<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Rita Horak</style></author><author><style face="normal" font="default" size="100%">Lenke Major</style></author><author><style face="normal" font="default" size="100%">Szabolcs Halasi</style></author><author><style face="normal" font="default" size="100%">Vukov Raffai, E.</style></author><author><style face="normal" font="default" size="100%">Janos Samu</style></author><author><style face="normal" font="default" size="100%">Pinter Krekic, V.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SUSTAINABILITY EDUCATION AND ENVIRONMENTAL ATTITUDES IN MINORITY TEACHER TRAINING: A CASE FROM SERBIA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">attitude formation</style></keyword><keyword><style  face="normal" font="default" size="100%">education for sustainable development</style></keyword><keyword><style  face="normal" font="default" size="100%">environmental education</style></keyword><keyword><style  face="normal" font="default" size="100%">quantitative longitudinal research</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher training</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4714159</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Integrating sustainability education into teacher training remains a key challenge, particularly in minority language contexts where environmental and cultural dimensions intersect. This study examines how education about sustainability can be effectively integrated into teacher training in such a setting. Specifically, it examines the effects of three elective environmental education courses ‒ introduced during the 2020 curricular accreditation ‒ on the environmental attitudes of students enrolled in Hungarian-language teacher training in Serbia.
The research involved a sample of 150 students over three academic years (2022–2025) and employed a quantitative design using three validated psychometric instruments (RevNEP, ENV, and CHEAKS) to assess ecological worldviews, environmental values, emotions, and behavioural intentions. Data were analysed through descriptive and inferential statistics, revealing statistically significant positive changes in students’ environmental attitudes: RevNEP indicated stronger ecological worldviews, ENV showed growth in pro-environmental values, and CHEAKS demonstrated the development of affective and behavioural dimensions.
The results suggest that the substantive characteristics of the specialization itself, and the students’ motivations have a greater influence on attitude formation than the academic year itself. The study underscores the dual function of minority teacher education: fostering sustainability-oriented awareness while preserving cultural identity. These findings, based on multi-year quantitative evidence, strengthen the empirical understanding of attitude formation in sustainability education and hold direct implications for curriculum development and international discourse on teacher training.
</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">766-785</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jari  Kukkonen</style></author><author><style face="normal" font="default" size="100%">Sirpa Kärkkäinen</style></author><author><style face="normal" font="default" size="100%">Tuula Keinonen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">UNIVERSITY STUDENTS’ INFORMATION SOURCES OF EDUCATION FOR SUSTAINABLE DEVELOPMENT ISSUES AND THEIR PERCEPTIONS OF ENVIRONMENTAL PROBLEMS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">education for sustainable development</style></keyword><keyword><style  face="normal" font="default" size="100%">environmental information sources</style></keyword><keyword><style  face="normal" font="default" size="100%">environmental problems</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1408437462.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">39</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Mass media consumption has expanded from traditional mass media – television broadcasting, newspapers, radio - into new media, such as the Internet. Information about environmental issues such as global warming, water and air pollution and other environmental problems, comes mainly from the media. In Finland nowadays the Internet is generally the most important source of news for young people. The media has also been used in a variety of ways relating to education for sustainable development. In the survey, education for sustainable development, students’ opinions were asked on 73 items concerning different dimensions of education for sustainable development. This study focuses on two of these items: how university students from different disciplines get information about education for sustainable development issues and which environmental problems they perceive as being the most important. It was found that although students get information about education for sustainable development issues mainly from television and newspapers almost an equal amount comes from the Internet, and lectures are the fourth source of information. Students perceived climate change and the lack of clean water as being the most important environmental problems, the second was the decrease in biodiversity and the least important, malaria. Those students whose information source was mainly television did not perceive biodiversity as being that important environmental problem.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">93-104</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Liliana Mammino</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CHALLENGES OF THE EDUCATION FOR SUSTAINABLE DEVELOPMENT WITH PARTICULAR FOCUS ON THE SUB-SAHARAN AFRICA CONTEXT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">education for sustainable development</style></keyword><keyword><style  face="normal" font="default" size="100%">formal and informal education</style></keyword><keyword><style  face="normal" font="default" size="100%">language of instruction</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1406540733.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">31</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The education for sustainable development is one of the major challenges of our époque, because it is the key to make sustainable development possible by fostering informed, active and convinced participation from the public. It is also a novel type of challenge, because it needs to reach the public at large, and not only learners within the formal instruction systems, and it needs to promote responses in terms of sustainable behaviour patterns. Therefore, it needs to expand beyond science education and to incorporate and utilise additional types of information in order to design the best communication options for each type of audience. On the other hand, it requires a certain level of science literacy to offer adequate motivations on proposing sustainable behaviour patterns; therefore, it may also need to address the issue of science literacy when necessary, above all when targeting the general public.
 After an introductory overview of the general features of these challenges, the paper focuses on the Sub Saharan Africa context and attempts to outline options for the integration of the new messages inherent in the sustainable development concept with relevant aspects of the local realities. Specific attention is given to the challenges common to science education and to sustainable development education (mostly stemming from historical reasons); to the challenges of education aimed at fostering sustainable patterns; to possible routes for the youths’ active participation in the dissemination of information and in the design of viable sustainable options; and to the importance of connections with traditional systems of knowledge and values. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">85-93</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Yoshiko  Asano</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE COMPARATIVE STUDY OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN EARLY CHILDHOOD IN SWEDEN AND JAPAN: THROUGH “THE ENVIRONMENTAL EPISTEMOLOGICAL MODEL OF 5 ASPECTS”</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">early childhood</style></keyword><keyword><style  face="normal" font="default" size="100%">education for sustainable development</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1406541381.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">32</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">There is a general responsibility to protect the earth system to reach “Sustainability” since the earth problems grow more serious day by day. However, it is not easy for everyone to be aware of this problem and to act for protecting the Earth in daily life, because the environmental problems are not visible. This study suggests ESD as a means for raising the awareness and behavior about the Earth. And “The environmental epistemological model of 5 aspects” is presented which connects ESD of earth environment with environmental policy.
 This study shows how the “The environmental epistemological model of 5 aspects” is reflected on the environmental policy and education within two municipalities which are trying to be woody biomass society as an example of the vision of “Sustainable society”. The municipalities are Växjö city in Sweden and Kaneyama-machi in Japan. As a result, it is clear that environmental policy and education at preschools in Sweden and in Japan are important institutions for promoting “The environmental epistemological model of 5 aspects” of a municipality's environmental policy. 
 And it is concluded that ESD at early childhood is important as the base of the life-long learning and citizen's participation.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">23-32</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ruta  Renigere</style></author><author><style face="normal" font="default" size="100%">Ludis  Pēks</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EXPERT EVALUATION OF SCENARIOS FOR INCLUSION OF EDUCATION ECOLOGY INTO NURSING STUDIES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">education ecology</style></keyword><keyword><style  face="normal" font="default" size="100%">education for sustainable development</style></keyword><keyword><style  face="normal" font="default" size="100%">theories of patient care</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1399915219.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">17</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Already back in the middle of the 19th century, nurse Florence Nightingale pointed out the importance of interaction between human beings and their environment. With the further advance of nursing theories and models, the 20th century nursing theoreticians highlighted man, environment, health and care as the key concepts in nursing. One of the most important achievements in further development of nursing theories is the health system model of Betty Neuman based on systemic approach which analyses interaction between the patient, medical staff and environment. The UN Resolution on UN Decade of Education for Sustainable Development (2005– 2014) passed by the General Assembly in 2002 is of great importance in strategic development of education. Over the last thirty years, there has been a lot of research done on ecology of human development, education ecology and change in education in the context of sustainability. The authors of the present article have done extended research including reflection on their personal experience in professional education (L.Peks), practical nursing experience (R.Renigere) and teaching experience in different nursing study programmes. The authors have concluded that there is a contradiction between the nursing study programmes and current developments in nursing theories and models, especially taking into account the latest achievements in the development of education ecology. It is vitally important to include education ecology into nursing studies. A body of experts has assessed scenarios of education ecology inclusion. </style></abstract><work-type><style face="normal" font="default" size="100%">Original Article</style></work-type><section><style face="normal" font="default" size="100%">168-175</style></section></record></records></xml>