The new ecological paradigm and attitudes towards sustainable business practices – a Mexican case study

• Autorzy: Quintana David Slim Zepeda , Platje Johannes , Bernaciak Arnold , Czekała Mariusz , Will Markus , Dam Ynte K. van

Identyfikatory

DOI

10.34659/eis.2023.87.4.649

Warianty tytułu

PL

Nowy paradygmat ekologiczny i postawy wobec praktyk zrównoważonego biznesu – przykład Meksyku

• Języki publikacji: EN

Abstrakty

EN

This study investigates the impact of teaching programmes on perceptions of sustainable development among students. The researchers argue that existing educational programmes must provide a comprehensive approach to mitigating collapse risk. To address this issue, the study developed a teaching programme to be delivered by experienced educators and experts, consisting of lectures, seminars, exercises, research projects, and related activities. The programme aimed to raise awareness of sustainable development and deepen understanding of the complexity of the subject. The results showed that the teaching programme increased students' appreciation of the importance of complexity and the nonlinear impacts of Black Swans in the sustainability discourse without changing their adherence to the New Ecological Paradigm. The study highlights the need for education to enable students to deal with problems characterised by complexity, uncertainty, and low probability, as well as high-impact events that pose a nonlinear threat to sustainable development.

PL

Celem badania była ocena wpływu interwencji dydaktycznych na postrzeganie zrównoważonego rozwoju przez studentów. Dotychczasowe badania wskazują, że realizowane pro-gramy kształcenia nie prowadzą do nabywania przez studentów odpowiedniego, kompleksowego podejścia do ograniczania ryzyka katastrofy. W badaniu zastosowano interwencję dydaktyczną w formie wykładów, dyskusji, ćwiczeń, projektów badawczych i działań prowadzonych przez doświadczonych nauczycieli i ekspertów. Interwencje miały na celu podniesienie świadomości i zrozumienia natury zrównoważonego rozwoju i jego złożoności. Wyniki pokazały, że program nauczania zwiększył uznanie uczniów dla znaczenia złożoności i nieliniowego wpływu Czarnych Łabędzi w dyskursie na temat zrównoważonego rozwoju, bez zmiany ich przywiązania do Nowego Paradygmatu Ekologicznego. Badanie podkreśla potrzebę edukacji umożliwiającej studentom radzenie sobie z problemami charakteryzującymi się złożonością i niepewnością oraz zdarzeniami o małym prawdopodobieństwie i dużym wpływie, które stanowią nieliniowe zagrożenie dla zrównoważonego rozwoju.

Słowa kluczowe

EN

teacher intervention; sustainable development; collapse; ecological paradigm

PL

interwencja dydaktyczna; zrównoważony rozwój; katastrofa; paradygmat ekologiczny

• Wydawca: Fundacja Ekonomistów Środowiska i Zasobów Naturalnych
• Czasopismo: Economics and Environment
• Rocznik: 2023
• Tom: No. 4
• Strony: 1--21
• Opis fizyczny: Bibliogr. 102 poz., tab.

Twórcy

autor

Quintana David Slim Zepeda

• University of Sonora

• https://orcid.org/0000-0001-9467-7079

autor

Platje Johannes

• WSB University Merito in Wroclaw, Fabryczna Street 29-31, 53-609 Wrocław, Poland

• https://orcid.org/0000-0002-6274-1467

autor

Bernaciak Arnold

• WSB University Merito in Poznan

• https://orcid.org/0000-0003-1099-286X

autor

Czekała Mariusz

• WSB University Merito in Wroclaw

• https://orcid.org/0000-0003-1007-0806

autor

Will Markus

• Zittau/Görlitz University of Applied Sciences

• https://orcid.org/0000-0003-2288-1139

autor

Dam Ynte K. van

• Wageningen University & Research

• https://orcid.org/0000-0002-9223-4730

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