Nurturing Eco-Literate Minds: Unveiling the Pathways to Minimize Ecological Footprint in Early Childhood Education

Hen Friman, Ifaa Banner, Yafa Sitbon, Limor Sahar-Inbar, Nava Shaked

Research output: Contribution to journalArticlepeer-review

Abstract

This research explores the vital role of the ecological footprint as a pivotal indicator in ecological assessments and its significance in advancing environmental sustainability. Investigating the intricate dynamics of human activities, resource consumption, waste management, and ecological impact, this study underscores the need for a comprehensive understanding. Key aspects such as renewable energy, economic growth, biomass capacity, and trade policy within the expanding field of energy consumption are thoroughly examined, with data collected from 624 randomly selected pupils. The research methodology involved pre- and post-activity knowledge assessments. The research places a particular focus on the innovative examination of early childhood education as a potent tool for reducing the ecological footprint. Drawing on insights from prior research, the authors argue that instilling ecological awareness and sustainable practices at a young age can yield lasting benefits. This article highlights successful collaboration between higher education institutions and elementary schools, specifically through the “Green Ambassadors in the Community” course at the Holon Institute of Technology (HIT). This study not only emphasizes the crucial role of educational institutions in fostering sustainable practices but also advocates for the urgent integration of environmental education into early childhood curricula.

Original languageEnglish
Article number187
JournalSocial Sciences
Volume13
Issue number4
DOIs
StatePublished - Apr 2024
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2024 by the authors.

Keywords

  • ecological footprint
  • elementary school
  • environmental education
  • renewable energy

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