A COMPARATIVE STUDY OF ENVIRONMENTAL EDUCATION IN THE PRE-UNIVERSITY EDUCATION IN EGYPT, FINLAND AND SWEDEN | ||||
| Journal of Environmental Science | ||||
| Article 1, Volume 50, Issue 4, April 2021, Page 251-295 PDF (640.9 K) | ||||
| DOI: 10.21608/jes.2021.181994 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Ihab R. Hanna1; Reham R. Abdel Aal2; Mahmoud M. El-Mahdy3 | ||||
| 1Post graduate at Institute of Environmental Studies and Research, Ain Shams University | ||||
| 2Faculty of Education, Ain Shams University | ||||
| 3Dice Group | ||||
| Abstract | ||||
| This study aimed to present a proposed vision for the development of the environmental education process in the Arab Republic of Egypt. Within the context of this goal, the study sought to firm environmental education in the light of contemporary educational thought, and to find out the experiences of Sweden, Finland and Egypt in the fields of environmental education and the educational system and its role in presenting the experiences and related activities of it, in addition to knowing the reality of environmental education in the Arab Republic of Egypt and the extent of the difference between it and the two countries of comparison, as well as identifying the factors that impede the implementation of the environmental education process in the Arab Republic of Egypt. The study followed the comparative approach in light of the nature of the problem, its limits and its objectives, through the application of practical procedures that included the application of a comparative explanatory study for the reality of environmental education in Sweden, Egypt and Finland based on the comparative approach to research in specific theoretical axes through a comparative analysis to describe the status of environmental education through research, theoretical studies, references, and various books to find out the similarities and differences of environmental education systems in the comparison countries. The study found the following results, the most important of which are: In general, Environmental Education is not taught in the three comparison countries as an independent subject - but it is integrated through various subjects in the curricula of social studies, science, biology and the other subjects. In Sweden and Finland, teachers are allowed to choose school environmental activities and their implementation method, as well as supervising subjects related to Environmental education in the educational process. There are also what is called the environmental schools or green schools in Finland and Sweden, as well as environmental teachers and green flag. The Ministry of Education and the Ministry of Environment are responsible for environmental education in the three countries. In general, Environmental Education in the third countries is provided through the subjects of biology and geography in secondary schools and through social studies and science in primary schools. There are also class and non-class activities that are used effectively in presenting environmental education in Swedish and Finnish schools. In view of reviewing the theoretical framework of the research, and according to the experiences of the two countries of comparison (Finland & Sweden) and according to the study findings related to the reality of environmental education in Egypt, a proposed conception was formulated for the development of the environmental education process in Egyptian schools. The most important recommendations made by researchers include: Providing training courses for the educational system in the field of environmental education. Providing environmental activities in which schools from different places participate, including field visits, nature exploration trips and exhibitions. Calling on the Ministries of Environment and Education to provide greater support for the process of environmental education in Egyptian schools. | ||||
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