| Abstract |
Environmental problems constitute a reality of our time. The
methods that are applied for their resolution, many as they might be,
present important disadvantages and have not achieved the desirable
results up to now. Perceptions of environmental issues vary among
different society in societies and diggerent areas. Education as well as
culture influence also the relation of members of society regarding
environmental problems. The way we conceive the aforementioned
problems, reflects in reality the human values we abide by, as well as
the choices we make in our life and in our relationship with the natural
environment. The last decades the environmental education constitutes
one of the most important innovations in international and in European
educational systems. Programs of environmental education have also
been used in Greece recently, in all levels and forms of education,
(formal, non formal and informal). However, there is a debate are
discussed , both on an international and national level, concerning their
contribution in the resolution and the handling of environmental
problems with regards to sustainable development. According, the
current survey is looking into the students of lyceum, their teachers and
parents, regarding the evaluation of environmental problems, their
attitude and behaviour with regards to these problems, their attendance
in programs and procedures of non formal and informal in comparison
to nature. The findings of the current research, show that the non
formal and informal environmental education, that is provided does not
support effectively the need for resolution of environmental problems
with regards to sustainable development. It rather appears to contribute
more to the improvement of the convictions of subjects of the survey
than in the develpment of pro-environmental behaviours. However
responsible environmental behaviour is a complex notion and its
interpretation is always difficult to define. Whereas the effect of the non
formal and informal education, has, already, made influenced the
individuals of the sample that did not attend the programs and their
procedures.
The above results constitute a challenge for the need of re-planning
and implementation of more effective programs and procedures
regarding environmental education, according to the needs, and
interests of the participants of the survey the very important
environmental problems. There is a requirement for the shaping of
models of environmental education that would be focused in the n
growth of critical thought and responsible attitude and behavior towards
the social, economic and ecological reality, prevalent in any given time
with regards to sustainable development.
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