##plugins.themes.bootstrap3.article.main##

##plugins.themes.bootstrap3.article.sidebar##

Published Mar 25, 2024

Oguz Ozdemir  

Abstract

The acquisition of the competencies of sustainability literacy through education requires an understanding of how sustainability literacy is shaped. In this connection, in the current study, the interaction between the following dimensions of sustainability literacy was investigated; SA (sustainability attitude), SB (sustainability behavior) and SK (sustainability knowledge). The study was conducted as a survey study on university students in the UK and Turkey within the context of a project entitled “Ecological Literacy Education” and supported by TUBITAK (Turkish Scientific and Technological Research Organization). The participants (n:1023) of the study are students attending several departments of Plymouth University in the UK and Mugla Sitki Kocman University in Turkey. The data were collected by using the Scale of Sustainability Literacy and analyzed using AMOS version 24. Although it was understood that there were mutual and positive correlations between the dimensions of sustainability literacy, it was revealed that the correlations between some sub-dimensions of these dimensions showed variation. The results of the study are expected to contribute to revealing the interaction between the dimensions of sustainability literacy in more detail and accordingly to the effectiveness of sustainability education.

Downloads

Download data is not yet available.

##plugins.themes.bootstrap3.article.details##

Keywords

Sustainability, Sustainability Literacy, Sustainability Education, Sustainability Attitude, Sustainability Behavior, Sustainability Knowledge

References
Ajzen, I., & Fishbein, M. (1980). Understanding Attitudes and Predicting Social Behavior. Prentice-Hall. ISBN: 978-0139364358.

Alkaher, I., & Goldman, D. (2018). Characterizing the motives and environmental literacy of undergraduate and graduate students who elect environmental programs- a comparison between teaching-oriented and other students. Environmental Education Research, 24 (7):969-999. DOI: https://doi.org/10.1080/13504622.2017.1362372

Amaoka, K. G., Dzogbenuku, R. K., & Abubakari, A. (2020). Do green knowledge and attitude influence the youth’s green purchasing? Theory of planned behavior. International Journal of Productivity and Performance Management, 69(8):609-1625. DOI: https://doi.org/10.1108/IJPPM-12-2019-0595

Blake, J. (2007). Overcoming the ‘value-action gap’ in environmental policy: tensions between national policy and local experience. Local Environment, 4(3): 257-278. DOI: https://doi.org/10.1080/13549839908725599

Bomberg, S., & Moser, G. (2007). Twenty years after Hines, Hungerford and Tomera: A new meta-nalysis of psyco-social determinants of pro-environmental behavior. Journal of Environmental Psychology, 27(1):14-25. Available at: https://www.sciencedirect.com/science/article/abs/pii/S0272494406000909?via%3Dihub

Burgess, J., Harrison, C., & Fillies, P. (1998). Environmental communication and the cultural politics of environmental citizenship. Environment and Planning A, 30:1445-1460. DOI: https://doi.org/10.1068/a3014

Eisenberg, N., & Miller, P. (1987) The relation of empathy to prosocial and related behaviors. Psychological Bulletin, 101:91-119. DOI: https://doi.org/10.1037/0033-2909.101.1.91

Fietkau, H.J., & Kessel, H. (1981). Umweltlernen: Veraenderungsmoeglichkeiten des Umweltbewusstseins. Modelle, Erfahrungen. Konigstein. Hain. ISBN: 3-445-02052-3

Hsu, S. J., &. Roth, R. E (1998). An assessment of environmental literacy and analysis of predictors of responsible environmental behavior held by secondary teachers in the Hualien area of Taiwan. Environmental Education Research, 4 (3):229-249. Available at: https://eric.ed.gov/?id=EJ569301

Chu, H. F, Lee, E.A., Ko, H.R., Shin, D.H., Lee, M.N., Min, B.M., & Kang, K.H. (2007). Korean Year 3 children’s environmental literacy: A prerequisite for a Korean environmental education curriculum. International Journal of Science Education, 29 (6): 731-746. DOI: https://doi.org/10.1080/09500690600823532

Hines, J.M., Hungerford, H.R., & Tomera, A.N. (1987). Analysis and synthesis of research on responsible pro-environmental behavior: a meta-analysis. The Journal of Environmental Education, 18(2):1-8. DOI: https://doi.org/10.1080/00958964.1987.9943482

Kollmuss, A., & Agyeman, J. (2002). Mind the Gap: Why do people act environmentally and what are the barries to pro-environmental behavior? Environmental Education Research, 8(3):239-260. DOI: https://doi.org/10.1080/13504620220145401

Liu, P., Teng, M., & Han, C. (2020). How does environmental knowledge translate into pro-environmental behaviors?. The mediating role of environmental attitudes and behavioral intentions. Science of the Total Environment, 728:138126. DOI: https://doi.org/10.1016/j.scitotenv.2020.138126

Orr, W. D. (1992). Ecological Literacy: Education and Transition to A Postmodern World. State University of New York Press. ISBN: 0-7914-0873-6.

Ozdemir, O. (2021). A scale development of the sustainability literacy. Education, Sustainability & Society (ESS). 4(2):66-72. DOI: https://doi.org/10.26480/ess.02.2021.66.72

Paço, A., & Lavrodor, T. (2017). Environmental knowledge and attitudes and behaviors towards. energy consumption. Journal of Environmental Management, 197:384-392. DOI: https://doi.org/10.1016/j.jenvman.2017.03.100

Parkin, S., Johnson, A., Buckland, Brookes, F., H., & White, E. (2004). Learning and Skills for Sustainable Development: Developing A Sustainability Literate Society, London. Available at: https://classdat.appstate.edu/FAA/TEC/balllf/Files%20for%20Benton/Articles/learningandskills.pdf

Rajecki, D.W. (1982). Attitudes: Themes and Advances. Sinauer Associates. ISBN: 0878937854, 9780878937851

Roth, C. E. (1992). Environmental literacy: its roots, evolution and directions in the 1990s. ERIC Clearing house for Science. Mathematics and Environmental Education.

Schreiber, J. B., Nora, A., Stage, F. K., & Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6):323-338. DOI: https://doi.org/10.3200/JOER.99.6.323-338

Shafiei, A., & Malekseaidi, H. (2020). Pro-environmental behavior of university students: Application of protection motivation theory. Global Ecology and Conservation, 22:1-9. DOI: https://doi.org/10.1016/j.gecco.2020.e00908

Sterling, S. (2004). An Analysis of the Development of Sustainability: Evolution, Interpretation and Transformative Potential. In the sustainability curriculum (Ed. J.Blewitt., C. Cullingford). Routledge. ISBN: 9781853839498

Teksoz, G., Sahin, E., Tekkaya-Oztekin, C. (2012). Modelling environmental literacy of university students. Journal of Science Education Technology, 21:157-166. DOI: https://doi.org/10.1007/s10956-011-9294-3

Unesco (2017). Education for Sustainable Development Goals (SDG’s): Learning Objectives. Paris, Available at: http://www.unesco.org/open-access/terms-use-ccbysa-en

Winter, J., & Cotton, D.E. (2012). Making the hidden curriculum visible: sustainability literacy in higher education. Environmental Education Research, 18(6):783-796. DOI: https://doi.org/10.1080/13504622.2012.670207

Veisi, H. Lacy, M., Mafakheri, S., & Razagh, F. (2018). Assessing environmental literacy of university students: A case study of Shahid Beheshti University in Iran. Applied Environmental Education & Communication, 18(1):25-42. DOI: https://doi.org/10.1080/1533015X.2018.1431163
How to Cite
Ozdemir, O. (2024). The Correlation between Dimensions of Sustainability Literacy: The Case of British and Turkish Students. Science Insights Education Frontiers, 21(1), 3309–3327. https://doi.org/10.15354/sief.24.or535
Section
Original Article