Integrating biodiverse edible school practices: enriching undergraduate liberal education for elevated learning outcomes
Frontiers in Education,
Год журнала:
2025,
Номер
10
Опубликована: Март 6, 2025
This
study
investigated
the
implementation
of
biodiverse
edible
school
concepts
in
undergraduate
liberal
education
courses
across
universities.
It
aims
to
evaluate
impact
integrating
these
on
students'
learning
outcomes
related
biodiversity,
agriculture,
and
sustainability.
Teaching
practices
incorporating
elements
were
developed
applied
six
classes
at
National
Taiwan
University
one
class
Universiti
Malaya,
covering
various
disciplines
including
language,
green
chemistry.
Data
collected
using
classroom
observations,
assignments,
questionnaire
surveys.
The
results
showed
that
interventions
generally
enhanced
understanding
biodiversity
increased
their
willingness
consume
local
seasonal
foods,
supported
achievement
course
objectives.
Outdoor
educational
activities
especially
effective
improving
knowledge
plants
campus.
findings
contribute
experiential
agricultural
environmental
education,
offering
practical
examples
for
diverse
contexts.
Moreover,
this
revealed
aligned
well
with
several
Sustainable
Development
Goals,
particularly
Goal
2
(zero
hunger),
Goals
12
(responsible
consumption
production),
15
(life
land),
3
(good
health
wellbeing).
demonstrates
can
be
successfully
adapted
higher
providing
new
ways
integrate
topics
into
university
curricula.
Язык: Английский
The Impact of Integrating Sustainable Development Goals on Students’ Awareness and Pro-Environmental Behavior: A Case Study of Jordan
Sustainability,
Год журнала:
2025,
Номер
17(6), С. 2588 - 2588
Опубликована: Март 15, 2025
Higher
Education
Institutions
(HEIs)
have
a
significant
role
in
raising
competences
critical
for
addressing
global
sustainability
challenges.
However,
lack
of
awareness
was
observed
among
university
students.
This
study
examines
students’
and
pro-environmental
behaviors
within
higher
education
institution
Jordan.
It
explores
the
educational
institutions
fostering
encouraging
by
integrating
sustainable
development
goals
into
their
curricula.
The
employs
quantitative
methodology,
comprising
primary
data
collected
through
designed
survey.
survey
answered
503
students
from
University
research
adopted
combination
statistical
methods
analysis
results,
including
t-tests,
one-way
ANOVA,
Tukey’s
post
hoc
test.
A
regression
results
performed
to
test
proposed
hypotheses.
reveal
that
while
moderate
level
awareness,
they
display
high
behavior.
Furthermore,
reveals
inclusion
17
SDGs
curriculum
positively
impacts
influences
behaviors.
also
suggest
student
behavior
at
Jordan
is
impacted
gender,
age,
academic
year,
remains
consistent.
concluded
geared
enhance
understanding
recommends
targeted
enhancements
increase
drive
behavioral
changes.
importance
this
lies
exploration
developing
countries,
where
on
topic
limited.
Язык: Английский