Natur; Umwelteinstellungen; Stadtentwicklung; Naturerfahrung; Umweltverhalten
Bauer Nicole, Megyesi Boldizsár, Halbac-Cotoara-Zamfir Rares, Halbac-Cotoara-Zamfir Cristina (2020), Attitudes and environmental citizenship, in Hadjichambis A.Ch. et al. (ed.), Springer International Publishing, Cham, 97-111.
HansmannRalph, DuberryJérôme, BauerNicole (2019), Short country report Switzerland. European Network for Environmental Citizenship (ENEC COST action CA16229) country report Switzerland., in Hadjichambis Andreas Ch. et al. (ed.), Intitute of Education, University of Lisbon, Cyprus Centre for Environmental Research, ENEC, Lisbon, 249-265.
Societies face major environmental problems, and it is widely agreed that in order to meet Europe’s sustainability objectives, significant behavior change is required. Education has been shown to be a fundamental instrument that contributes to behavioral changes, and children are an especially important target group for education for Environmental Citizenship (EC). The Environmental Citizen has been preliminarily defined as “the citizen who has a coherent and adequate body of knowledge as well as the necessary skills, values, attitudes and competences in order to be able to act and participate in society as an agent of change (…) in the direction of (…) achieving sustainability as well as developing a healthy relationship with nature” (European Network for Environmental Citizenship, 2018). This definition stresses the importance of environmental attitudes (EA), environmental behavior (EB) and personal skills and competences such as empowerment and self-efficacy as important aspects of the concept of Environmental Citizenship. While there is much knowledge about adult environmentalism, the research on children’s EA and EB is far more limited yet. Based on the review of literature we propose a project with the aim to assess the impact of a multitude of different settings on EA and EB/Environmental Citizenship behavior (ECB). As a longitudinal design is not possible due to the funding scheme, we propose a combination of two studies. The first study will be focusing on children’s settings and assess the relevance of their settings (e.g. forest schools vs. indoor schools with comparable pedagogical concept) on the environmental attitudes and behavior. The second study has a retrospective focus and will ask young adults to give account of their childhood experiences.The synthesis of the results of both studies will contribute to a better understanding of different natural areas and their role for EA and EB/ECB formation. Only by comparing the different settings it will be possible to identify the characteristics of the settings and experiences that might be relevant for the formation of EA and EB/ECB. The project results will be of major relevance for practice as only the profound understanding of the relations and moderating variables (e.g. restoration, affinity towards nature, self-efficacy etc.) will allow to formulate more specific recommendations and interventions focusing on the outdoor environments of children.