Students’ empathy for the environment through eco-art place-based education: A review

Asvina Sunassee*, Chandradeo Bokhoree, Andrew Patrizio

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

The existing state of the world climate creates the need for an educational programme that incorporates effective proposals for the environment that can be practically implemented. The present environmental education literature has changed due to new study paradigms. Understanding how students relate to nature, how their personal beliefs and behaviours are influenced, and how their actions are affected can provide an increased understanding of how they can contribute meaningfully to global objectives. This paper aims to analyse educational research papers published in the area of environmental art education in order to find the factor with the greatest effect and illuminate how they can help to improve the measures implemented. This study paper (i) focuses on students’ engagement with an environment curriculum; (ii) demonstrates the need for action related to the environment; (iii) encourages critical thinking; and (iv) demonstrates students’ independent thinking and rational decision making. The findings show that such research can help to improve environmental art education based on action and take future research challenges into account.
Original languageEnglish
Pages (from-to)214–247
Number of pages33
JournalEcologies
Volume2
Issue number2
DOIs
Publication statusPublished - 20 May 2021

Keywords

  • eco-art education
  • empathy
  • place-based education
  • art education
  • pro-environment behaviour
  • nature study
  • environment

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