Publication: INTEGRATED LEARNING MODEL FOR ENVIRONMENTAL EDUCATION AMONG STUDENTSINAHIGHER EDUCATION LEVEL
3
2
Issued Date
2024
Resource Type
Resource Version
Accepted Manuscript
Language
eng
File Type
application/pdf
ISSN
1513-8429
Journal Title
Interdisciplinary Studies Journal
Volume
24
Issue
1
Start Page
86
End Page
97
Access Rights
open access
Rights
ผลงานนี้เป็นลิขสิทธิ์ของมหาวิทยาลัยมหิดล ขอสงวนไว้สำหรับเพื่อการศึกษาเท่านั้น ต้องอ้างอิงแหล่งที่มา ห้ามดัดแปลงเนื้อหา และห้ามนำไปใช้เพื่อการค้า
Rights Holder(s)
Department of Social Sciences Faculty of Social Sciences and Humanities Mahidol University
Bibliographic Citation
Interdisciplinary Studies Journal. Vol. 24 No. 1 (Jan-Jun 2024), 86-97
Suggested Citation
Seree Woraphong, Attapol Kanjanapongporn INTEGRATED LEARNING MODEL FOR ENVIRONMENTAL EDUCATION AMONG STUDENTSINAHIGHER EDUCATION LEVEL. Interdisciplinary Studies Journal. Vol. 24 No. 1 (Jan-Jun 2024), 86-97. 97. Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/110141
Research Projects
Organizational Units
Authors
Journal Issue
Thesis
Title
INTEGRATED LEARNING MODEL FOR ENVIRONMENTAL EDUCATION AMONG STUDENTSINAHIGHER EDUCATION LEVEL
Author(s)
Abstract
This study’s objectives are: (1) to study general information about learning activity in environmental education in a higher educational level; (2) to study integrated learning model for environmental education in a higher educational level; (3) to study problems and limitations of integrated learning model for environmental education in a higher educational level. The present study employed questionnaires to collect the data from 400 students and in-depth interview for 10 instructors and experts.
The present study found that there are 126 male students (31.5%) and 274 female students (68.5%). About 54.5% are aged at 18-19 years. Most of the samples face the problem of wastewater disposal (41.75%), air pollution (64.5%) which is coming from dust (45.5%), car emission (61.25%), power plant (70.5%).
Most of the sample reported that the expected integrated learning model for environmental education is the integration with other courses in which provides the benefit for daily life, the exchange of opinion about environmental problems and management in the classroom. The educational media should be clear and more interesting contents. Teaching and learning activities should be made outside the classroom in order to generate the direct experience for students, promote the life skill in environment, and create environmental awareness among students.
For limitations and recommendations, the teaching should have more interesting courses, better educational media, and improved contexts. The limitation was found that the students have no interest in contents due to the out of date information. Contents of the course in environmental education should be improved and updated.