to hazardous household items and waste
This study focuses on children’s understanding of hazardous household items (HHI) and waste (HHW). Children from grades 4, 5 and 6 (n=173) participated in a questionnaire and interview research design. The results indicate that: (a) on a daily basis the children used HHI and disposed of HHW, (b) the children did not realize the danger of these items and their exposure to hazardous substances, (c) some children ignore consequent adverse health eff…
Children’s understandings related to hazardous household items and waste
This study focuses on children’s understanding of hazardous household items (HHI) and waste (HHW). Children from grades 4, 5 and 6 (n=173) participated in a questionnaire and interview research design. The results indicate that: (a) on a daily basis the children used HHI and disposed of HHW, (b) the children did not realize the danger of these items and their exposure to hazardous substances, (c) some children ignore consequent adverse health eff…
Global warming
The aim of this study was to construct novel indices to indicate, in a quantitative manner, the relationship between students’ willingness to undertake specific pro-environmental actions and their belief in the usefulness of those particular actions in the context of global warming. A questionnaire was used to determine the views of 1444 Greek secondary school students. For some actions (for example, recycling and switching off un-used electrical…
Greek primary school children’s representations of the urban environment as seen through their drawings
In the present study, we explore aspects of Greek primary school children’s representations about the urban environment through the use of drawings and their relation to sustainability. For that purpose, 104 children, aged 9–12 (4th and 6th grades), were asked to make two drawings of their town: one as it is now and another as they would like it to be. Drawings were analysed using pre-defined categories of urban sustainability and were statistica…
Influencing Greek pre-service teachers’ efficacy beliefs and self-confidence to implement the new ‘Studies for the Environment’ curricula
This study explores the effect of an innovative course examining Greek elementary student teachers’ (STs’) efficacy beliefs and self-confidence for curriculum-based teaching on ‘Studies for the Environment’ topics. These two variables are influencing teachers’ ability to teach environmental issues for young children. Five new factors were also examined for their influence on STs’ self-efficacy and self-confidence: the role of workshops and simula…
The role of digital stories and civic actions on student-teachers’ understanding about social sustainability in urban settings
The present study aims to explore student-teachers’ (STs’) progress in understanding social urban sustainability and how it is affected through the development of digital stories and engagement in civic actions. Participants were 44 STs enrolled in a Department of Primary Education located in Northern Greece. Although participants were aware of the principles of sustainable development and education for sustainability, none of them had familiarit…
The contribution of sustainability education pedagogies to the development of Greek preservice teachers’ sustainability consciousness about social issues in urban environments
This study explores the role of specific sustainability education pedagogies in developing preservice teachers’ sustainability consciousness (SC). The participants were 77 Greek preservice teachers from a Department of Primary Education, organized into two cohorts (N1=30, N2=47), from two consecutive semesters. Data were collected through (a) the use of the SC scale, administered before and about two weeks after the end of project and (b) reflect…
Perceived factors affecting student-teachers’ learning about social urban sustainability
The present study aims to explore the perceived factors affecting student-teachers’ (STs) learning about social urban sustainability. Participants were 63 STs enrolled in a Department of Primary Education located in Northern Greece. Although the participants were aware of the principles of sustainability and education for sustainability, none of them had familiarity with social or urban sustainability. Reflective group discussions, in the form of…
Teaching sustainability within the context of everyday life
In a world characterized by Ecological Overshoot, where humanity demands more from natural ecosystems than they can sustainably renew, education can nurture sustainability-minded citizens and future leaders to help accelerate the transition toward an era where our finite planet’s resources stand at the core of all decision-making. Despite the essential role of Higher Education Institutions (HEI) in contributing to a sustainable society, a holisti…
Teachers’ barriers dealing with environmental education programs’ implementation in Greek secondary schools
This study highlights the barriers that secondary teachers in Greece face dealing with the implementation of Environmental Education programs throughout a period of more than 30 years in the Greek educational system. Participants were 20 secondary teachers, emanating from various disciplines. Seven were “senior” teachers, having implemented EE projects before its official institutionalization, in 1990, and 13 were “junior”, meaning that they impl…
Greek primary school students’ moral judgments and motives about sustainable food consumption
Modern dietary habits pose large threats to the global vision for a sustainable food system transition, intensifying discussions around the urgency for educational initiatives that can promote more sustainable food consumption practices. However, research has not sufficiently studied food consumers' moral background, despite its strong influence on food choices, while relevant research on school-aged consumers is even scarcer. This study focuses …
A Long-Term Study on the Effect of a Professional Development Program on Science Teachers’ Inquiry
In this study we explore the effect of a professional development (PD) program on four science teachers’ views and practices nearly a year after its completion, regarding inquiry implementation in everyday school practice. The PD program aimed to familiarize participants with current trends in science education (SE), putting emphasis on the inquiry approach. The basic research question guiding this study is whether science teachers’ inquiry pract…
Evaluating a Food Ethics Teaching for the Promotion of Responsible and Sustainable Food Consumption on Primary School Students in Greece
Environmental Education and Sustainability (10 works) · Pedagogy (10 works) · Psychology (10 works) · Environmental education (8 works) · Sociology (8 works) · Mathematics education (7 works) · Sustainability (7 works) · Computer Science (5 works) · Geography (5 works) · Political science (5 works)