Refocusing on nature: the role of nature reintegration in environmental, mental, and societal wellbeing.

This perspective paper investigates the dynamic interplay between wealth, materialism, environmental degradation, and mental health amid escalating challenges of climate change. The paper critically examines how affluence, often a buffer against climate impacts, paradoxically leads to higher consumption and carbon footprints, exacerbating environmental problems. A societal emphasis on materialism contributes to an estrangement from nature, with significant implications for mental health and environmental sustainability. The paper proposes a fundamental shift in addressing these intertwined challenges through reintegration with nature. The paper recommends integrating urban planning, education, mental health, and community engagement strategies to build a sustainable, mentally resilient society more integrated with nature. This approach, supported by future research directions, aims to create a more balanced, environmentally conscious, and mentally healthy world.

Empathy with nature promotes pro-environmental attitudes in preschool children.

This study aimed to explore whether empathy with nature (i.e., the tendency to understand and share the emotional experience of the natural world) contributes to pro-environmental attitudes in early childhood. In a correlational investigation (Study 1), 138 (Mage = 57.78 months) preschool children completed a battery of tasks to measure their pro-environmental attitudes, empathy with nature, and empathy with humans. We found that empathy with nature positively predicts pro-environmental attitudes, even beyond the predictive power of empathy with humans. In a quasi-experimental investigation (Study 2), 46 children from two parallel classes in the same preschool were recruited as the intervention (n = 23, Mage = 66.74 months) and control (n = 23, Mage = 67.61 months) groups. An intervention session that aimed to induce empathy with nature was applied to the intervention group, whereas an active control teaching session was applied to the control group. After the intervention, the intervention group demonstrated greater pro-environmental attitudes than did the control group. Together, our studies provide converging evidence that empathy with nature promotes pro-environmental attitudes in early childhood, further implying the value of integrating empathy with nature in early childhood environmental education.

Stakeholder analysis for effective implementation of water management system: Case of groundwater charge in South Korea.

Groundwater Charge was introduced in 2005 as one of the sustainable resource management measures in South Korea. The implementation rate, however, stagnated around 37 %, indicating that most local governments chose not to adopt this 'optional' regulation. While previous Stakeholder Analysis studies mainly blamed exclusion - or limited involvement - of stakeholders in the designing and structuring stage of policy-making process for policy failures, this study focused on the interest conflicts and dynamics hindered implementation process. This is because the issue with the subject policy, i.e., Groundwater Charge in South Korea, is low 'implementation rate' not the 'collection rate' or 'tax deficit.' If it was simply design or structural issue, the Charge should suffer from tax deficit problem due to lower tax income than operational costs. Thus, in order to investigate the reasons of low Charge adoption rate at the local government level, the Stakeholder Analysis Theory was applied to examine each stakeholder of the Charge to distinguish the interaction among supportive and opposing groups. The analysis revealed that there are only strong opponents of the policy without clearly identifiable supporters. Having agricultural & fishery industry and small independent businesses in spas, hotels, and swimming pool as strong Players, the Context setters (local governments) are not motivated to enforce Groundwater charge. Furthermore, today's social norm governed by economic efficiency is preventing the environmentalists and other Subjects to counteract Players. Under these circumstances, this study recommends the Subject to transform the Crowds (general public) into policy supporters through education. Environmental education is the only viable means to encourage necessary paradigm shift to enable effective implementation of environmental policies like Groundwater charge.

Municipal solid waste management instruments that influence the use of the refuse as fuel in developing countries: A critical review.

Landfills are the destination of most of the refuse generated whereas composting, material recycling, and Waste-to-Energy (WtE) technologies are not commonly employed in developing countries. However, the destination for energy purposes could be supplied with this refuse, improving the viability of energy use. Thus, this article raises some questions to identify aspects that could encourage its use as refuse-derived fuel (RDF) in these countries. Among them, does environmental education affect the municipal solid waste (MSW) source separation with emphasis on a destination? Can selective collection and extended producer responsibility (EPR) affect the MSW for energy recovery? Is there competition between the recycling market and the energy market for RDF? A systematic review of the literature was conducted to gather data and provide answers to such questions. This enabled to observe that EPR, selective collect expansion and source separation influence the quantity and quality of waste sent for energy use. Both internal and external factors impact on source separation. Additionally, there is evidence to support that despite several studies showing their technical, economic, environmental and social viability, the methods of energy usage of the refuse still need to improve their deployment in developing countries. In addition to identifying the main research gaps to be filled in future studies, the article also identified the instruments of MSW management that are to be applied in developing countries to divert recyclable and organic waste from landfill.

The Effects of Environmental Education on Residents' Ecological Security Behavior: The Mediating Role of Nature's Psychological Ownership Perspective and The Moderating Role of Visual Fluency.

Residents are one of the most significant stakeholder groups in ecologically vulnerable regions, and the local ecological environmental governance efforts require their active cooperation and participation. To this end, this study leverages the sampled survey data from residents across 14 cities in Guangxi, China, and uses a structural equation modeling analysis to explore the impact of environmental education perception on residents' ecological security behavior. The results indicate that psychological ownership of nature plays a positive mediating role between environmental education perception and residents' ecological security behavior, as well as between ecological consciousness and residents' ecological security behavior, thereby supporting the idea that a sense of stewardship in protecting ecological security is a key factor in residents' conversion of their ecological protection cognition into practical actions. Further research finds that visual fluency has a moderating effect on the relationship between environmental education perception and psychological ownership of nature. This study provides new insights into the theoretical understanding of the formation mechanism of residents' ecological security behavior, enriches the theory of psychological ownership, and offers policy recommendations for governments implementing ecological environmental propaganda programs.

Human and Non-Human Primate Coexistence in Argentina: Conflicts and Solutions.

There are five different primate species inhabiting widely distinct ecoregions in Argentina. Each of them faces various threats in terms of conservation and conflicts that hamper their ability to coexist with human populations. We present here some of the drivers known to be the causes of conflicts between humans and primates in the southernmost area of distribution of Latin American primates. We focus our synthesis on two of the biggest sources of conflict: the effects of different anthropogenic disturbances, and human misconceptions concerning the role of primates in the ecosystem. In each section, we briefly characterize the conflicts worldwide and then provide specific cases and examples from Argentina. In the last part of the manuscript, we further describe some ongoing national and regional educational, research, and conservation approaches to mitigate those effects.

Promoting ocean literacy among students in Brazilian schools.

Promoting the principles, concepts, and dimensions of Ocean Literacy (OL) among children and youth is essential for enhancing society's understanding of the ocean's complexity and the causes and consequences of its degradation. This study details a project conducted over a year with 235 students from a public school in Rio de Janeiro, Brazil, aged 8 to 15. Developed in partnership with schoolteachers, the activities encompassed theoretical lessons, laboratory experiments, field trips, and reading circles. These were grounded in the students' local context and integrated into the school curriculum. The project was evaluated through questionnaires and focus group interviews. Findings revealed not only learning and changes in attitude but also increased student engagement and a revitalized school environment. This project can be adapted for other regions and audiences.

Researchers join forces to conserve red colobus (Piliocolobus badius temminckii) in West Africa.

The recent development of the Red Colobus Conservation Action Plan has spurred momentum to promote site-based conservation of red colobus while forging partnerships among researchers and building local capacity. Communities for Red Colobus (C4RC) is a community-centered conservation organization in The Gambia, West Africa, that aims to protect Temminck's red colobus (Piliocolobus badius temminckii) while advancing opportunities for local people. We highlight the inception and initial development of C4RC with its educational and ranger teams and describe how local and international collaborations have positively impacted the organization through training and mentoring programs. This conservation program has the potential to become sustainable with plans for continued ecological monitoring, reforestation efforts, use of alternative methods of cooking, and the expansion of ecotourism. We hope that the dissemination of project information through Gambian broadcast and social media channels and wider community outreach activities will improve perceptions and conservation of primates and inspire the development of other red colobus initiatives at suitable forest sites based on the C4RC model of community-based conservation.

Exploration of children's value patterns in relation to environmental education programmes.

During childhood we begin to develop values, including valuing the natural environment (biospheric values). Although biospheric values are believed to provide the foundation for pro-environmental behavior throughout the course of one's life, little research has investigated these values in children. The present study aimed to investigate the relationships between children's endorsement of biospheric values, their pro-environmental behaviors, and their perception of their friends' and peers' endorsement of biospheric values. Moreover, we investigated whether these values and behaviors, as well as the hypothesized relationships, were affected by educational programmes that were already implemented at schools. The results showed that children generally strongly endorse biospheric values, and that biospheric values were positively related to some personal and group pro-environmental behaviors. The study also found that, as in previous research with adults, the participants believed that their friends and peers endorsed biospheric values significantly less than they themselves did. Environmental educational programs were partially effective in reducing the participants' underestimation of their friends' biospheric values and increased the likelihood of some group pro-environmental behaviors. Our findings highlight the need for further research to investigate the effects of group pro-environmental behaviors and the perception of group values.

Missão na Terra das Árvores Tortas: An RPG on the Brazilian Savanna / Missão na Terra das Árvores Tortas: Um jogo de RPG sobre o Cerrado

We created a role-playing game (RPG) about Cerrado, the Brazilian savanna, in order to translate scientific knowledge to the general public and to contribute to environmental education in schools. With this game, we aimed to disseminate knowledge about Cerrado native plant and animal species and the biome phytophysiognomies. The RPG quest involves seed dispersal by animals, thus showing the interdependence between flora and fauna. Moreover, by presenting as fictional characters the big mammals of Cerrado, we expect that the participants experience the threats faced by these animals due to anthropogenic actions. The use of the RPG is an active methodology that mobilizes competences and skills from National Common Curricular Basis (BNCC). In a case study, we report the use of the game in high school classes at a Full-Time State School (CEPI) in the state of Goiás, Brazil, which is a public school in the Cerrado region. The students actively participated in the game, including students with special needs and students that usually do not participate in classes that use traditional teaching methods. Students made positive comments about the game, and were interested in learning more about Cerrado species. We conclude that the Cerrado RPG can be used as an efficient teaching tool.

Diante do desafio de traduzir o conhecimento científico para uma linguagem acessível ao público leigo e de contribuir para a educação ambiental nas escolas, elaboramos um jogo de tabuleiro no formato role-playing game (RPG) sobre o bioma Cerrado. Com esse jogo, objetivamos difundir o conhecimento sobre espécies nativas de plantas e animais do Cerrado e as fitofisionomias do bioma. A missão do jogo envolve a dispersão de sementes por animais e mostra a interdependência entre flora e fauna. Além disso, ao apresentar como personagens fictícios os grandes mamíferos do Cerrado, visamos que os participantes vivenciem as ameaças enfrentadas pela fauna devido a ações antrópicas. O jogo consiste em uma metodologia ativa que mobiliza competências e habilidades da Base Nacional Comum Curricular (BNCC) e está disponibilizado em um formato pronto para ser jogado. Apresentamos um relato de experiência, no qual descrevemos a utilização do jogo em turmas de Ensino Médio em um Centro de Ensino em Período Integral (CEPI) em Goiás, uma escola pública na região do Cerrado. As turmas participaram ativamente do jogo, incluindo estudantes com necessidades especiais e estudantes que não costumam participar de aulas que utilizam métodos tradicionais de ensino. Os estudantes afirmaram terem gostado de jogar e fizeram comentários positivos sobre o jogo, além de demonstrarem interesse em aprender mais sobre plantas e animais do Cerrado. Concluímos que o jogo de RPG do Cerrado pode ser utilizado como uma eficiente ferramenta de ensino.

The Use of Mobile Sensors by Children: A Review of Two Decades of Environmental Education Projects.

Over the past twenty years, the use of electronic mobile sensors by children and youngsters has played a significant role in environmental education projects in Portugal. This paper describes a research synthesis of a set of case studies (environmental education projects) on the use of sensors as epistemic mediators, evidencing the technological, environmental, social, and didactical dimensions of environmental education projects over the last two decades in Portugal. The triggers of the identified changes include: (i) the evolution of sensors, information and communication platforms, and mobile devices; (ii) the increasing relevance of environmental citizenship and participation; (iii) the recognition of the role of multisensory situated information and quantitative information in environmental citizenship; (iv) the cause-effect relation between didactical strategies and environmental education goals; (v) the potential of sensory and epistemic learners' practices in the environment to produce learning outcomes and new knowledge. To support the use of senses and sensors in environmental education projects, the SEAM model was created based on the developed research synthesis.

Climate anxiety, coping strategies and planning for the future in environmental degree students in the UK.

Introduction: There is increasing recognition of the mental health burden of climate change and the effects on general well-being, even in those who have not (yet) experienced direct impacts. Climate anxiety, which is prominent among young people in particular, describes a state of heightened distress about the (future) effects of climate change. Despite evidence of a link between engagement in climate change issues and heightened climate anxiety, there is a dearth of knowledge on how this affects emerging professionals preparing for careers in the environmental sector. Furthermore, there is a paucity of literature regarding the extent to which young adults are coping with their thoughts and feelings about climate change, and the extent to which they consider climate change in making future plans. Methods: The aim of this study was to understand the occurrence and personal management of climate anxiety in UK university students through an online questionnaire. This study was the first to investigate the association between climate anxiety, coping strategies and future planning in university students. Results and discussion: Environmental degree students (n = 249) reported greater levels of climate anxiety, more frequent employment of all three examined coping strategies and in particular considered climate change as a factor in their career plans, as compared to their non-environmental degree counterparts (n = 224). Problem-focused coping was the most commonly endorsed strategy, although the prior literature on coping suggests that this may not be sustainable for individually intractable problems. Highly climate-anxious students were more likely to consider climate change in all five decision-making domains, including family planning, long-term habitation, career, financial and travel decisions. This study has identified a need to communicate effective climate anxiety coping strategies to environmental practitioners, university students and educators. Additional research is required to validate the study findings and investigate what motivates students to incorporate climate change into future plans.

Data collected to assess the effect of inquiry-based learning on environmental knowledge and attitudes among pre-service biology teachers in Tanzania.

The proliferation of global environmental problems has necessitated the need to re-examine the environmental impacts caused by human-nature relations. Yet individual attitudes and environmental literacy remain among the critical determinants of environmental sustainability. Consequently, environmental psychology has been one of the most effective tools for shaping people's actions in favor of the environment. As such, this article presents a dataset that describes an intervention carried out to explore the effect of inquiry-based learning on shaping environmental attitudes (EAs) and knowledge of pre-service biology teachers in selected teacher colleges (TCs) in Tanzania. Data were collected from four TCs located in four different regions of Tanzania (N = 333). Particularly, EAs were measured using the two-factor model of ecological attitudes (2-MEV) by assessing two uncorrelated domains of environmental attitudes: Preservation and Utilization of nature. In addition, a Competence Model for Environmental Education was used to measure the three dimensions (system knowledge, action-related knowledge, and effectiveness knowledge) of environmental knowledge among pre-service biology teachers. A modified design of the Solomon four-group was employed to guide the intervention in measuring the level of change in EAs and environmental knowledge before and after the study intervention. A paired-sample t-test was used to assess the effect of the intervention on TCs that had pre- and post-tests, given the variation in the number of subjects in each TC. In addition, the one-way analysis of variance (ANOVA) compared the mean scores of the combined study groups at the post-test. Besides, in the regression analysis, Hayes' PROCESS macro (version 4.1) was used to assess the moderation effect of the Social Desirability Responding (SDR) on the relationships between EAs and environmental knowledge. Likewise, age (in years) was entered as a covariate in the regression model of the Statistical Product and Service Solution (IBM SPSS version 25). The presented dataset can act as a basis for improving the status of environmental education delivery in teacher education in Tanzania and other areas with similar or related contexts. Thus, program-specific interventions could be designed for prospective biology teachers as potential change agents in shaping how people interact with the environment.

Fabrication and Investigation of Graphite-Flake-Composite-Based Non-Invasive Flex Multi-Functional Force, Acceleration, and Thermal Sensor.

This work examines the physics of a non-invasive multi-functional elastic thin-film graphite flake-isoprene sulfone composite sensor. The strain design and electrical characterization of the stretching force, acceleration, and temperature were performed. The rub-in technique was used to fabricate graphite flakes and isoprene sulfone into sensors, which were then analyzed for their morphology using methods such as SEM, AFM, X-ray diffraction, and Fourier transform infrared spectroscopy to examine the device's surface and structure. Sensor impedance was measured from DC to 200 kHz at up to 20 gf, 20 m/s2, and 26-60 °C. Sensor resistance and impedance to stretching force and acceleration at DC and 200 Hz rose 2.4- and 2.6-fold and 2.01- and 2.06-fold, respectively. Temperature-measuring devices demonstrated 2.65- and 2.8-fold decreases in resistance and impedance at DC and 200 kHz, respectively. First, altering the graphite flake composite particle spacing may modify electronic parameters in the suggested multi-functional sensors under stress and acceleration. Second, the temperature impacts particle and isoprene sulfone properties. Due to their fabrication using an inexpensive deposition technique, these devices are environmentally friendly, are simple to build, and may be used in university research in international poverty-line nations. In scientific laboratories, such devices can be used to teach students how various materials respond to varying environmental circumstances. They may also monitor individuals undergoing physiotherapy and vibrating surfaces in a controlled setting to prevent public health risks.

Benefits of participation in a community of practice focused on evaluation and programmatic improvement for environmental educators.

One of the biggest challenges environmental education (EE) practitioners face is having timely and systematically-collected evaluation data to inform the design and improvement of existing programs. One potential way to provide systematic evaluations of programs and build evaluation capacity for practitioners is through a facilitated community of practice (CoP). We developed a CoP involving 37 organizations who were pivoting to online EE programs within the United States due to the COVID-19 pandemic. Our goals were to build organizational capacity in evaluation and adaptive management to improve these organizations' online EE programs. We describe our CoP design, challenges associated with its implementation, and the benefits reported by participants in the CoP. Participants reported that they improved their evaluation skills and attitudes towards evaluation and developed social capital with a new network of colleagues. They also reported positive changes in practice, both individually and organizationally; considered new outcomes for their programs; and learned about using evaluation data to systematically improve programs. Educators shared their learning both within and outside of their organizations. Those who were more regularly involved in this community reported more positive benefits than others who were less involved. We share our reflections on the process and make suggestions for other evaluators to consider in similar CoP designs.

"I had a spider in my mouth": What makes students happy in outdoor environmental education programs.

The study contributes to program design and evaluation practice in outdoor environmental education by identifying instructional strategies crucial for student satisfaction. Student satisfaction is a major factor in the overall success of outdoor environmental education programs. While the impact of these programs on student knowledge, attitudes, and behavior has been assessed often, student satisfaction has been subject of much less research. This study analyzes student satisfaction with four outdoor environmental education programs in the Czech Republic. The authors collected qualitative (N = 68) and quantitative (N = 323) data from the program participants after they had completed their respective programs. According to the results, the students appreciate a clearly defined program with meaningful activities. Also important is the role of the program leader and the students' having the opportunity to influence the activities during their free time in the program. Student satisfaction can in some cases be decreased by challenging weather and by demanding social interactions with their peers.

Reducing SDG complexity and informing environmental management education via an empirical six-dimensional model of sustainable development.

Effective environmental management higher education programs are essential for achieving the Sustainable Development Goals (SDGs). Yet SDG complexity means many educators focus on environment and avoid critical but challenging social, economic and governance aspects. This undermines the calls for comprehensive environmental management education that effectively integrates all key sustainability dimensions. Various sustainability models, mostly founded on the pillars of sustainability, have consequently evolved. They are generally conceptual and/or involve subjective categorization of the SDGs, which has led to demands for more empirically based models. This study has consequently used a mixed-method approach to model Australian university students' SDG perceptions. The qualitative research identified three items (on average) for each SDG, and a quantitative survey then measured their perceived importance. Factor analysis generated a robust six-dimensional sustainable development model comprised of 37 SDG items, which validates environment and governance aspects of some traditional pillar-based sustainability models. It has also uncovered new social and economic dimensions: social harmony and equality; sustainable consumption and socioeconomic behaviors; sustainable production, industry and infrastructure; and acute poverty reduction. These findings can help educators, organizations and citizens to categorize and integrate SDGs via better understanding of their key dimensions and impacts.