Pregled bibliografske jedinice broj: 1175375
Student Teachers’ Willingness to Act in the Climate Change Context
Student Teachers’ Willingness to Act in the Climate Change Context // Social sciences (Basel), 11 (2022), 2; 1-16 doi:10.3390/socsci11020047 (međunarodna recenzija, članak, znanstveni)
CROSBI ID: 1175375 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
Student Teachers’ Willingness to Act in the Climate
Change Context
Autori
Vukelić, Nena ; Rončević, Nena ; Toljan, Sven
Izvornik
Social sciences (Basel) (2076-0760) 11
(2022), 2;
1-16
Vrsta, podvrsta i kategorija rada
Radovi u časopisima, članak, znanstveni
Ključne riječi
climate change ; sustainable development goals (SDG) ; student teachers ; education for sustainable development ; action competence
Sažetak
In education for sustainable development, widely regarded as a framework that offers us the opportunity to improve the ways in which we cope with climate change issues, the need for student teachers to express willingness to act in order to deal with numerous issues and challenges of sustainable development, especially climate change, is of particular importance. Therefore, the focus of this study is on the examination of predictors of student teachers’ willingness to act in a climate- change mitigation and adaptation context. For the purpose of this study, measurement instruments of willingness to act in climate change mitigation and adaptation context, attitudes towards climate change, perception of action possibilities in climate change mitigation and adaptation context, interest in climate change and concern for ecological problems were validated. A total of 201 student teachers from the University of Rijeka (Croatia) participated in the study. It was determined that (I) attitudes towards climate change, (II) perception of action possibilities in climate change mitigation and adaptation context and (III) interest in climate change represent significant predictors of willingness to act in climate-change direction and mitigation contexts. Based on the results of this study, recommendations for teacher education in the climate change context have been offered.
Izvorni jezik
Engleski
Znanstvena područja
Psihologija, Pedagogija
POVEZANOST RADA
Projekti:
UIP-2017-05-2031 - Formalno obrazovanje u funkciji održivog razvoja (forOR) (Ćulum Ilić, Bojana, HRZZ - 2017-05) ( CroRIS)
Ustanove:
Filozofski fakultet, Rijeka
Citiraj ovu publikaciju:
Časopis indeksira:
- Web of Science Core Collection (WoSCC)
- Emerging Sources Citation Index (ESCI)
- Scopus