Empowering communities: The transformative influence of School Agenda 21.
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| Title: | Empowering communities: The transformative influence of School Agenda 21. |
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| Authors: | Ballesteros, María Isabel (AUTHOR), López-Fernández, Carlota (AUTHOR), Paños, Esther (AUTHOR), Ruiz-Gallardo, José-Reyes (AUTHOR) |
| Source: | Journal of Environmental Education. 2025, Vol. 56 Issue 1, p1-20. 20p. |
| Subjects: | Green behavior, Sustainable development, Environmental literacy, Critical literacy, Self-efficacy |
| Abstract: | Could a school initiative modify pro-environmental behaviors in an entire village? For three years (2016-2018), the School Agenda 21 program was implemented in a rural primary school in Spain. The study evaluated participants' perceptions (64 students, 48 parents, 11 teachers, and 22 town residents) through qualitative questionnaires after the experience, and quantitative data collected during and after it. We qualitatively explored four dimensions before, during, and after the three years of intervention: pro-environmental behavior, critical environmental literacy, civic participation, and perceived satisfaction with the project. Results showed enhanced pro-environmental behaviors, such as decreased car usage and school-waste, and increased recycling and reusing, along with a rise in recycling areas in the village. The perceptions of the educational community were positive, highlighting a significant level of environmental awareness and behavior that extends beyond the school. Habits were transmitted from students to families, involving the entire community. Changes were visible and positively perceived by citizens. However, behaviors decreased over time, indicating the necessity to maintain yearly activities to sustain them. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Could a school initiative modify pro-environmental behaviors in an entire village? For three years (2016-2018), the School Agenda 21 program was implemented in a rural primary school in Spain. The study evaluated participants' perceptions (64 students, 48 parents, 11 teachers, and 22 town residents) through qualitative questionnaires after the experience, and quantitative data collected during and after it. We qualitatively explored four dimensions before, during, and after the three years of intervention: pro-environmental behavior, critical environmental literacy, civic participation, and perceived satisfaction with the project. Results showed enhanced pro-environmental behaviors, such as decreased car usage and school-waste, and increased recycling and reusing, along with a rise in recycling areas in the village. The perceptions of the educational community were positive, highlighting a significant level of environmental awareness and behavior that extends beyond the school. Habits were transmitted from students to families, involving the entire community. Changes were visible and positively perceived by citizens. However, behaviors decreased over time, indicating the necessity to maintain yearly activities to sustain them. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00958964 |
| DOI: | 10.1080/00958964.2024.2437486 |
