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Assessment of Sustainable Development in Secondary School Economics Students According to Gender

Author

Listed:
  • Javier Cifuentes-Faura

    (Faculty of Economics and Business, University of Murcia, Campus Universitario, 11, 30100 Murcia, Spain)

  • Ursula Faura-Martínez

    (Faculty of Economics and Business, University of Murcia, Campus Universitario, 11, 30100 Murcia, Spain)

  • Matilde Lafuente-Lechuga

    (Faculty of Economics and Business, University of Murcia, Campus Universitario, 11, 30100 Murcia, Spain)

Abstract

Environmental education is one of the most effective means of raising public awareness of the need to preserve the environment, and therefore plays a key role in raising awareness and conserving the environment. Teachers also play an important role in achieving these sustainable objectives. Economic decisions are intimately linked to and affect the sustainable development to a large extent, hence the importance of the subject of economics in achieving sustainability. The minimum contents established by the educational law on these aspects related to sustainability have been revised. Through a survey, the differences in knowledge, attitudes, and behaviors related to sustainable development are analyzed from a gender perspective. It is detected that, in general, women have a greater knowledge of environmental issues and more sensitivity, with a greater commitment to recycling and changing lifestyles.

Suggested Citation

  • Javier Cifuentes-Faura & Ursula Faura-Martínez & Matilde Lafuente-Lechuga, 2020. "Assessment of Sustainable Development in Secondary School Economics Students According to Gender," Sustainability, MDPI, vol. 12(13), pages 1-16, July.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:13:p:5353-:d:379392
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    References listed on IDEAS

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    Cited by:

    1. Jing Li & Chi-Hui Wu, 2023. "Determinants of Learners’ Self-Directed Learning and Online Learning Attitudes in Online Learning," Sustainability, MDPI, vol. 15(12), pages 1-20, June.
    2. Joseph Crawford & Javier Cifuentes-Faura, 2022. "Sustainability in Higher Education during the COVID-19 Pandemic: A Systematic Review," Sustainability, MDPI, vol. 14(3), pages 1-11, February.
    3. Antonia Lozano-Díaz & Juan S. Fernández-Prados, 2020. "Educating Digital Citizens: An Opportunity to Critical and Activist Perspective of Sustainable Development Goals," Sustainability, MDPI, vol. 12(18), pages 1-14, September.
    4. Pavel Krpálek & Kateřina Berková & Katarína Krpálková Krelová & Andrea Kubišová & Dagmar Frendlovská & Stanislav Szabo, 2020. "Environmental Education in the Preparation of Students of Tourism and Finance and Management in the Czech Republic," Sustainability, MDPI, vol. 12(17), pages 1-21, August.
    5. Jose Antonio Prieto-Saborit & David Méndez-Alonso & Ana Fernández-Viciana & Laxmi J. Dixit Dixit & Paloma Nistal-Hernández, 2022. "Implementation of Cooperative Learning and Its Relationship with Prior Training of Teachers, Performance and Equity in Mathematics: A Longitudinal Study," Sustainability, MDPI, vol. 14(23), pages 1-10, December.
    6. Salvador Baena-Morales & Rosabel Martinez-Roig & María J. Hernádez-Amorós, 2020. "Sustainability and Educational Technology—A Description of the Teaching Self-Concept," Sustainability, MDPI, vol. 12(24), pages 1-20, December.

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