Characterizing the motives and environmental literacy of undergraduate and graduate students who elect environmental programs – a comparison between teaching-oriented and other students
Bibliographic Data
| ID | 12525399 |
|---|---|
| Authors | Iris Alkaher (0000-0003-2609-0369, Kibbutzim College of Education, Technology and the Arts, corresponding author), Daphne Goldman (0000-0003-0443-2276, Beit Berl College) |
| Year | 2017 |
| Volume | 24 |
| Issue | 7 |
| Pages | 969-999 |
| Publication date | 2017-08-09 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Environmental Education Research (JOURNAL) |
| Journal identifiers | ISSN: 1350-4622 • E-ISSN: 1469-5871 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13504622.2017.1362372 |
| OpenAlex | W2742555982 |
| Language | EN |
| Citations received | 9 |
| References cited | 42 |
One aspect of the increasing position of sustainability in higher education is establishment of distinct interdisciplinary environment-oriented programs. The point-of-departure of this study is differentiation between teaching- and non-teaching-oriented students, in view of their different respective professional roles in society. The motives and environmental literacy (EL) of incoming students were investigated in three types of sustainability programs in Israel: undergraduate teacher-training, graduate teacher-education and graduate non-teacher programs. For all students acquiring knowledge was the major motive for studies. Undergraduate student-teachers demonstrated the least developed EL, although it is slightly higher than that found for incoming student-teachers a decade ago. Graduate teacher-students displayed strong identity as educational agents-of-change and role-models; however, their limited environmental-knowledge raises questions concerning providing knowledge foundations in undergraduate teacher-training programs, indicating the necessity to supplement this in graduate teacher-programs. Graduate non-teacher students perceive their continuing sustainability-oriented studies as a means for developing an environmental career and enter these programs relatively environmentally-literate. The implications focus on necessary components and characteristics of sustainability-programs directed to teaching- and non-teaching-oriented students. These include the necessity to strengthen the environmental-knowledge component in programs directed to teachers; and embed opportunities for professional internships within graduate programs for non-teachers seeking environmental careers
Environmental education · Internship · Literacy · Mathematics education · Medical education · Pedagogy · Sociology · Sustainability · Teacher education · Climate Change Communication and Perception · Environmental Education and Sustainability · Medicine · Psychology · Sustainability in Higher Education · Ecology
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| Citations per year | 1.5 |
|---|---|
| Citation span | 2020 - 2026 (7) |
| Highly cited | No |