Eco-school evaluation beyond labels: The impact of environmental policy, didactics and nature at school on student outcomes
Active teaching methods, environmental education policy, and the presence and use of natural green elements impact eco-schools’ environmental education outcomes
This study focused on the environmental values, motivation and knowledge as learning outcomes of the eco-schools project – the largest and most widely implemented environmental education (EE) initiative in formal education. By participating in this project, schools from all over the world can earn ‘green flag’ certification, based on external evaluation.
The current study explored student outcome differences in relation to the different schools where those students attend, with special attention to the schools’ didactical approach to dealing with environmental issues, the presence and use of green elements at school, and the making of environmental policy at the school. This study was conducted in Flanders, Belgium where the system for obtaining ‘green flag’ certification includes earning three-step quality labels (logos) awarded by the Flemish Government. Schools participating in this study were selected based on their most recently obtained eco-schools logo.
Over 2000 students in grades 6 and 12 completed an online survey focusing on values, motivation and knowledge outcomes as these relate to the eco-schools project. Another survey, completed by over 1000 teachers, focused on the processes of the eco-schools project, with special attention to the policy-making at school, the use of didactical methods, and the presence and use of green elements at the school.
Results indicated that the environmental outcomes for students changed as the schools progressed in becoming a certified eco-school. There was more progress in theoretical knowledge than applied knowledge. This outcome increased as schools moved further along in the project and was larger for grade 12 students as compared to grade 6. There was a drop in utilization values (focusing on the use and exploitation of the natural environment) and in amotivation (lack of motivation to work for the environment). Controlled motivation of students seemed to be stimulated by the project, suggesting that when the students acted pro-environmentally, it was due to external pressures rather than for the more preferred intrinsic reasons. The project seemed to have no impact on the most valued outcomes – students’ preservation values and autonomous (intrinsic) motivation. Eco-school process-related factors contributing to desired student learning outcomes included more active teaching methods, the making of environmental education policy in the schools, and the presence and use of natural green elements at the school campuses. The presence of natural green elements was more effective in promoting desired environmental outcomes when used for teaching rather than simply for decoration.
Overall, the primary outcomes of the eco-school project were knowledge related. Students in eco-schools were consistently more knowledgeable about the environment than students in other schools. There were smaller or no effects of the project on environmental attitudes and behaviors. The article concludes with a discussion of related implications and suggestions.
Citation
Boeve-de Pauw, J., Van Petegem, P., (2018). Eco-school evaluation beyond labels: The impact of environmental policy, didactics and nature at school on student outcomes. Environmental Education Research, 24(9),
