Bronnen niet gesorteerd

Access to green schoolyards (schoolyards designed with greenery and natural elements to create a park-like environment, as opposed to asphalt-based playgrounds) are associated with many benefits for students, including improvements in physical and mental health. While many studies examining these associations are cross-sectional, some feature experimental designs that offer the possibility of causal inference. In this review, we looked at experimental studies that examine the impact of schoolyard greening on measures of physical activity and socioemotional health in children. Four electronic databases (Ovid Medline, PsycINFO, Scopus and Greenfile) were searched, and from 1843 articles retrieved, 6 articles met the inclusion criteria. Examination of the eligible studies revealed a general consensus on the positive impact of schoolyard greening on both physical activity and socioemotional health outcomes for students, suggesting that schoolyard greening is a viable intervention in reducing the health equity gaps and improving children’s health regardless of their racial or ethnic backgrounds or residential neighborhood socioeconomic status. Further experimental research on this topic should elucidate how educators, administrators, policy makers, and other stakeholders can harness the benefits of schoolyard greening to improve the health and well-being of children in their communities.

Promoting access to nature for children living in urban areas through the greening of school grounds is a promising "health in all policies" measure, …

Active outdoor play is important for children’s health and development, and playgrounds provide good places for play. However, the importance of playground use for health and well-being is unclear. Our scoping review aims to create an overview of ...

Background: Green schoolyard renovations lead to immediate positive changes in moderate to vigorous physical activity (MVPA) and social behavior. This pilot study examines whether these benefits are equally distributed across gender and age and maintained 16 months postgreening. Methods: Physical activity and social interactions during recess were recorded at control (n = 389) and experimental (n = 642) Title I urban elementary schools with direct observation and accelerometers. Results: Activity profiles were similar to 4-month postgreening and to baseline for experimental girls and boys, respectively. There was no difference in MVPA minutes between sexes (girls = 11.8; 95% confidence interval [CI], 11.1 to 12.5]; boys = 12.8; 95% CI, 12.0 to 13.4) and no difference in sitting minutes between age groups (first to fourth = 2.0; 95% CI, 1.5 to 2.6; fifth to sixth = 1.8; 95% CI, 1.1 to 2.4) in green areas. Experimental students spent more time in MVPA (11.2 min; 95% CI, 10.6 to 11.8 vs 8.9 min; 95% CI, 8.3 to 9.3), in small groups (10.6 min; 95% CI, 10.2 to 11.0 vs 9.2 min; 95% CI, 8.5 to 9.9), and engaged in more prosocial interactions (5.5; 95% CI, 5.1 to 6.3 vs 3.7; 95% CI, 3.0 to 4.2) than control students. Conclusions: Green schoolyard renovations result in persistent changes to recess behavior that are characteristic of a more collaborative community and counteract age-related declines in MVPA, particularly for girls.

Half of the world’s population live in urban environments. Lifestyle changes in the 20th century have led to spending more time indoors and less in nature. D...

CONTEXT. Daily outdoor play is encouraged by the American Academy of Pediatrics. Existing evidence is unclear on the independent effect of nature exposures on child health.OBJECTIVE. We systematically evaluated evidence regarding the relationship between nature contact and children’s health.DATA SOURCES. The database search was conducted by using PubMed, Cumulative Index to Nursing and Allied Health Literature, PsychInfo, ERIC, Scopus, and Web of Science in February 2021.STUDY SELECTION. We followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. In all searches, the first element included nature terms; the second included child health outcome terms.DATA EXTRACTION. Of the 10 940 studies identified, 296 were included. Study quality and risk of bias were assessed.RESULTS. The strongest evidence for type of nature exposure was residential green space studies (n = 147, 50%). The strongest evidence for the beneficial health effects of nature was for physical activity (n = 108, 32%) and cognitive, behavioral, or mental health (n = 85, 25%). Physical activity was objectively measured in 55% of studies, and 41% of the cognitive, behavioral, or mental health studies were experimental in design.LIMITATIONS. Types of nature exposures and health outcomes and behaviors were heterogenous. Risk of selection bias was moderate to high for all studies. Most studies were cross-sectional (n = 204, 69%), limiting our ability to assess causality.CONCLUSIONS. Current literature supports a positive relationship between nature contact and children’s health, especially for physical activity and mental health, both public health priorities. The evidence supports pediatricians in advocating for equitable nature contact for children in places where they live, play, and learn.

Education for Sustainable Development (ESD) is a feature of academic and policy debates within initial teacher education around the world. A theme within these debates is the extent to which ESD is more than just a body of knowledge, and if it suggests different pedagogical approaches which may be prevalent in most countries. Another feature of these debates is whether ESD can be seen as suggesting a transformative approach as opposed to a transmissive approach. As a qualitative study, using examples from research and evidence gathered in England and Turkey through document analysis, this article identifies both the opportunities and challenges for teacher education courses using ESD as a means for promoting a distinctive pedagogical approach and whether they can be seen as posing transformative learning.

Civic engagement in adults may be influenced by their participation as young people in environmental action programs. To assess this hypothesis, we conducted a case study to see if an environmental action program at the St. Louis Zoo impacted participants’ civic engagement in respect to positive youth development practices. During 2019, we surveyed youth from the St. Louis, Missouri area participating in the Bye-to-Bags program, which was a student-initiated program. We used a modified measurement scale for civic engagement outcomes, and measured three positive youth development practices: sparks, or an individual’s passions; adult relationships; and voice. We found that civic engagement and positive youth development outcomes were both present in the Bye-to-Bags program, which offered opportunities for youth engagement in environmental action in the community. Our results also showed that zoos with environmental action programs may increase youth civic engagement, especially when young people are given a sense of voice in programmatic decisions supported by strong adult relationships. Environmental education programs promoting sustainable behavior may help young people become environmentally responsible and civically engaged adults.

The development of learners’ sustainability competencies is critical in fostering more sustainable, socially just and equitable societies. While a growing body of literature exists on sustainabilit...

Education for Sustainable Development (ESD) plays a key role in addressing global challenges. This study highlights the key role of collaborative, cooperative and reflective learning in enhancing stu...

Education is embedded within a complex societal ecosystem that attempts to imbue students with the cultural norms and values of the society in which it operates. Neoliberalism ideology has been shaping education systems, policies and reforms in Australia and many other countries, since the early 1980s. Arguably, there are both benefits and challenges related to neoliberal education. For example, neoliberals advocate for education systems to be run according to free market principles, that elements of education should be privatised endogenously and exogenously, that parents/guardians and students should have more agency and that top-down management should be increased through surveillance and mandated performance. This paper addresses the last point that increased teacher accountability measures and the standardisation of student learning outcomes have resulted in the de-professionalisation of teaching. Using case study research, five expert teachers’ experiences of using action research to explore and challenge their pedagogy is investigated. Perceptions about teacher autonomy and the de-professionalism of teaching emerged as the overarching research aim inquired whether action research can be used as a response to the declining status of the teaching profession. Findings suggest that through action research, teachers can be empowered to enhance their pedagogy, while developing meaningful and contextually relevant evidence-based practice.

Transformative Learning research and practice has consistently stalled on three fundamental debates: (1) what transformative learning is, and how it’s differ...

Using a bibliographic approach that employs a systematic literature review, this paper analyzes the state of the field for assessing transformative learning (TL). Assessing TL has always been challen...

This chapter provides a discussion on the connections between sustainable development competences and the pedagogical approaches used to develop them. It first reviews the competences and pedagogical approaches. The chapter highlights that a combination of...

This book is a comprehensive guide on how to teach sustainable consumption in higher education. Teaching and Learning Sustainable Consumption: A Guidebook systematizes the themes, objectives, and theories that characterize sustainable consumption as an educational field. The first part of the book discusses approaches to teaching and learning sustainable consumption in higher education, including reflections on how learning occurs, to more practical considerations like how to set objectives or

Three decades ago, the term Education for Sustainable Development (ESD) entered educational discourse. However, it is important to note that the concept of ‘ESD’ did not emerge from scholarly debat...

The world of work is increasingly recognizing sustainability needs and issues, which require skills and competences. Accordingly, concepts like green skills and sustainability competences have been discussed in the literature. However, it remains unclear what green skills are and what differentiates them from other concepts such as sustainability competences. The aim of this paper is to address the question of what green skills are in order to facilitate the application of them by bringing the concept closer to practice. A qualitative approach was employed, utilizing semi-structured interviews with experts engaged in sustainability matters across various sectors. In line with previous research, the term green skills is seen as a complex and ambiguous one. Based on the findings of the present study, we propose to differentiate three levels of skills and competences, delineated by their specificity: general sustainability competences, intermediate cross-sectional competences, and specific green skills. Additionally, experts underscored the pivotal role of personal values and interests.

This scoping review examines the development and application of sustainability competence frameworks in secondary education worldwide, identifying key trends and challenges in the field. An initial pool of 2659 peer-reviewed publications from 2003 to 2023 were subjected to a rigorous, multi-stage screening process, resulting in a refined selection for in-depth analysis. Through qualitative clustering, the review identifies two primary perspectives on sustainability competencies. The first perspective emphasizes transversal competencies, applicable across diverse educational contexts, including national policies, global educational guidelines, various subject areas, and innovative teaching and learning approaches. The second perspective focuses on specific frameworks that address the cognitive, affective, and behavioral dimensions of sustainability. The review highlights a global consensus on the importance of key competencies such as critical thinking, systems thinking, and action competence, which are essential for preparing secondary students to address sustainability challenges. Additionally, it underscores the need for a holistic approach to competence development that integrates cognitive, affective, and behavioral components. Despite this consensus, the review identifies a research bias, with a predominance of studies from Europe, particularly Germany and Sweden, and calls for increased regional diversity and collaboration in future research.

The development of learners’ sustainability competencies is critical in fostering more sustainable, socially just and equitable societies. While a growing body of literature exists on sustainabilit...

This chapter aims to explore the potential of Education for Sustainable Development (ESD) in fostering an ecological civilization, with a particular emphasis on higher education. It will analyze the social and civilizing function of education, highlighting its latent...

Humanities and Social Sciences Communications - Gaming for change - exploring systems thinking and sustainable practices through complexity-inspired game mechanics

This study is part of the Sustainable Curriculum principle of the University of Leeds Climate Plan, which aims to enable all students at all levels to have the opportunity to study, research, work and participate in sustainability and climate action as part of their...

In this post, I am bringing together a bunch of thoughts and literature, and try to provide an idea of how to assess key competencies in sustainability. Wish me luck! And I welcome feedback! :-) If we think about Teaching for Sustainability as mainly teaching key competencies rather than disciplinary content, we face a task […]

PDF | The growing significance of sustainability in education is reflected in ongoing debates within Educational Sciences. This keynote addresses... | Find, read and cite all the research you need on ResearchGate