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Integrating Ecological Consciousness Into Environmental Art Design Education: Impacts on Student Engagement, Sustainability Practices, and Critical Thinking

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  • Hong Fan

Abstract

Integrating ecological consciousness into environmental art design curricula addresses the need to combine artistic practice with environmental sustainability, aiming to cultivate artists who are both creatively and environmentally aware. This study explores how ecological principles can enhance students' engagement with sustainability issues through their art. Employing a mixed‐methods approach, the research targets students and instructors in environmental art design programs, collecting quantitative and qualitative data from January to March 2024. A questionnaire distributed to 600 students resulted in 562 valid responses, while 63 educators participated in interviews. Data were analyzed using Statistical Package for the Social Sciences (SPSS) and Non‐Versioned Information, Versatile Outcomes (NVivo). Results showed significant improvements in students' environmental awareness, sustainability‐focused art, motivation, attitudes toward sustainable practices, and critical thinking. Additionally, qualitative analysis identified challenges faced by educators, such as time constraints and resource limitations, alongside factors like real‐world relevance and community involvement that enhance student engagement. These findings highlight how curriculum reforms can merge art education with environmental stewardship, offering a foundation for future sustainability‐driven art education.

Suggested Citation

  • Hong Fan, 2025. "Integrating Ecological Consciousness Into Environmental Art Design Education: Impacts on Student Engagement, Sustainability Practices, and Critical Thinking," Sustainable Development, John Wiley & Sons, Ltd., vol. 33(5), pages 6549-6572, October.
    • Handle: RePEc:wly:sustdv:v:33:y:2025:i:5:p:6549-6572
    DOI: 10.1002/sd.3474
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    References listed on IDEAS

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    1. Fikret Korhan Turan & Saadet Cetinkaya, 2022. "The role of aesthetics and art in organizational sustainability: A conceptual model and exploratory study in higher education," Sustainable Development, John Wiley & Sons, Ltd., vol. 30(1), pages 83-95, February.
    2. Harald Heinrichs, 2020. "Artful sustainability governance—Foundational considerations on sensory‐informed policymaking for sustainable development," Sustainable Development, John Wiley & Sons, Ltd., vol. 28(4), pages 791-799, July.
    3. Chong‐Wen Chen, 2022. "Approaching sustainable development goals: Inspirations from the Arts and Crafts movement to reshape production and consumption patterns," Sustainable Development, John Wiley & Sons, Ltd., vol. 30(6), pages 1671-1681, December.
    4. Peng-Wei Hsiao & Chung-Ho Su, 2021. "A Study on the Impact of STEAM Education for Sustainable Development Courses and Its Effects on Student Motivation and Learning," Sustainability, MDPI, vol. 13(7), pages 1-24, March.
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