Environmental education and research in Greece

Conclusions  The particular characteristics of Greece’s natural environment (extended coastal areas, unique and protected species) and the indissoluble linkages between economic activities and natural resources, in combination with the worldwide growing concern for environmental protection, initiated a wide activity on issues related to environmental protection in Greece. Following the establishment of legislation for environmental protection and preservation, Greece has undertaken significant steps in research areas related to environmental chemistry, technology, engineering, biotechnology, management and ecology. This continuously growing research activity is closely followed by an expanding educational framework, which aids to the training of experts and scientists able to deal with the major (national and trans-boundary) environmental issues of our times. DOI: http://dx.doi.org/10.1065/espr2000.08.036     

大学环境教育与环境建设

从中国生态环境的现状和大学传授学生知识、确立学生观念的特殊地位说明了在高校进行环境教育的必要性。环境教育是让学生了解人类生活和文明发展历程中的环境状况和问题，思考环境保护的意义和价值，进而确立环境观念。提出了建设环境友好型大学。建议在高校中建立讲座、选修、必修三位一体的环境教育教学体系。     

A comprehensive survey of graduate education and training in hazardous waste management

The United States Department of Health and Human Services through Wayne State University (WSU) has completed a study of hazardous waste education and training in the United States. The study documents university course work and degrees as well as non-degree continuing education short courses. Major portions of the study are based on a WSU sponsored survey in which 1469 four-year degree granting institutions were contacted. Of the 732 institutions responding, 113 were identified as offering course work of some kind in hazardous waste. Information on 499 distinct non-degree short courses was also gathered and evaluated. The purpose, methodology and results of the study are summarized in this article.     

Dwindling regional environmental pollution through industrial structure adjustment and higher education development

This paper uses Chinese provincial data from 2006 to 2021 as a sample period to study the relationship between higher education development, industrial structure adjustment, and environmental pollution. Conclusions were as follows: (1) the industry structure adjustment can reduce environmental pollution in Chinese regions except eastern, and the increase in the proportion of the tertiary industry will increase pollution emissions in the eastern region. (2) Although there is a negative correlation between higher education and environmental pollution in China, it is not significant. From different regions, the coefficients in the eastern are positive which means aggravated environmental pollution, and the coefficients in the central region are not significant, but higher education in the western region improves environmental pollution. (3) Urbanization has a significant moderating effect on the national and regional environmental pollution, but in the central and western regions, it is smaller than the eastern region; although environmental regulation has a certain inhibitory effect on environmental pollution, the coefficient in the eastern region is significantly positive, and there is a situation of “more pollution, more control.” Further, the increase of foreign direct investment will aggravate environmental pollution; although the elasticity coefficient in the eastern region is negative, there is a trend of improving environmental pollution, but it is not significant. The study holds promising implications for the development of policies related to education, industry, and the environment. Through the research on the relationship between the three, exploring and improving the regional environmental pollution level from the perspective of higher education and industrial structure have important practical significance for the regional green development.

     

Exploring dynamism of cultural ecosystems services through a review of environmental education research

The field of cultural ecosystem services (CES) explores the non-material benefits that ecosystems provide to people. Human perceptions and valuations change, for many reasons and in many ways; research on CES, however, rarely accounts for this dynamism. In an almost entirely separate academic world, research on environmental education (EE) explores how EE programming affects peoples’ attitudes and values toward the natural world. In this review of 119 EE research publications, we explore whether CES (and the adjacent concept of relational values) can be dynamic. We approach this via two lines of inquiry that explore whether EE may instigate this change. First, we investigate whether the EE community measures (and tries to affect) CES-related outcomes. Second, we ask: Has EE research detected changes in CES-related outcomes? We find the EE programs measure many CES outcomes (e.g., aesthetic appreciation, social connectedness), and that in most cases studies observe increases in these outcomes after EE experiences.     

Towards a relational paradigm in sustainability research,practice, and education

Relational thinking has recently gained increasing prominence across academic disciplines in an attempt to understand complex phenomena in terms of constitutive processes and relations. Interdisciplinary fields of study, such as science and technology studies (STS), the environmental humanities, and the posthumanities, for example, have started to reformulate academic understanding of nature-cultures based on relational thinking. Although the sustainability crisis serves as a contemporary backdrop and in fact calls for such innovative forms of interdisciplinary scholarship, the field of sustainability research has not yet tapped into the rich possibilities offered by relational thinking. Against this background, the purpose of this paper is to identify relational approaches to ontology, epistemology, and ethics which are relevant to sustainability research. More specifically, we analyze how relational approaches have been understood and conceptualized across a broad range of disciplines and contexts relevant to sustainability to identify and harness connections and contributions for future sustainability-related work. Our results highlight common themes and patterns across relational approaches, helping to identify and characterize a relational paradigm within sustainability research. On this basis, we conclude with a call to action for sustainability researchers to co-develop a research agenda for advancing this relational paradigm within sustainability research, practice, and education.     

Quo vadis global environmental sustainability? A proposal for the environmental education of engineering students

In this paper, the inextricable link between sustainable development and sustainability of the natural environment is pointed out and a heuristic for developing a unique operational definition of sustainable development is proposed. It is argued that if the international community is at all serious about achieving even a modest degree of global environmental sustainability and global sustainable development, determined efforts must be made to reduce consumption by the affluent; that science and technology, however advanced, can only help the process of global sustainable development in a limited way but cannot deliver it; and that moral and ethical education is needed to achieve global environmental sustainability by changing people's attitude to nature and the environment – from one of gross exploitation as at present to that of genuine concern and respect. To this end, a generic outline syllabus, including essential elements of moral philosophy, is proposed for the environmental education of undergraduate engineering students.     

A new perspective to environmental degradation: the linkages between higher education and CO2 emissions

Although there have been many studies, focusing on basic determinants of carbon dioxide emissions (CO₂), the effect of higher education, which has the potential to be an important determinant of CO₂, has been neglected. The paper aims to display the potential mechanisms between higher education and CO₂ and expand the environmental economics literature. In the paper, the trade-off between higher education and CO₂ is tested by autoregressive distributed lag (ARDL) during the period 1983–2017 in Turkey. Results denote that cointegration exists and an increase in higher education negatively affects CO₂. We also find that economic growth and energy consumption positively affect CO₂ both in the long run and short run. Vector error correction model (VECM) reveals that higher education, economic growth, energy consumption, trade openness, and exchange rates are the causes of CO₂ in the long run. Also, energy consumption and economic growth are the causes of CO₂ in the short run. Therefore, higher education can be used to overcome environmental problems.