Action Competence for Environment: New Perspective of Learning Outcome in Environmental Education
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Abstract
This article aims to propose a new perspective on learning outcomes and teaching approaches for environmental education (EE). As such, education can address complex environmental problems happening nowadays and those that will oecur in the future. The core concepts presented in this article are derived from the International Handbook of Research on Environmental Education (Stevenson, Brody, Dillon, & Wals, 2013), 7 systematic review articles related to EE
learning outcomes, 6 position papers regardless of a new perspective of EE learning outcomes and teaching approaches, and 26 research articles related to action competence. These research articles were obtained from high impact refereed journals from the field of EE, including Environmental Education Research, Journal of Environmental Education, and others. The term used for access to these articles was “action competence”. This article presents core ideas systematically extracted from the literature. It begins with ‘the need for new EE learning outcome’ and followed by ‘definition of action competence’, ‘aspects and indicators of action competence’, and ‘instructional approaches for developing action competence’, respectively. We hope that this article can be a catalyst to move the field of EE forward to the goal of Education for Sustainable
Development.
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References
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