This open access book utilizes data from two large-scale international assessmentsTIMSS 2019 and ICCS 2016to investigate the extent to which education for sustainable development outcomes is conveyed and accomplished within various educational systems. Specifically, it aims to expand the understanding of how students' environmental knowledge levels and their willingness to act in a pro-environmentally manner can differ across and within countries. The book also examines whether certain opportunities to learn about environmental issues in secondary schools show promise in enhancing young people's environmental knowledge and attitudes.

Investigates disparities in students' environmental knowledge and their willingness to act pro-environmentally Describes opportunities to learn about environmental issues in secondary schools, across and within countries Uses data from TIMSS 2019 and ICCS 2016 to investigate education for sustainable development outcomes This book is open access, which means that you have free and unlimited access

Autorentext

Dr. Isac is the International Study Director of ICCS at the University of Bath in the UK and a research associate at KU Leuven University in Belgium. Her work focuses on the comparative evaluation of school systems, emphasizing how different formal and informal educational approaches and teaching practices contribute to young people's citizenship learning and competences. Recent projects include education for sustainable development under the overall umbrella of civic and citizenship education.

Dr. Sass is currently a postdoctoral researcher at the Universities of Antwerp in Belgium and Karlstad in Sweden, working on a quality education for sustainability teaching framework. Her doctoral dissertation focused on action competence as a learning outcome of sustainability education. Her rich previous teaching career allows her to maintain strong affinity with educational practice and youth's social context.

Dr. Sandoval-Hernández is a Professor of Policy and Educational Assessment and International Study Director of ICCS at the University of Bath in the UK. He is interested in developing work around comparative analyses of educational systems using large-scale assessment data with a focus on educational inequalities. He also has a strong interest in civic and citizenship education and education for sustainable development.

Inhalt

Foreword.- Preface.- Chapter 1: Knowledge and Willingness to Act Pro-environmentally. Perspectives from IEA TIMSS 2019 and ICCS 2016 Data An Introduction: Maria Magdalena Isac, Wanda Sass, and Andrés Sandoval-Hernández.- Chapter 2: Theoretical Approaches: Operationalizing Action Competence as a Learning Outcome of Education for Sustainable Development Using International Large-Scale Assessments: Wanda Sass, Jelle Boeve-de Pauw, Daniel Olsson, Niklas Gericke, and Peter Van Petegem.- Chapter 3: Operationalization and Methodology in TIMSS: Rolf Strietholt, Purya Baghaei, Yuan-Ling Liaw, Sabine Meinck, and Andrés Strello.- Chapter 4: Environmental Knowledge: Conceptualization and Measurement: Yuan-Ling Liaw, Purya Baghaei, Rolf Strietholt, Sabine Meinck, and Andrés Strello.- Chapter 5: Inequalities on Environmental Knowledge: Andrés Strello, Rolf Strietholt, Yuan-Ling Liaw, Purya Baghaei, and Sabine Meinck.- Chapter 6: School Practices and Environmental Knowledge: Sabine Meinck, Andrés Strello, Yuan-Ling Liaw, Rolf Strietholt, and Purya Baghaei.- Chapter 7: Operationalization and Methodology in ICCS: Diego Carrasco.- Chapter 8: Willingness to Act Pro-Environmentally: Conceptualization and Country Comparisons: Cristobal Villalobos and Diego Carrasco.- Chapter 9: Inequalities on Willingness to Act Pro-Environmentally: Daniel Miranda and Diego Carrasco.- Chapter 10: School Factors and Students' Willingness to Act Pro-Environmentally in the Future: Ernesto Treviño and Diego Carrasco.- Chapter 11: Environmental Knowledge and Willingness to Act Pro-Environmentally Final Remarks: Maria Magdalena Isac, Wanda Sass, Andrés Sandoval-Hernández.