Scholarly attention is being increasingly directed toward the concept of action competence for sustainability and its importance to promote environmental citizenship. However, little is still known about the effects of sustainability education (SE) as a teaching approach to foster students’ environmental citizenship in terms of action competence for sustainability, where SE could be defined by holism (the approach to the sustainability content) and pluralism (the approach to teaching). This study, therefore, aims to investigate the effects of SE on students’ self-perceived action competence for sustainability (SPACS), by adopting a longitudinal design. Our results show that SE as a teaching approach is effective in fostering environmental citizenship in terms of the important aspect of action competence for sustainability.
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