WG1: Environmental Citizenship through Primary Formal education

Working Group 1 PF aims to research the Environmental Citizenship through Primary Formal education.

 

Working Group 1 Leader:

Dr Marta ROMERO ARIZA, University of Jaen, Spain, E-mail: mromero@ujaen.es

 

Working Group 1 Vice-Leader:

Dr Audronė TELESIENE, Leader of the ICC Committee of ENEC,  E-mail: audrone.telesiene@ktu.lt

 

 

WG1 Objectives:
1. Conceptualization and framing of Environmental Citizenship in Primary Formal education.
2. Identification of research gaps and future research needs, priorities and perspectives in Environmental Citizenship in Primary Formal education.
3. Mapping expertise and resources of different stakeholders related to Environmental Citizenship in Primary Formal education.
4. Development of new research paradigms and metrics for assessing Environmental Citizenship and its benefits for Primary Formal education.
5. Identification of Good examples and Best Practices that lead to Environmental Citizenship in Primary Formal education.
6. Development of the main characteristics of the Education for Environmental Citizenship in Primary Formal education.
7. Identification of different macro- and micro- level dimensions of Primary Formal education that could lead to Environmental Citizenship.
8. Development of a depository database of scientific measures and evidence based interventions that target Environmental Citizenship in Primary Formal education.
9. Report COST Country’s State of art on Environmental Citizenship in Primary Formal education.
10. Proposal of policy measures and recommendations for the consolidation of Environmental Citizenship in Primary Formal education.

 

WG1 Activities:

• Develop the structure for the interactive web site of this Action. (Year 1)
• Review the existing definitions and approaches in defining Environmental Citizenship based on its different dimensions in regard to other important concepts such as environmental behaviour, environmental attitudes, environmental literacy, environmental education, environmental knowledge, awareness and sustainability. The multi-disciplinarity is critical. (Year 1)
• Identify research gaps and future research needs, priorities and perspectives in Environmental Citizenship in Primary Formal education. (Year 1-2)
• Development of the main characteristics of the Education for Environmental Citizenship in Primary Formal education. (Year 1-2)
• Communication of the Action to public authorities, national and local governments, different stakeholders and to the general public to encourage the registration to the platform (interactive website) of users with their expertise and of different resources related to Environmental Citizenship in Primary Formal education. (Year 1-4)
• Propose new research paradigms and metrics for assessing Environmental Citizenship for Primary Non-Formal education, including knowledge, skills, attitudes, values and pro-environmental behaviour. (Year 2)
• Identification of different macro- (in educational systems) and micro- level (in school unit and classes) dimensions of Primary Formal education that could lead to Environmental Citizenship. (Year 2)
• Development of a depository database of scientific measures and evidence based interventions that target Environmental Citizenship in Primary Formal education. (Year 1-4)
• Identification of Good examples and best educational practices leading to environmental citizenship. (Year 3)
• Each Participating country will develop a short report on the state of the art of Environmental Citizenship in Primary Formal education based on the SWOT analysis. The exact factors to be examined in the SWOT analysis will be decided by the WGs members. The Short Country ‘Non-scientific’ Report on the state of Environmental Citizenship will be elaborated on Year 1 and Year 4 (at the beginning and at the end of the Action). All the reports of the participating countries will synthesize the ENEC Action Observation Report on the state of Environmental Citizenship (Year 1 & 4)
• Present ‘state-of-the-art’ knowledge at conferences such as ESERA, ERIDOB. (Years 2 & 4)
• Deliver presentations at local workshops while encouraging Early Career Investigators and other professionals to present their experiences and knowledge in the field. (Years 1-4)
• Develop research and policy agendas and new research proposals. (Years 3-4)
• Develop policy measures and recommendations report for the consolidation of Environmental Citizenship in formal and non – formal education. (Year 4)
• Develop of Teacher/educator training (TPD) model and principles for Environmental Citizenship. (Year 4)

 

 

Action Deliverables:

• The interactive open access website (platform). (Dl.1)
• Report on the conceptualization of Environmental Citizenship. The report will cover the different dimensions of Environmental Citizenship, its relevance with other related concepts such as environmental behaviour, environmental attitudes, environmental literacy, environmental education, environmental knowledge, awareness and sustainability. The four levels of the four WGs of the Action will be included. (Dl.2)
• Based on the above Report (Dl.2) at least one Review article will be published in a peer reviewed journal. (Dl.3)
• Position papers on research gaps and future research needs, priorities and perspectives in Environmental Citizenship. (Dl.4)
• New research paradigms and metrics for assessing Environmental Citizenship for Primary Formal education. (Dl.5)
• Report on different macro- (in educational systems) and micro- level (in school unit and classes) dimensions of formal and non-formal education leading to Environmental Citizenship. (Dl.6)
• Depository database of scientific measures and evidence based interventions that target Environmental Citizenship in formal and non-formal education. (Dl.7)
• Report on Good examples and best educational practices leading to environmental citizenship will be published. (Dl.8)
• Short Country ‘Non-scientific’ Report on the stage of Environmental Citizenship. (Dl.9)
• All the reports of the participating countries (Dl.9) will synthesize the ENEC Action Observation Report on the stage of Environmental Citizenship. (Dl.10)
• Policy measures and recommendations report for the consolidation of Environmental Citizenship in formal and non-formal education. (Dl.11)
• At least one special issue in a scientific journal on a topic selected by the Action. (Dl.12)
• Publications in scientific peer-reviewed journals. (Dl.13)
• Training schools. (Dl.14)
• A final open conference with international participation. (Dl.15)
• A flyer describing the Action and its activities, methodology and objectives. (Dl.16)
• e-Newsletter (annual). (Dl.17)
• Organization of ‘café scientifique’ events in at least two different countries. (Dl.18)
• Wikipedia webpage dedicated to the Environmental Citizenship and the COST Action. (Dl. 19)
• Short Term Scientific Missions (STSM). (Dl. 20)
• Description of the main characteristics and the framework of the Education for Environmental Citizenship in Primary Formal education. (Dl.21)
• Teacher/educator training (TPD) model and principles for Environmental Citizenship. (Dl.22)