Knowledge and Willingness to Act Pro-Environmentally: Perspectives from IEA TIMSS 2019 and ICCS 2016 Data

Maria Magdalena Isac; Andrés Sandoval-Hernández; Wanda Saas

doi:10.1007/978-3-031-76033-4

Knowledge and Willingness to Act Pro-Environmentally: Perspectives from IEA TIMSS 2019 and ICCS 2016 Data

Maria Magdalena Isac (Editor)
, Andrés Sandoval-Hernández (Editor)
, Wanda Saas (Editor)

Department of Education

KU Leuven
University of Antwerp

Research output: Book/Report › Book

Abstract

This open access book utilizes data from two large-scale international assessments—TIMSS 2019 and ICCS 2016—to investigate the extent to which education for sustainable development outcomes is conveyed and accomplished within various educational systems. Specifi cally, it aims to expand the understanding of how students’ environmental knowledge levels and their willingness to act in a pro-environmentally manner can diff er across and within countries. Th e 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.

Original language	English
Place of Publication	Cham, Switzerland
Publisher	Springer, Cham
Number of pages	190
Volume	16
ISBN (Electronic)	978-3-031-76033-4
ISBN (Print)	978-3-031-76032-7, 978-3-031-76035-8
DOIs	https://doi.org/10.1007/978-3-031-76033-4
Publication status	Published - 25 Jan 2025

Publication series

Name	IEA Research for Education
Publisher	Springer
ISSN (Print)	2366-1631
ISSN (Electronic)	2366-164X

Funding

This work was supported by the International Association for the Evaluation of Educational Achievement (IEA)

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

Sustainable development
Education for sustainable development
Environmental Knowledge
Environmental Dispositions
Willingness to act pro-environmentally
Opportunities to learn in education for sustainable development
International Large-Scale Assessments
International Civic and Citizenship Education Study (ICCS) 2016
Trends in International Mathematics and Science Study 2019
Action Competence
Comparative Studies Across Several Educational Systems
Open Access
International Association for the Evaluation of Educational Achievement

Access to Document

10.1007/978-3-031-76033-4Licence: CC BY-NC

1 Finished
1 Active

International Study Centre for the International Civic and Citizenship Education Study
Sandoval Hernandez, A. (PI), Isac, M. M. (CoI), Gatica, F. (Researcher) & Wagner, J.-P. (Researcher)
1/12/23 → 30/06/29
Project: Other
Prepared for a Sustainable Future? Environmental Knowledge and Willingness to Act Pro-Environmentally among Secondary School Students
Isac, M. M. (PI), Sandoval Hernandez, A. (PI), Saas, W. (PI), Treviño, E. (CoI), Carrasco, D. (CoI), Villalobos, C. (CoI), Miranda, D. (CoI), Strietholt, R. (CoI), Meink, S. (CoI) & Andres, S. (CoI)
15/04/23 → 15/06/24
Project: Other

Cite this

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title = "Knowledge and Willingness to Act Pro-Environmentally: Perspectives from IEA TIMSS 2019 and ICCS 2016 Data",

abstract = "This open access book utilizes data from two large-scale international assessments{\textemdash}TIMSS 2019 and ICCS 2016{\textemdash}to investigate the extent to which education for sustainable development outcomes is conveyed and accomplished within various educational systems. Specifi cally, it aims to expand the understanding of how students{\textquoteright} environmental knowledge levels and their willingness to act in a pro-environmentally manner can diff er across and within countries. Th e book also examines whether certain opportunities to learn about environmental issues in secondary schools show promise in enhancing young people{\textquoteright}s environmental knowledge and attitudes.",

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doi = "10.1007/978-3-031-76033-4",

language = "English",

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AB - This open access book utilizes data from two large-scale international assessments—TIMSS 2019 and ICCS 2016—to investigate the extent to which education for sustainable development outcomes is conveyed and accomplished within various educational systems. Specifi cally, it aims to expand the understanding of how students’ environmental knowledge levels and their willingness to act in a pro-environmentally manner can diff er across and within countries. Th e 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.

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KW - Environmental Dispositions

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KW - Opportunities to learn in education for sustainable development

KW - International Large-Scale Assessments

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KW - Trends in International Mathematics and Science Study 2019

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Knowledge and Willingness to Act Pro-Environmentally: Perspectives from IEA TIMSS 2019 and ICCS 2016 Data

Abstract

Publication series

Funding

UN SDGs

Keywords

Access to Document

Fingerprint

Projects

International Study Centre for the International Civic and Citizenship Education Study

Prepared for a Sustainable Future? Environmental Knowledge and Willingness to Act Pro-Environmentally among Secondary School Students

Cite this