Environmental Education in Non-Governmental Organizations: The Significant Contributions of United Nations Units

Year 2023, Volume: 7 Issue: 3, 102 - 111, 20.10.2023

Gamze Mercan , Zümrüt Varol Selçuk

Abstract

The understanding of environmental education initially focused on outdoor learning experiences. However, it has evolved into a nature-centered approach that addresses broader environmental issues through comprehensive curriculum development. Initially, it pivoted around extracurricular learning environments, emphasizing teacher roles and enhancing students' knowledge through outdoor activities. As environmental concerns intensified, this education began to also emphasize nature conservation. This study examines the roles and contributions of United Nations units (UNESCO, UNEP, and UNDP) in advancing environmental education and investigates the influence of global NGOs in this domain. The primary objective is understanding the importance of the "Education for Sustainable Development" framework within environmental education and discerning the impact of NGOs on its trends. Results are expected to underline the significance of a nature-centric educational approach and the increasing role of international organizations in molding its future trajectory.

Keywords

Environmental education, out-of-school education, nature conservation education, United Nations Units (UN Educational, Scientific and Cultural Organization - UNESCO, United Nations Environment Programme - UNEP, United Nations Development Programme - UNDP), Non-Governmental Organizations (NGOs)

References

• Alcántara-Rubio, L., Valderrama-Hernández, R., Solís-Espallargas, C., &Ruiz-Morales, J. (2022). Theimplementation of theSDGs in universities: A systematicreview. EnvironmentalEducationResearch, 28(11), 1585-1615.
• Bezeljak, P., Scheuch, M., & Torkar, G. (2020). Understanding of sustainability and education for sustainable development among pre-service biology teachers. Sustainability, 12(17), 6892.
• Biedenweg, K., Monroe, C. M., &Wojcik, D. J. (2013). AcrosstheSpectrum: ResourcesforEnvironmentalEducators. In M. Monroe & M. Krasny (Eds.). North AmericanAssociation of Environment Education.
• Castro, G. D. R., Fernandez, M. C. G., &Colsa, A. U. (2021). UnleashingtheconvergenceamiddigitalizationandsustainabilitytowardspursuingtheSustainable Development Goals (SDGs): A holisticreview. Journal of CleanerProduction, 280, 122204.
• Creswell, J. W. (2019). Eğitim araştırmaları: Nicel ve nitel araştırmanın planlanması, yürütülmesi ve değerlendirilmesi (2. Basım). İstanbul: Eğitim Danışmanlığı ve Araştırmaları Merkezi (Edam).
• FEE Global. (n.d.). Retrievedfrom https://www.fee.global/
• Greer, K., King, H., & Glackin, M. (2023). The ‘web of conditions’ governing England’s climate change education policy landscape. Journal of Education Policy, 38(1), 69-92.
• Karama, M. J. (2016). A comparativesurvey of environmentaleducationgoalsbetweenthe UNESCO frameworkand 10th gradePalestinecurriculum. International Journal of CurriculumandInstruction, 8(2), 1-17.
• Kassas, M. (2002). Environmentaleducation: Biodiversity. TheEnvironmentalist, 22, 345-351.
• Kayhan, A. K. (2013). Birleşmiş Milletler Çevre Programı üzerine bir inceleme. PublicandPrivate International LawReview, 33(1), 61-90.
• Kopnina, H. (2020). Educationforthefuture? Critical evaluation of educationforsustainabledevelopmentgoals. TheJournal of EnvironmentalEducation, 51(4), 280-291.
• Kopnina, H., & Shoreman-Ouimet, E. (Eds.). (2015). Sustainability: key issues. Routledge.
• Live &Learn EE. (n.d.). Retrievedfrom https://livelearn.org
• Marouli, C. (2021). Sustainability education for the future? Challenges and implications for education and pedagogy in the 21st century. Sustainability, 13(5), 2901.
• Miles, M. B.,&Huberman, A. M. (2015). Nitel veri analizi (Çev. S. Akbaba Altun & A. Ersoy). Pegem Akademi.
• NAAEE- Global. (n.d.). Retrievedfrom https://naaee.org/
• Onopriienko, K., Onopriienko, V., Petrushenko, Y., &Onopriienko, I. (2021). Environmental education for youth and adults: A bibliometric analysis of research. In E3s web of conferences (Vol. 234, p. 00002). EDP Sciences.
• Özdemir, O. (2007). Yeni bir çevre eğitimi perspektifi: Sürdürülebilir gelişme amaçlı eğitim. Eğitim ve Bilim, 32(145), 23-39.
• Steele, W., &Rickards, L. (2021). Sustainabledevelopmentgoals in highereducation. Springer International Publishing.
• Stein, S., Andreotti, V., Suša, R., Ahenakew, C., &Čajková, T. (2022). From “education for sustainable development” to “education for the end of the world as we know it”. Educational Philosophy and Theory, 54(3), 274-287.
• Teksöz, G. (2014). Geçmişten ders almak: Sürdürülebilir kalkınma için eğitim. Boğaziçi Üniversitesi Eğitim Dergisi, 31(2), 2-73.
• Tilbury, D. (1995). EnvironmentalEducationforSustainability: Definingthenewfocus of environmentaleducation in the 1990s. EnvironmentalEducationResearch, 1(2), 195-211.
• Tilbury, D., Goldstein, W., &Ryan, L. (2003). Towardsenvironmentaleducationforsustainabledevelopment: Thecontributions of NGOs in theAsia-Pacific Region. International Review of EnvironmentalStrategies, 4(1), 59-73.
• UNDP. (n.d.). Retrievedfrom https://www.undp.org/about-us
• UNEP. (n.d.). Retrievedfrom https://www.unep.org
• UNESCO. (n.d.). Retrievedfrom https://www.unesco.org/en/education/sustainable-development/climate-change
• WWF. (n.d.). Retrievedfromhttps://www.worldwildlife.org/
• Yıldırım, A.,& Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
• Zinkunegi-Goitia, O., &Rekalde-Rodríguez, I. (2022). Employability within an Education for Sustainability Framework: The Ocean i3 Case Study. Education Sciences, 12(4), 277.