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Determining the Ecological Footprint Awareness of Vocational School Students

Year 2023, Volume: 11 Issue: 1, 1 - 11, 04.07.2023

Meryem Konu Kadirhanoğulları Seda Vural Aydın

https://doi.org/10.47215/aji.1249347

Abstract

As a result of activities such as rapid population growth, industrialization and urbanization, uncontrolled agricultural practices, nonrenewable resources are depleted. In addition, these activities destroy renewable resources. Consumption habits and how much of the living area is used and the amount of living space needed to re-use the resources reveals the concept of ecological footprint. With the ecological footprint analysis, it is determined how sensitive the individual is to the environment and contributes to the increase and development of environmental awareness. It is important to measure the ecological footprint in order to realize environmental problems and the individual effects that cause these problems. Ecological footprint is an indicator for sustainability. For this reason, its application in educational institutions contributes to gain individual positive behaviour. With this research, it was aimed to determine the ecological footprint awareness level of vocational school students. Our study was carried out in the 2022-2023 academic year. Quantitative screening method was used in the study. The 'Ecological Footprint Awareness Scale' was used to obtain the data. SPSS 22.0 package program was used statistically. The ecological footprint awareness levels of the students were compared according to gender and the program they studied. At the end of the study, it was seen that there was a significant difference in the gender and department factors of the students. The sub-dimension with the highest level of awareness is waste, transportation and shelter; it was determined that the sub-dimension of food, energy and water consumption was the lowest.

Keywords

Ecological footprint environment sustainability

References

  • Akçay, S., & Pekel, F. O. (2017). Investigation of prospective teachers' environmental awareness and sensitivity in terms of different variables. Elementary Education Online, 16(3), 1174-1184. https://doi.org/10.17051/ilkonline.2017.330249
  • Akıllı, H., Kemahlı, F., Okudan, K., & Polat, F. (2008). The content of ecological footprint concept and calculation of individual ecological footprint in the Akdeniz University economics and administrative sciences faculty. Akdeniz İİBF Journal, 8(15), 1-25.
  • Arslan, H. Ö., & Yağmur, Z. İ. (2022). Science teachers’ knowledge about ecological footprint and views on “education for sustainable development”. International Journal of Turkish Educational Studies, 10(18), 139-167. https://doi.org/10.46778/goputeb.1025127
  • Baabou, W., Grunewald, N., Ouellet-Plamondon, C., Gressot, M., & Galli, A. (2017). The ecological footprint of mediterranean cities: Awareness creation and policy implications. Environmental Science & Policy, 69, 94-104. https://doi.org/10.1016/j.envsci.2016.12.013
  • Blatchford, J. S., Smith, K. C., & Pramling-Samuelsson, I. (2010). Education for sustainable development in the early years. Organisation Mondiale Pourl´Education Prescolaire (OMEP).
  • Çelik, G., & Çam, H. (2022). A structural model proposal for determining the factors affecting the ecological footprint. Selçuk University Journal of Social Sciences Vocational School, 25(1), 201-215. https://doi.org/10.29249/selcuksbmyd.1103235
  • Çetin, F. A. (2015). The effect of ecological footprint education on 8th grade students' attitudes, awareness and behavior towards sustainable life (Unpublished master thesis). Gazi University, Ankara.
  • Çetin, F. A., Güven Yıldırım, E., & Aydoğdu, A. (2017). The effect of ecological footprint education for sustainable life on attitudes towards environmental problems and behavior levels. Journal of Theoretical Educational Science, 10(1), 31-48. https://doi.org/10.5578/keg.20985
  • Çıkrık, S., & Yel, M. (2019). Determination of ecological footprint awareness levels of preservice biology teachers. Social Sciences, 14(6), 2999-3008. https://doi.org/10.29228/TurkishStudies.39703
  • Cordero, E. C., Todd, A. M., & Abellera, D. (2008). Climate change education and the ecological footprint. Bulletin of the American Meteorological Society, 89(6), 865-872. https://doi.org/10.1175/2007BAMS2432.1
  • Coşkun, I. (2013). Determination of ecological footprint awareness levels of primary school teacher candidates (Unpublished master thesis). Gazi University, Ankara.
  • Coşkun, I. Ç., & Sarıkaya, R. (2014). Investigation of ecologıcal foot print levels of classrom teacher candidates. Journal of Turkish Studies, 9(5), 1761-1787. https://doi.org/10.7827/TurkishStudies.6598
  • Demirkol, M., & Aslan, İ. (2021). Ecological footprint awareness levels of classroom teachers. Journal of Computer and Education Research, 9(18), 904-928. https://doi.org/10.18009/jcer.901915
  • Demirkol, M., & Aslan, İ. (2022). Classroom teachers' in-class ecological footprint awareness raising practices. Kastamonu Education Journal, 30(3), 633-644. https://doi.org/10.24106/kefdergi.933901
  • Edwards, S. (2005). Talking about a revolution: Paradigmatic change in early childhood education from developmental to sociocultural theory and beyond. Melbourne Studies in Education, 46(1), 1–12. https://doi.org/10.1080/17508480509556412
  • Engin, K., Demiriz, S., & Koçyiğit, B. S. (2023). Investigation of the relationship between preschool teachers’ ecological footprint awareness, pro-environmental behavior and practice of eco-friendly activities. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 57(57), 1-19. https://doi.org/10.15285/maruaebd.1120458
  • Eraslan, Ş., & Seçme, D. (2021). Awareness level of the faculty of architecture students’ ecological footprint. Süleyman Demirel University Journal of Natural and Applied Sciences, 25(3), 481-491. https://doi.org/10.19113/sdufenbed.801151
  • Eren, Ö., Parlakay, O. P., Hilal, M., & Bozhüyük, B. (2017). Determination of the ecological footprint of the Agricultural Faculty academicians: the case of Mustafa Kemal University. Journal of Agricultural Faculty of Gaziosmanpaşa University, 34 (2), 138-145. https://doi.org/10.13002/jafag4315
  • Erten, S. (2012). Environmental consciousness among Turkish and Azeri candidate teachers. Education and Science, 37(166), 88-100.
  • Güleç, S., & Orhan, A. T. (2022). The effect of 5E learning model applications on secondary school students’ academic achievement, ecological footprint awareness and attitudes towards sustainable environment. The Educational Science and Research Journal, 3(2), 410-441. https://doi.org/10.54637/ebad.1163567
  • Günal, N., Işıldar, G. Y., & Atik, A. D. (2018). Investigation of university students’ trends on ecological footprint reduction. Turkish Science Research Foundation, 11(4), 34-46.
  • Güngör, H. (2019). Developing sustainable living opportunities with ecological footprint practices in a preschool education institution (Unpublished doctoral dissertation). Pamukkale University, Denizli.
  • Güngör, H., & Kalburan, F. N. C. (2022). Determining the ecological footprint awareness levels of preschool employees. International Journal of New Trends in Arts, Sports & Science Education (IJTASE), 11(1), 17-26.
  • Günşen, G. (2023). Investigation of the effect of environmental education activities on preschool teacher candidates' ecological footprint awareness and environmental awareness levels of interest. International Journal of Primary Education Studies, 4(1), 1-13. https://doi.or/10.59062/ijpes.1233687
  • İnce, Z. (2015). Investigation of contribution of secondary school geography lesson 10th class currıculum to recognize the environment in which we live. lnternational Journal of Geography and Geography Education, 31, 330-344. https://doi.org/10.14781/mcd.62110
  • Kahriman Ozturk, D., Olgan, R., & Guler, T. (2012). Preschool children's ideas on sustainable development: how preschool children perceive three pillars of sustainability with the regard to 7R. Educational Sciences: Theory and Practice, 12(4), 2987-2995.
  • Karataş, A. (2016). Environmental education as a tool for environmental protection in local governments. Journal of Contemporary Administrative Sciences, 3(1), 1-10.
  • Keleş, Ö. (2007). Application and evaluation of ecological footprint as an environmental education tool for sustainable living (Unpublished doctoral dissertation). Gazi University, Ankara.
  • Keleş, Ö., Naim, U., & Özsoy, S. (2008). Measuring and evaluating pre-service teachers’ ecological footprints. Ege Journal of Education, 9(2), 1-15.
  • Kim, S. (2016). A comparative study of early childhood curriculum documents focused on education for sustainability in South Korea and Australia (Masters thesis). Queensland University of Technology.
  • Kurt, P., & Çavuş Güngören, S. (2020). Investigation of middle school 7th and 8th grade students' sustainability attitude, behavior and awareness and carbon footprint knowledge levels. Mediterranean Journal of Educational Research, 14(34), 529-552. https://doi.org/10.29329/mjer.2020.322.25
  • Lambert, M., & Cushing, K. K. (2017). How low can you go? Understanding ecological footprint reduction in university students, faculty and staff. International Journal of Sustainability in Higher Education, 18(7), 1142-1156. https://doi.org/10.1108/IJSHE-08-2015-0145
  • Lambrechts, W., & Van Liedekerke, L. (2014). Using ecological footprint analysis in higher education: Campus operations, policy development and educational purposes. Ecological Indicators, 45, 402-406. https://doi.org/10.1016/j.ecolind.2014.04.043
  • McMillan, J. H., & Schumacher, S. (2010). Research in education: Evidence-based inquiry. Boston: Pearson
  • Medina, M. A. P., & Toledo, B. A. (2016). Ecological footprint of university students: Does gender matter? Global Journal of Environmental Scientific and Managemenet, 2(4), 339-344.
  • Oğuz, D., Çakcı, I., & Kavas, S. (2011). Environmental awareness of students in higher education. SDU Faculty of Forestry Journal, 12(1), 34-39.
  • Özgen, U., & Aksoy, A. D. (2017). Ecological footprint awareness levels of consumers (Sample of Ankara Province). Third Sector Social Economic Review, 52(3), 46-65. https://doi.org/10.15659/3.sektor-sosyal-ekonomi.17.12.790
  • San-Francisco, A., Sopelana, N., Fernandez, J. M., Otegi, J. R., & Minguez, R. (2020). Analysis about the incorporation of remanufacturing concept into life cycle assessment theories. Journal of Remanufacturing, 10(2), 127-139.
  • Söylemez, S. (2007). Çocuğumu nasıl yetiştirmeliyim? [How should I raise my child?]. Morpa Kültür Yayınları.
  • Şimşek, T. (2020). Ecological footprint awareness and environmentally friendly behavior of high schoolyouth according to some demographic features. The Journal of Social Sciences Academy, 3(2), 139-169. https://doi.org/10.38004/sobad.765328
  • Temizkan, R., & Ceyhanlı, K. (2020). Tourism undergraduate student’s ecological footprint awareness. Tourism Academic Journal, 7(2), 203-223.
  • Tosunoğlu, B. (2014). Ecological footprint as an indicator of global sustainable welfare. Hak İs International Journal of Labor and Society, 3(5), 132-149.
  • Ünal, H., & Bağcı, E. (2017). Sports organizations in the light of environmental sustainability and ecologic footprint. Journal of Human Sciences, 14(3), 3006-3021. https://doi.org/10.14687/jhs.v14i3.4597
  • Wackernagel, M., & Rees, W. (1996). Our ecological footprint: Reducing human impact on the earth. Philadelphia, PA: New Society Publishers.
  • World Economic Forum. (2022). The global risks report 2022. Retrived from https://www3.weforum.org/docs/WEF_The_ Global_Risks_Report_2022.pdf
  • Yalçın, B. (2013). The effects of the natural environment protection program on the attitudes of preschool children towards the environment: Çanakkale province example (Unpublished master thesis). Çanakkale 18 Mart University, Çanakkale.
  • Yiğitkaya, B. (2019). Determining the ecological footprint awareness levels of teacher candidates (Unpublished master thesis). Kastamonu University, Kastamonu.
  • Yıldız, E. (2014). Determining and evaluating the ecological footprint awareness levels of science and technology teacher candidates (Unpublished master thesis). Gazi University, Ankara.
  • Yorgun, İ. (2022). The effect of ecological footprint activities on the ecological footprint awareness and environmental behaviors of primary school teacher candidates (Unpublished master thesis). Ege University, Izmir.
  • Yücel, A. S., & Morgil, F. İ. (1998). Investigation of the environmental phenomenon in higher education. Hacettepe University Journal of Education, 14(14), 84-91.

Meslek Yüksekokulu Öğrencilerinin Ekolojik Ayak İzi Farkındalıklarının Belirlenmesi

Year 2023, Volume: 11 Issue: 1, 1 - 11, 04.07.2023

Meryem Konu Kadirhanoğulları Seda Vural Aydın

https://doi.org/10.47215/aji.1249347

Abstract

Dünya genelinde hızlı nüfus artışı, sanayileşme, kentleşme ve kontrolsüz tarım uygulamaları sonucu yenilenemeyen kaynaklar tükenirken yenilenebilir kaynakların tahribi artmaktadır. Tüketim alışkanlıkları ile yaşanılan alanın ne kadarının kullanıldığını ve kullanılan kaynakları tekrar elde etmek için ihtiyaç duyulan yaşam alanı miktarı ekolojik ayak izi kavramını ortaya koymaktadır. Ekolojik ayak izi analizinin bireysel olarak insanın çevreye ne kadar duyarlı olduğu belirlenerek çevre bilincinin arttırılması ve geliştirilmesi yönünde katkı sağladığı görülmektedir. Çevre sorunlarına ve bu sorunlara neden olan bireysel etkilerin fark edilmesi için ekolojik ayak izi ölçümünün yapılması önem arz etmektedir. Ekolojik ayak izi sürdürülebilirliğin bir göstergesi olduğundan, eğitim kurumlarında uygulandığında bireysel olarak olumlu davranışların kazanımını sağlamaktadır. Bu araştırmanın amacı meslek yüksekokulu öğrencilerinin ekolojik ayak izi farkındalık düzeyinin belirlenmesidir. Çalışmamız 2022-2023 eğitim-öğretim yılında gerçekleştirilmiş olup nicel tarama yöntemi kullanılarak yapılmıştır. Verileri elde etmek amacıyla ‘Ekolojik Ayak İzi Farkındalık Ölçeği’ nden faydalanılmıştır. Elde edilen veriler, istatistiksel olarak SPSS 22.0 paket programı kullanılarak öğrencilerin ekolojik ayak izi farkındalık düzeyleri cinsiyet ve öğrenim gördükleri programa göre karşılaştırma yapılmıştır. Çalışma sonunda cinsiyet ve öğrenim gördükleri program faktörlerinde anlamlı fark olduğu görülmüştür. Bunun yanında farkındalık düzeyinin en yüksek olduğu alt boyutun atıklar ile ulaşım ve barınma olduğu; gıda, enerji ve su tüketimi alt boyutunun ise en düşük olduğu tespit edilmiştir.

Keywords

çevre ekolojik ayak izi sürdürülebilirlik

References

  • Akçay, S., & Pekel, F. O. (2017). Investigation of prospective teachers' environmental awareness and sensitivity in terms of different variables. Elementary Education Online, 16(3), 1174-1184. https://doi.org/10.17051/ilkonline.2017.330249
  • Akıllı, H., Kemahlı, F., Okudan, K., & Polat, F. (2008). The content of ecological footprint concept and calculation of individual ecological footprint in the Akdeniz University economics and administrative sciences faculty. Akdeniz İİBF Journal, 8(15), 1-25.
  • Arslan, H. Ö., & Yağmur, Z. İ. (2022). Science teachers’ knowledge about ecological footprint and views on “education for sustainable development”. International Journal of Turkish Educational Studies, 10(18), 139-167. https://doi.org/10.46778/goputeb.1025127
  • Baabou, W., Grunewald, N., Ouellet-Plamondon, C., Gressot, M., & Galli, A. (2017). The ecological footprint of mediterranean cities: Awareness creation and policy implications. Environmental Science & Policy, 69, 94-104. https://doi.org/10.1016/j.envsci.2016.12.013
  • Blatchford, J. S., Smith, K. C., & Pramling-Samuelsson, I. (2010). Education for sustainable development in the early years. Organisation Mondiale Pourl´Education Prescolaire (OMEP).
  • Çelik, G., & Çam, H. (2022). A structural model proposal for determining the factors affecting the ecological footprint. Selçuk University Journal of Social Sciences Vocational School, 25(1), 201-215. https://doi.org/10.29249/selcuksbmyd.1103235
  • Çetin, F. A. (2015). The effect of ecological footprint education on 8th grade students' attitudes, awareness and behavior towards sustainable life (Unpublished master thesis). Gazi University, Ankara.
  • Çetin, F. A., Güven Yıldırım, E., & Aydoğdu, A. (2017). The effect of ecological footprint education for sustainable life on attitudes towards environmental problems and behavior levels. Journal of Theoretical Educational Science, 10(1), 31-48. https://doi.org/10.5578/keg.20985
  • Çıkrık, S., & Yel, M. (2019). Determination of ecological footprint awareness levels of preservice biology teachers. Social Sciences, 14(6), 2999-3008. https://doi.org/10.29228/TurkishStudies.39703
  • Cordero, E. C., Todd, A. M., & Abellera, D. (2008). Climate change education and the ecological footprint. Bulletin of the American Meteorological Society, 89(6), 865-872. https://doi.org/10.1175/2007BAMS2432.1
  • Coşkun, I. (2013). Determination of ecological footprint awareness levels of primary school teacher candidates (Unpublished master thesis). Gazi University, Ankara.
  • Coşkun, I. Ç., & Sarıkaya, R. (2014). Investigation of ecologıcal foot print levels of classrom teacher candidates. Journal of Turkish Studies, 9(5), 1761-1787. https://doi.org/10.7827/TurkishStudies.6598
  • Demirkol, M., & Aslan, İ. (2021). Ecological footprint awareness levels of classroom teachers. Journal of Computer and Education Research, 9(18), 904-928. https://doi.org/10.18009/jcer.901915
  • Demirkol, M., & Aslan, İ. (2022). Classroom teachers' in-class ecological footprint awareness raising practices. Kastamonu Education Journal, 30(3), 633-644. https://doi.org/10.24106/kefdergi.933901
  • Edwards, S. (2005). Talking about a revolution: Paradigmatic change in early childhood education from developmental to sociocultural theory and beyond. Melbourne Studies in Education, 46(1), 1–12. https://doi.org/10.1080/17508480509556412
  • Engin, K., Demiriz, S., & Koçyiğit, B. S. (2023). Investigation of the relationship between preschool teachers’ ecological footprint awareness, pro-environmental behavior and practice of eco-friendly activities. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 57(57), 1-19. https://doi.org/10.15285/maruaebd.1120458
  • Eraslan, Ş., & Seçme, D. (2021). Awareness level of the faculty of architecture students’ ecological footprint. Süleyman Demirel University Journal of Natural and Applied Sciences, 25(3), 481-491. https://doi.org/10.19113/sdufenbed.801151
  • Eren, Ö., Parlakay, O. P., Hilal, M., & Bozhüyük, B. (2017). Determination of the ecological footprint of the Agricultural Faculty academicians: the case of Mustafa Kemal University. Journal of Agricultural Faculty of Gaziosmanpaşa University, 34 (2), 138-145. https://doi.org/10.13002/jafag4315
  • Erten, S. (2012). Environmental consciousness among Turkish and Azeri candidate teachers. Education and Science, 37(166), 88-100.
  • Güleç, S., & Orhan, A. T. (2022). The effect of 5E learning model applications on secondary school students’ academic achievement, ecological footprint awareness and attitudes towards sustainable environment. The Educational Science and Research Journal, 3(2), 410-441. https://doi.org/10.54637/ebad.1163567
  • Günal, N., Işıldar, G. Y., & Atik, A. D. (2018). Investigation of university students’ trends on ecological footprint reduction. Turkish Science Research Foundation, 11(4), 34-46.
  • Güngör, H. (2019). Developing sustainable living opportunities with ecological footprint practices in a preschool education institution (Unpublished doctoral dissertation). Pamukkale University, Denizli.
  • Güngör, H., & Kalburan, F. N. C. (2022). Determining the ecological footprint awareness levels of preschool employees. International Journal of New Trends in Arts, Sports & Science Education (IJTASE), 11(1), 17-26.
  • Günşen, G. (2023). Investigation of the effect of environmental education activities on preschool teacher candidates' ecological footprint awareness and environmental awareness levels of interest. International Journal of Primary Education Studies, 4(1), 1-13. https://doi.or/10.59062/ijpes.1233687
  • İnce, Z. (2015). Investigation of contribution of secondary school geography lesson 10th class currıculum to recognize the environment in which we live. lnternational Journal of Geography and Geography Education, 31, 330-344. https://doi.org/10.14781/mcd.62110
  • Kahriman Ozturk, D., Olgan, R., & Guler, T. (2012). Preschool children's ideas on sustainable development: how preschool children perceive three pillars of sustainability with the regard to 7R. Educational Sciences: Theory and Practice, 12(4), 2987-2995.
  • Karataş, A. (2016). Environmental education as a tool for environmental protection in local governments. Journal of Contemporary Administrative Sciences, 3(1), 1-10.
  • Keleş, Ö. (2007). Application and evaluation of ecological footprint as an environmental education tool for sustainable living (Unpublished doctoral dissertation). Gazi University, Ankara.
  • Keleş, Ö., Naim, U., & Özsoy, S. (2008). Measuring and evaluating pre-service teachers’ ecological footprints. Ege Journal of Education, 9(2), 1-15.
  • Kim, S. (2016). A comparative study of early childhood curriculum documents focused on education for sustainability in South Korea and Australia (Masters thesis). Queensland University of Technology.
  • Kurt, P., & Çavuş Güngören, S. (2020). Investigation of middle school 7th and 8th grade students' sustainability attitude, behavior and awareness and carbon footprint knowledge levels. Mediterranean Journal of Educational Research, 14(34), 529-552. https://doi.org/10.29329/mjer.2020.322.25
  • Lambert, M., & Cushing, K. K. (2017). How low can you go? Understanding ecological footprint reduction in university students, faculty and staff. International Journal of Sustainability in Higher Education, 18(7), 1142-1156. https://doi.org/10.1108/IJSHE-08-2015-0145
  • Lambrechts, W., & Van Liedekerke, L. (2014). Using ecological footprint analysis in higher education: Campus operations, policy development and educational purposes. Ecological Indicators, 45, 402-406. https://doi.org/10.1016/j.ecolind.2014.04.043
  • McMillan, J. H., & Schumacher, S. (2010). Research in education: Evidence-based inquiry. Boston: Pearson
  • Medina, M. A. P., & Toledo, B. A. (2016). Ecological footprint of university students: Does gender matter? Global Journal of Environmental Scientific and Managemenet, 2(4), 339-344.
  • Oğuz, D., Çakcı, I., & Kavas, S. (2011). Environmental awareness of students in higher education. SDU Faculty of Forestry Journal, 12(1), 34-39.
  • Özgen, U., & Aksoy, A. D. (2017). Ecological footprint awareness levels of consumers (Sample of Ankara Province). Third Sector Social Economic Review, 52(3), 46-65. https://doi.org/10.15659/3.sektor-sosyal-ekonomi.17.12.790
  • San-Francisco, A., Sopelana, N., Fernandez, J. M., Otegi, J. R., & Minguez, R. (2020). Analysis about the incorporation of remanufacturing concept into life cycle assessment theories. Journal of Remanufacturing, 10(2), 127-139.
  • Söylemez, S. (2007). Çocuğumu nasıl yetiştirmeliyim? [How should I raise my child?]. Morpa Kültür Yayınları.
  • Şimşek, T. (2020). Ecological footprint awareness and environmentally friendly behavior of high schoolyouth according to some demographic features. The Journal of Social Sciences Academy, 3(2), 139-169. https://doi.org/10.38004/sobad.765328
  • Temizkan, R., & Ceyhanlı, K. (2020). Tourism undergraduate student’s ecological footprint awareness. Tourism Academic Journal, 7(2), 203-223.
  • Tosunoğlu, B. (2014). Ecological footprint as an indicator of global sustainable welfare. Hak İs International Journal of Labor and Society, 3(5), 132-149.
  • Ünal, H., & Bağcı, E. (2017). Sports organizations in the light of environmental sustainability and ecologic footprint. Journal of Human Sciences, 14(3), 3006-3021. https://doi.org/10.14687/jhs.v14i3.4597
  • Wackernagel, M., & Rees, W. (1996). Our ecological footprint: Reducing human impact on the earth. Philadelphia, PA: New Society Publishers.
  • World Economic Forum. (2022). The global risks report 2022. Retrived from https://www3.weforum.org/docs/WEF_The_ Global_Risks_Report_2022.pdf
  • Yalçın, B. (2013). The effects of the natural environment protection program on the attitudes of preschool children towards the environment: Çanakkale province example (Unpublished master thesis). Çanakkale 18 Mart University, Çanakkale.
  • Yiğitkaya, B. (2019). Determining the ecological footprint awareness levels of teacher candidates (Unpublished master thesis). Kastamonu University, Kastamonu.
  • Yıldız, E. (2014). Determining and evaluating the ecological footprint awareness levels of science and technology teacher candidates (Unpublished master thesis). Gazi University, Ankara.
  • Yorgun, İ. (2022). The effect of ecological footprint activities on the ecological footprint awareness and environmental behaviors of primary school teacher candidates (Unpublished master thesis). Ege University, Izmir.
  • Yücel, A. S., & Morgil, F. İ. (1998). Investigation of the environmental phenomenon in higher education. Hacettepe University Journal of Education, 14(14), 84-91.
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Details

Primary Language English
Subjects Studies on Education
Journal Section Makaleler
Authors

Meryem Konu Kadirhanoğulları 0000-0001-7359-7061

Seda Vural Aydın 0000-0002-4546-5827

Publication Date July 4, 2023
Published in Issue Year 2023 Volume: 11 Issue: 1

Cite

APA Konu Kadirhanoğulları, M., & Vural Aydın, S. (2023). Determining the Ecological Footprint Awareness of Vocational School Students. Asian Journal of Instruction (E-AJI), 11(1), 1-11. https://doi.org/10.47215/aji.1249347

ASIAN JOURNAL OF INSTRUCTION

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