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Journal articles on the topic 'Environmental brigades; university education'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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1

Amilkar, Núñez. "LAS BRIGADAS AMBIENTALES EN LA EDUCACIÓN UNIVERSITARIA." Revista Divulgación Científica Nº 2, Enero - Junio, 2020, https://redici-utdft.webnode.es/ (2021): 36–44. https://doi.org/10.5281/zenodo.5807699.

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El presente documento tiene como propósito exponer los referentes teóricos esenciales de las brigadas ambientales como alternativa de solución para la educación universitaria. Los aspectos a desarrollar en este apartado son: a) Brigadas Ambientales, b) Importancia de las Brigadas Ambientales, c) Educación Ambiental. El autor presenta una postura reflexiva e interpretativa. La conclusión que genera este ensayo es que las brigadas ambientales deben estar formadas por estudiantes y profesores que tengan conciencia ambiental para la conservación y d

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2

Maybelle, N. Dela Cruz, and Natividad-Franco Virginia. "Assessing the Level of Environmental Awareness and Attitudes of Students in Bulacan State University- Hagonoy Campus During Pandemic." International Journal of Tourism and Hospitality 1, S1 (2021): S8—S16. https://doi.org/10.51483/IJTH.1.S1.2021.S8-S16.

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The study aimed to determine students’ level of environmental awareness and attitudes through environmental education. The study utilized a mixed-method type of research. The study’s respondents are the 258 students from BS Hospitality Management, and Tourism Management enrolled in the 2nd semester of the SY 2020-2021. The survey instrument with 36 questions on environmental awareness and attitudes was adopted from the study of Bozoglu et al. (2016). Likewise, open-ended questions about the problems encountered about the environment in google forms were also sent via messenger. Stu

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3

Kuziora, Łukasz, and Jerzy Gałaj. "REVIEW OF FIRE BRIGADE EXTINGUISHMENT MODELS AS PART OF A BUILDING FIRE RISK ASSESSMENT." Zeszyty Naukowe SGSP 1, no. 88 (2023): 113–33. http://dx.doi.org/10.5604/01.3001.0054.1452.

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This paper presents models of firefighting operations of fire brigades from the point of view ofassessing the fire risk of buildings. The following seven related standards can be distinguishedworldwide: International Fire Code (IFC), NFPA 5000: Building construction and safety code,International Fire Engineering Guidelines (IFEG), Fire Risk Evaluation and Cost AssessmentModel (FireCAM), Fire Evaluation and Risk Assessment system (FIERA), PD 7974-5:2014Application of Fire Safety Engineering Principles to the Design of Building; Part 5 Fire and RescueService Intervention as well as a Fire Brigad

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4

Coumel, Laurent. "A Failed Environmental Turn? Khrushchev’s Thaw and Nature Protection in Soviet Russia." Soviet and Post-Soviet Review 40, no. 2 (2013): 167–89. http://dx.doi.org/10.1163/18763324-04002002.

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This article aims to identify a “Thaw” in Soviet environmental history. Focusing on the attempts from some actors, above all writers and scholars of the Academy of Sciences to promote an ambitious law at the all-Union level in the second half of the 1950s, it uses new evidences from the central Russian archives to show the existence of an offensive by activists and experts in this field, but also their failure to obtain the creation of a unified state committee of ministerial rank. If the All-Russian Society for the Protection of Nature (VOOP) was sidelined in this battle, the 1960 Law on Natu

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5

Sakurada, Osamu. "Environmental Management in University Education." Zairyo-to-Kankyo 64, no. 5 (2015): 155–56. http://dx.doi.org/10.3323/jcorr.64.155.

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6

Chervanev, Igor G. "UNIVERSITY‐LEVEL GENERAL ENVIRONMENTAL EDUCATION." Higher Education in Europe 15, no. 4 (1990): 55–63. http://dx.doi.org/10.1080/0379772900150408.

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7

Boyko, Ihor. "LIFE PATH, SCIENTIFIC-PEDAGOGICAL AND PUBLIC ACTIVITY OF VOLODYMYR SOKURENKO (TO THE 100TH ANNIVERSARY OF HIS BIRTH)." Visnyk of the Lviv University. Series Law 72, no. 72 (2021): 158–66. http://dx.doi.org/10.30970/vla.2021.72.158.

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The life path, scientific-pedagogical and public activity of Volodymyr Sokurenko – a prominent Ukrainian jurist, doctor of law, professor, talented teacher of the Lviv Law School of Franko University are analyzed. It is found out that after graduating from a seven-year school in Zaporizhia, V. Sokurenko entered the Zaporizhia Aviation Technical School, where he studied two courses until 1937. 1/10/1937 he was enrolled as a cadet of the 2nd school of aircraft technicians named after All-Union Lenin Komsomol. In 1938, this school was renamed the Volga Military Aviation School, which he graduated

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8

Mino, T. "Environmental engineering education in Japan." Water Science and Technology 41, no. 2 (2000): 17–22. http://dx.doi.org/10.2166/wst.2000.0038.

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The curriculum in environmental engineering at undergraduate and graduate level at the University of Tokyo is described in detail as an example of environmental engineering education in Japan. The environmental engineering curricula of three major Japanese universities, namely, Hokkaido University, the University of Tokyo and Kyoto University, are compared. Future needs for environmental engineering education are discussed.

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9

Kamerilova, Galina, Marina Kartavykh, Elena Ageeva, Svetlana Arefieva, and Marina Gubareva. "Situational context of environmental university education." E3S Web of Conferences 531 (2024): 05030. http://dx.doi.org/10.1051/e3sconf/202453105030.

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The scientific interest in improving the environmental training of university students emphasizes the training technology associated with the disclosure of their personal and professional potential through inclusion in the joint solution of environmental problems not in abstract but in real life situations. The use of situationality for educational purposes creates an internal unity of the learning process and facilitates the professional socialization of graduates. The aim of the study was to develop a model of environmental education for future ecologists based on situational analysis techno

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10

Mino, Takashi. "Challenges in Environmental Education at University Levell." TRENDS IN THE SCIENCES 11, no. 4 (2006): 69–73. http://dx.doi.org/10.5363/tits.11.4_69.

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11

Șterbuleac, Daniel, and Ovidiu Toma. "Environmental education through a University Eco-Consortium." Applied Environmental Education & Communication 19, no. 1 (2018): 62–73. http://dx.doi.org/10.1080/1533015x.2018.1496862.

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12

Suzuki, Yuji, Natsuo Suzuki, Ryo Miyakoshi, and Hidetoshi Ohkubo. "Environmental and recycling education at Tamagawa University." International Conference on Business & Technology Transfer 2012.6 (2012): 95–100. http://dx.doi.org/10.1299/jsmeicbtt.2012.6.0_95.

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13

Devuyst, D., L. Hens, and C. Susanne. "Integration of environmental education into university teaching." Environmentalist 9, no. 4 (1989): 304–5. http://dx.doi.org/10.1007/bf02241834.

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14

Gutiérrez, Montilla Ludwig J., Castillo Rogelio A. Díaz, and Soler Fernando Bacardí. "University, Biodiversity, and Education." Agrisost 25, no. 1 (2019): 1–10. https://doi.org/10.5281/zenodo.10054337.

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<strong>Context: </strong>Biodiversity is a condition of human existence. By transforming nature, man has also transformed its context, with ensuing progressive degradation of biological diversity. This study stems from the need to improve the treatment of biodiversity from an educational perspective that includes professional education.<strong>Objective:</strong> The aim of this paper is to establish proper professional training interaction with biodiversity within their scope of action. It would be effective through more activities intended to achieve integration between professional educati

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15

TAMURA, Toshikazu. "University Education of Geography. Social functions of geography. Environmental Problems and Geography in University Education." Journal of Geography (Chigaku Zasshi) 106, no. 6 (1997): 879–82. http://dx.doi.org/10.5026/jgeography.106.6_879.

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16

Mkhitaryan, Irina, and Lusine Sargsyan. "Fostering environmental consciousness among university students." E3S Web of Conferences 585 (2024): 04003. http://dx.doi.org/10.1051/e3sconf/202458504003.

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During a time marked by environmental issues, it is crucial to educate and empower a generation of knowledgeable individuals. This abstract suggests an all-encompassing method for environmental education designed specifically for university students. The suggested framework prioritizes experiential learning, critical thinking, and community engagement by integrating insights from education, psychology, and sustainability studies. Through combining theoretical knowledge with practical experiences, students are enabled to act as catalysts for positive transformation within their academic institu

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17

Manzheley, I. V. "ENVIRONMENTAL APPROACH TO PHYSICAL EDUCATION OF UNIVERSITY STUDENTS." Education and science journal 1, no. 2 (2015): 125–38. http://dx.doi.org/10.17853/1994-5639-2014-2-125-138.

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18

Probert, E. J. "An Environmental Education Initiative with University Business Students." Applied Environmental Education & Communication 1, no. 1 (2002): 53–59. http://dx.doi.org/10.1080/15330150213981.

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19

Demeestere, K., J. Dewulf, C. Janssen, and H. Van Langenhove. "Environmental engineering education at Ghent University, Flanders (Belgium)." Water Science and Technology 49, no. 8 (2004): 117–24. http://dx.doi.org/10.2166/wst.2004.0502.

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Since the 1980s, environmental engineering education has been a rapidly growing discipline in many universities. This paper discusses the history, the current status and the near future of environmental engineering education at Ghent University. This university, with about 50% of the Flemish university environmental engineering students, can be considered as representative for the situation in Flanders, Belgium. In contrast to many other universities, environmental engineering education at Ghent University does not have its historical roots in civil engineering, but has been developed from the

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20

FUNAKI, Tomoyuki, Shun IKEMOTO, Hidetoshi OHKUBO, Natsuo SUZUKI, and Katsumi NAKANO. "320 Environmental and Recycling Education in Tamagawa University." Proceedings of the Tecnology and Society Conference 2011 (2011): 59–60. http://dx.doi.org/10.1299/jsmetsd.2011.59.

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21

Cawsey, David C. "University environmental education: The role of international programmes." Marine Pollution Bulletin 29, no. 6-12 (1994): 584–88. http://dx.doi.org/10.1016/0025-326x(94)90692-0.

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22

Szerényi, Zsuzsanna. "Environmental education at the Corvinus University of Budapest." Clean Technologies and Environmental Policy 8, no. 1 (2006): 59–63. http://dx.doi.org/10.1007/s10098-005-0029-0.

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23

Oliver, Erica, Carol Day, and Tom J. McConnell. "Ball State University Opens New Environmental Education Center." Hoosier Science Teacher 45, no. 1 (2022): 17–19. http://dx.doi.org/10.14434/thst.v45i1.34620.

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Ball State University has opened its new Environmental Education Center and a newly expanded Conservatory at the Rinard Orchid Greenhouse. Teachers are invited to plan visits to the site for a variety of environmental education programs. Learn more about the facility and the activities the university hopes to host at the new facility.

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24

Araújo, Osmar Hélio Alves, Ivan Fortunato, and Agustín de la Herrán Gascón. "UNIVERSITY, EDUCATION AND RESEARCH." Imagens da Educação 11, no. 2 (2021): 7–12. http://dx.doi.org/10.4025/imagenseduc.v11i2.59935.

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We present the thematic issue that gathers 10 articles around the necessary struggle for the defense of the University, Training and Research as a critical-political-social set of freedom; professional practice; of collaboration, questioning and transformation of the current political situation.

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25

SHIMIZU, Hikari, Tatsuya ANDO, Kimihito ATAKU, and Osamu YOSHIDA. "Community Cooperating Environmental Education Conducted by University Students in No-University Region." Japanese Journal of Environmental Education 28, no. 3 (2019): 3_58–63. http://dx.doi.org/10.5647/jsoee.28.3_58.

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26

Artemyeva, A. A., I. L. Malkova, and G. R. Platunova. "CONTINUOUS ENVIRONMENTAL EDUCATION AND EDUCATION: FROM SCHOOL PUPIL TO STUDENT." Bulletin of Udmurt University. Series Biology. Earth Sciences 31, no. 3 (2021): 342–44. http://dx.doi.org/10.35634/2412-9518-2021-31-3-342-344.

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The problem of ensuring continuous environmental education and education on the way from schoolchildren to students is revealed by the example of the work of teachers of the Department of Ecology and Nature Management of the Institute of Natural Sciences of the Udmurt State University.

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27

Teksoz, Gaye, Elvan Sahin, and Ceren Tekkaya-Oztekin. "Modeling Environmental Literacy of University Students." Journal of Science Education and Technology 21, no. 1 (2011): 157–66. http://dx.doi.org/10.1007/s10956-011-9294-3.

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28

Carmo, Andréa de Araújo do, and Kelly Fernanda de Sousa Santos. "Transforming the University into an Environmental Space." IOP Conference Series: Earth and Environmental Science 1194, no. 1 (2023): 012034. http://dx.doi.org/10.1088/1755-1315/1194/1/012034.

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Abstract The Environmental Management Superintendence of the Maranhão State University, which works its Environmental Management System through the Environmental Agenda in Public Administration, education for sustainability is being developed continuously and based on A3P since 2015, in all its six axes. In the axis, Awareness and Training of Servants, the opportunity arises to raise awareness environmental issues not only the academic community, but also society as a whole. Through the development of the Green Room Circuit Project, which has been under development since 2018 at the university

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29

Shephard, Kerry, John Harraway, Brent Lovelock, et al. "Is the environmental literacy of university students measurable?" Environmental Education Research 20, no. 4 (2013): 476–95. http://dx.doi.org/10.1080/13504622.2013.816268.

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30

Novik, Gotfrid Y. "INNOVATION IN ENVIRONMENTAL ENGINEERING EDUCATION AT REZEKNE HIGHER EDUCATION INSTITUTION." Environment. Technology. Resources. Proceedings of the International Scientific and Practical Conference 1 (June 27, 1997): 13. http://dx.doi.org/10.17770/etr1997vol1.1860.

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The paper discusses the elaboration of new study program and curricula in Environmental Engineering at the Rezekne University (RU).The main goal of the Program is to prepare new formation of Environmental specialists - Ecotehnblogists, who are able not only to control pollution of Enviroment, but to prevent it on the early stages by applying in industry ecologically safe technologies.

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31

Rodina, Olga, Alexandra Panova, Margarita Zaichko, Inessa Medvedeva, and Natalia Laletina. "Environmental education in Higher School." BIO Web of Conferences 141 (2024): 04033. https://doi.org/10.1051/bioconf/202414104033.

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The importance of environmental education of the younger generation is recognized at the national and international levels. It is noted that the integration of environmental education into the system of general, professional and supplementary education as a steady interdisciplinary educational process helps continuous development of environmental literacy, environmental awareness, environmental thinking, environmental behavior, environmental culture and, in general, an environmentally oriented personality. In this regard, the aim of our research was to green engineering education in Higher Sch

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32

Grušovnik, Tomaž, and Ana Arzenšek. "Experiential education against environmental denial in environmental ethics education: a case study." Journal of Education Culture and Society 5, no. 1 (2020): 99–109. http://dx.doi.org/10.15503/jecs20141.99.109.

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Recent research shows that ‘environmental denial’ (the denial of anthropogenic impact on the natural world) plays an important role in environmental education. The difficulty in changing our detrimental habits stems from the fact that identities in our societies are bound up with consumerist practices. Because we cannot simply give up practices that shape our identity, environmental education has to fi nd ways of substituting unhealthy habits with environmentally acceptable ones. One method of achieving this is through experiential education based on experiences with the natural world and thei

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33

SASAKI, Naoe, and Saburo TANAKA. "Environmental Energy Education in College of Engineering, Nihon University." Proceedings of Mechanical Engineering Congress, Japan 2020 (2020): S20204. http://dx.doi.org/10.1299/jsmemecj.2020.s20204.

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34

Čekanová, Katarína, and Alena Pauliková. "QUALITY EDUCATION ENHANCEMENT BY MEANS OF UNIVERSITY ENVIRONMENTAL EDIFICATION." Production Engineering Archives 5/4 (December 2014): 2–5. http://dx.doi.org/10.30657/pea.2014.05.01.

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35

Klinskaya, E. O. "The System of Environmental Education in the Regional University." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 5 (2019): 139–44. http://dx.doi.org/10.31992/0869-3617-2019-28-5-139-144.

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The solution of environmental problems, both on global and regional level, is possible only when a new type of ecological culture is formed and ecologization of education is provided. The complicated ecological situation in the world and the low level of environmental awareness of the population necessitate constant improvement of environmental education and enlightenment. The article focuses on these problems and describes the system of environmental education created inSholom-AleichemPriamurskyStateUniversity, which is implemented through different types of teachers’ and students’ activities

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36

SASATANI, Yasuyuki, and Mikihiko YAMAMOTO. "An Examination of Environmental Education Workshop at an University." ENVIRONMENTAL SYSTEMS RESEARCH 24 (1996): 474–83. http://dx.doi.org/10.2208/proer1988.24.474.

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37

Fomina, N. V. "Modern methodological approaches to environmental education at the university." Journal of Physics: Conference Series 1691 (November 2020): 012148. http://dx.doi.org/10.1088/1742-6596/1691/1/012148.

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38

Slobbé, Chelsea, Miranda Mirosa, and Carla Thomson. "University foodservices’ potential for providing environmental education to students." Nutrition & Dietetics 74, no. 2 (2017): 191–99. http://dx.doi.org/10.1111/1747-0080.12334.

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39

SASAKI, Naoe, and Saburo TANAKA. "Environmental Energy Education in College of Engineering, Nihon University." Proceedings of the Tecnology and Society Conference 2018 (2018): G180613. http://dx.doi.org/10.1299/jsmetsd.2018.g180613.

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40

SASAKI, Naoe, Takahiro KUROSAWA, and Saburo TANAKA. "Environmental Energy Education in College of Engineering, Nihon University." Proceedings of the Tecnology and Society Conference 2019 (2019): G190114. http://dx.doi.org/10.1299/jsmetsd.2019.g190114.

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41

Reddy, Chris, and Danie Schreuder. "Environmental education scholarship in a 'marketised' setting: A case study in a university environmental education programme." Environmental Education Research 10, no. 3 (2004): 297–311. http://dx.doi.org/10.1080/1350462042000258152.

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42

Khan, Camellia. "ENVIRONMENTAL EDUCATION IN ACADEMIA: BANGLADESH PERSPECTIVE." Journal of Asian and African Social Science and Humanities 10, no. 1 (2024): 19–28. http://dx.doi.org/10.55327/jaash.v10i1.323.

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Due to the ever rising environmental disasters, environmental education has emerged as one of the most talked about issues in academia – all around the world today. To tackle this overwhelming crisis, there is an imminent need for environmental awareness at the mass level – which, of course, can only be provided through environmental education. As Bangladesh is one the most vulnerable countries in terms of environmental disaster, and as environmental education and awareness can play significant roles in ensuring participation of mass people in safeguarding environment; the need of such environ

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43

Selby, David. "Humane Education and Global Education." Australian Journal of Environmental Education 9 (1993): 115–33. http://dx.doi.org/10.1017/s0814062600003220.

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This paper is based on David Selby's workshop ‘Animal Rights and Global Education’ presented at the Touch 92 conference of European environmental educators, 29 March - 4 April 1992, Loutra Sidirokastrou, Serres, Greece. The conference was organised by the Department of Primary Education, Aristotle's University of Thessaloniki.

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44

Ichsan, Ilmi Zajuli, Agung Purwanto, and Henita Rahmayanti. "Environmental supplement book of flood disaster for university students." International Journal of Evaluation and Research in Education (IJERE) 12, no. 3 (2023): 1637. http://dx.doi.org/10.11591/ijere.v12i3.25078.

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<span lang="EN-US">Solving natural disaster problems, especially floods, requires community participation. One of the efforts that can be done is by implementing the environmental supplement book of flood disasters based on innovation learning model for natural science and environmental learning (ILMIZI). The purpose of this research was to implement a supplementary book to improve university students’ higher order thinking skills (HOTS) and pro-environmental behavior (PEB). This was an experiment method consisting of experimental class and control class. The samples were 115 university

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45

Pham Thi, Tuyet. "Hanoi National University of Education and its supportting role in developing Laos’ university education." Journal of Science Educational Science 66, no. 4D (2021): 282–89. http://dx.doi.org/10.18173/2354-1075.2021-0162.

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Among Vietnamese educational institutions, Hanoi National University of Education (HNUE) plays a key role in building and developing international cooperation for education sector. Especially, HNUE has made great contributions to the forming and developing the first university of Laos: University of Pedagogy. It created a foundation for the development of university system in Lao People’s Democratic Republic. On the basis of archival materials, this paper focuses on clarifying specific activities, roles and contributions of Hanoi National University of Education in helping Laos build its first

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46

Shi, Lei. "Industrial Ecology Education at Tsinghua University." Journal of Industrial Ecology 21, no. 2 (2016): 423–29. http://dx.doi.org/10.1111/jiec.12445.

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47

Ning, Wei, Pengyu Chen, Feng Wu, Kristan Cockerill, and Nansheng Deng. "Industrial Ecology Education at Wuhan University." Journal of Industrial Ecology 11, no. 3 (2008): 147–53. http://dx.doi.org/10.1162/jiec.2007.1168.

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48

Assaraf, Orit Ben-Zvi, and Sigalit Damri. "University Science Graduates’ Environmental Perceptions Regarding Industry." Journal of Science Education and Technology 18, no. 5 (2009): 367–81. http://dx.doi.org/10.1007/s10956-009-9147-5.

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49

Saputri, Kirana Fimelya, Mei Candra Kartikasari, Muchammad Maulana Hasan, Muhammad Nu'man Hakim, and Yohanes Gatot Sutapa Yuliana. "Utilization of the Unversity’s Official Website for Environmental Education." Letters in Information Technology Education (LITE) 2, no. 1 (2019): 10. http://dx.doi.org/10.17977/um010v2i12019p010.

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Indonesian public awareness about the importance of the environment is still quite low. For example, concern about cleanliness which will have an impact on the environment and health, so it is important to encourage environmental care activities. The University Level Educational Institution was chosen because students have a very important role, namely as one of the Agent of Change that is expected to be able to bring better change to Indonesia's change. This study aims to determine how the role of the official website of the university in Indonesia on the educational environment. With this st

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50

Nelyubina, Elena Georgievna, Lyudmila Vladimirovna Panfilova, and Valentina Nicolaevna Lisachkina. "Designing extracurricular environmental courses at a pedagogical university." Samara Journal of Science 6, no. 4 (2017): 239–42. http://dx.doi.org/10.17816/snv201764309.

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As educational institutions of basic and secondary education have started using federal state educational standards, a large number of extracurricular courses have been set up at educational institutions. Their aim is to organize the second half of students day, and they are termed as extracurricular courses. Subject teachers have to develop programs of extracurricular activities, which are part of the national-regional component of school curricula. The main task of such courses and classes is to develop students personal qualities, to attract their interest to various activities and disclose

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