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Environmental Education to Change the Consumption Model and Curb Climate Change

Author

Listed:
  • Leticia-Concepción Velasco-Martínez

    (Department of Research and Psychology in Education, Complutense University of Madrid, 28040 Madrid, Spain)

  • Juan-Jesús Martín-Jaime

    (Department of Research Methods in Education, University of Malaga, 29071 Malaga, Spain)

  • Ligia-Isabel Estrada-Vidal

    (Department of Research Methods in Education, University of Granada, 52005 Granada, Spain)

  • Juan-Carlos Tójar-Hurtado

    (Department of Research Methods in Education, University of Malaga, 29071 Malaga, Spain)

Abstract

Environmental education plays a fundamental role in the fight against climate change and the transformation towards a more sustainable and environmentally friendly socio-economic model. This study shows how to evaluate the effectiveness of a program for compulsory education students in Spain. The subject of the program focused on the effects of climate change in relation to our consumption model and the generation of waste. A mixed research methodology is proposed that combines a quantitative (10 items on the Likert scale, n = 714) and qualitative approach (category construction and analysis on open-ended questions). A study of the reliability and validity of the measure was carried out through a categorical principal component analysis (CATPCA). The multivariate analysis of variance (MANOVA) correlates the gender and educational level of the students to the learning acquired in the program. For example, the results show how students are convinced that adopting minimal pro-environmental habits (turning off lights and unplugging electronics, choosing public transport to get around, or using solar and wind power to produce electricity) can help mitigate climate change. The conclusions show the difficulties and challenges of education for responsible consumption, emphasizing the development of environmental education programs for reducing the effects of climate change.

Suggested Citation

  • Leticia-Concepción Velasco-Martínez & Juan-Jesús Martín-Jaime & Ligia-Isabel Estrada-Vidal & Juan-Carlos Tójar-Hurtado, 2020. "Environmental Education to Change the Consumption Model and Curb Climate Change," Sustainability, MDPI, vol. 12(18), pages 1-15, September.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:18:p:7475-:d:411953
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    References listed on IDEAS

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    1. Nasir Saukani & Noor Azina Ismail, 2019. "Identifying the Components of Social Capital by Categorical Principal Component Analysis (CATPCA)," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 141(2), pages 631-655, January.
    2. Chaosu Li & Yan Song, 2016. "Government response to climate change in China: a study of provincial and municipal plans," Journal of Environmental Planning and Management, Taylor & Francis Journals, vol. 59(9), pages 1679-1710, September.
    3. United Nations UN, 2015. "Transforming our World: the 2030 Agenda for Sustainable Development," Working Papers id:7559, eSocialSciences.
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    Cited by:

    1. Francisca Ruiz-Garzón & María del Carmen Olmos-Gómez & Ligia Isabel Estrada-Vidal, 2021. "Perceptions of Teachers in Training on Water Issues and Their Relationship to the SDGs," Sustainability, MDPI, vol. 13(9), pages 1-19, April.
    2. Zhuangai Li & Xia Cao, 2021. "Effectiveness of China’s Labeling and Incentive Programs for Household Energy Conservation and Policy Implications," Sustainability, MDPI, vol. 13(4), pages 1-17, February.

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