Abstract Eco‐schools aim to improve the environment through direct and indirect effects. Direct effects are those that result from implementation of an environmental management system. Indirect educational gains. The current study examines effectiveness eco‐schools concerning three student outcomes: (1) knowledge, (2) attitudes, (3) affect. includes 1287, 10–12‐year‐olds 59 schools (38 21 control schools). Multivariate multilevel regression analyses show mainly influence their students'...

In this paper, we explore how students' engagement varies in different STEM (Science, Technology, Engineering, Mathematics) learning environments. More specifically, focus on the significance of a environment applying an integrated (iSTEM) approach and environments' student-centredness. Moreover, relative importance student-centred principles (lesson plan implementation, communicative interactions, student-teacher relationships) for environment. Applying mixed-method approach, draw from...

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 order cope with issues. The instructional design that teachers apply class play crucial role students’ learning. This study is conceptual analysis based on narrative review literature field Environmental Education/Education Development. It makes use CLIA-model (Competence, Learning, Intervention, Assessment),...

The concept of Action Competence (AC) has been interpreted in different ways various domains the educational sciences. Given rising scholarly attention to AC, these diverse interpretations are problematic because they hinder a common understanding among scholars. We unravel interpretation AC as competence people versus that an approach. call latter education for sustainable development (ESD), and discuss approach predominantly being subjectification model education. Furthermore, we offer...

The authors' research investigated young people's environmental worldviews using the revised 'New Ecological Paradigm' scale for children. is a widely used measure of shifting from human dominant view to an ecological one, with humans as part nature. However, has not been By administering children aged 13–15 in Belgium and Zimbabwe, authors found statistical differences between two subgroups their perspectives on human–environment interactions. Children Zimbabwe display but occur at...

Long‐term influences of educational development initiatives for novice faculty members are seldom studied in a systematic way. In this exploratory study the long‐term individual and institutional impact training programme at University Antwerp (Belgium) was evaluated, using written survey with open questions. The results revealed that 2 years after finishing respondents still referred to as means explaining changes their day‐to‐day teaching practice. No firm relationship could be established...

Background Although the evidence in support of variability students' learning strategies has expanded recent years, less is known about explanatory base these individual differences terms joint influences personal and contextual characteristics. Aims Previous studies have often investigated how student associated with either or factors. This study takes an integrative research perspective into account examines effects personality, academic motivation, teaching on a same educational context...

Purpose The purpose of this paper is to explore how competences for sustainable development and research interrelate within a context competence-based higher education. Specific focus oriented towards strengthening sustainability. Design/methodology/approach Following hermeneutic–interpretive methodology, builds upon critical literature review demarcate the theoretical framework an in-depth analysis case study exploring interrelations between both types competences. Findings discusses...

The study examines the effectiveness of eco-schools concerning their students' environmental values and behaviour, includes 1287 children from fifty-nine schools (thirty-eight twenty-one control schools) in Flanders. Controlling for effects gender socio-economic status, analyses show that have no effect on behaviour students or preservation values. Eco-school do, however, lower utilisation than school students. Results furthermore indicate not impact behaviour. Eco-schools thus seem to be...

The present study explores whether students' learning strategies and academic motivation predict persistence success in the first year of higher education. Freshmen students a professional bachelor program teacher education were questioned on their strategy use at start end year. Students' assessed using inventory styles-SV. Motivation was measured scales from self-regulation questionnaire scale. Gender prior incorporated as control variables. Logistic regression analyses general linear...

This article adds insights in students' attitudes toward sustainability, with specific focus on students business management/marketing. It builds upon a number of conceptual interpretations and barriers for change higher education sustainable development, followed by the concept sustainability competences students’ perspectives. A segmentation study is developed order to frame variety student dispositions attitudes, based survey among 458 Four different segments are discovered, according...

We present results from a large-scale study performed in Flanders, focusing on the effectiveness of eco-schools project. surveyed 2152 students and 1374 teachers 101 primary secondary schools that are actively engaged program at different stages (including control schools), their environmental values, knowledge motivation. The show as progress becoming certified eco-school, students’ outcomes change; project thus clearly has an educational impact. main effects observed for theoretical...