Integrating Environmental Education: An Action Research on Practice Teaching in Art and Design Programmes
Saved in:
| Title: | Integrating Environmental Education: An Action Research on Practice Teaching in Art and Design Programmes |
|---|---|
| Language: | English |
| Authors: | Yang Yang, Changning Wang, Meerim Mamyrova, Gulmira Karabalaeva |
| Source: | International Journal of Art & Design Education. 2026 45(2):379-394. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Environmental Education, College Instruction, Design, Art Education, Instructional Design, Foreign Countries, Integrated Curriculum, College Curriculum |
| Geographic Terms: | China |
| DOI: | 10.1111/jade.12605 |
| ISSN: | 1476-8062 1476-8070 |
| Abstract: | Environmental concerns have emerged as a significant factor affecting the survival and advancement of humans in light of the serious ecological crisis the planet is currently experiencing. Current design approaches are gradually altering to meet this challenge, and more eco-friendly, green and creative designs are being used to address important challenges including resource scarcity, ecological decline and climate change. Universities are vital for the dissemination of academic research and teaching the next generation of designers. Integrating environmental education into university instruction and raising environmentally conscious students becomes particularly crucial as a result. This study focuses on the instructional design of practical courses in the Art and Design major at a university in Henan Province, China. It employs the method of Action Research, gathering data through classroom observations, interviews, journals and records. Through the four stages of Action Research--Plan, Act, Observe and Reflect--the study aims to explore the instructional approach of practical courses within the Art and Design major at university in Henan, China, under the framework of environmental education concepts. Incorporating the concept of environmental education into the course's teaching aspects was discovered to be an evolving and dynamic process of deepening students' environmental knowledge, developing environmental skills and cultivating environmental awareness through the three stages of project inquiry, project design and project feedback. According to the study's findings, instructional design can significantly boost students' environmental awareness in design practice while also promoting learners' independent learning capacity, innovative design ability and critical thinking. It is a crucial resource and foundation for Environmental Education as well as providing curriculum designers and teachers with ideas and experiences. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506672 |
| Database: | ERIC |
| Abstract: | Environmental concerns have emerged as a significant factor affecting the survival and advancement of humans in light of the serious ecological crisis the planet is currently experiencing. Current design approaches are gradually altering to meet this challenge, and more eco-friendly, green and creative designs are being used to address important challenges including resource scarcity, ecological decline and climate change. Universities are vital for the dissemination of academic research and teaching the next generation of designers. Integrating environmental education into university instruction and raising environmentally conscious students becomes particularly crucial as a result. This study focuses on the instructional design of practical courses in the Art and Design major at a university in Henan Province, China. It employs the method of Action Research, gathering data through classroom observations, interviews, journals and records. Through the four stages of Action Research--Plan, Act, Observe and Reflect--the study aims to explore the instructional approach of practical courses within the Art and Design major at university in Henan, China, under the framework of environmental education concepts. Incorporating the concept of environmental education into the course's teaching aspects was discovered to be an evolving and dynamic process of deepening students' environmental knowledge, developing environmental skills and cultivating environmental awareness through the three stages of project inquiry, project design and project feedback. According to the study's findings, instructional design can significantly boost students' environmental awareness in design practice while also promoting learners' independent learning capacity, innovative design ability and critical thinking. It is a crucial resource and foundation for Environmental Education as well as providing curriculum designers and teachers with ideas and experiences. |
|---|---|
| ISSN: | 1476-8062 1476-8070 |
| DOI: | 10.1111/jade.12605 |
