HIGHLIGHTS
SUMMARY
This study aims to explore the issue of eco-learning from an educational perspective, especially in relation to sustainability programs (Pellas, 2014; Huang, 2016; Gould et_al, 2018). Interactive learning environments often have a positive impact on student learning (Chen and Wang, 2015; Ho et_al, 2017), possibly due to the novelty of the experience, the opportunity to be welcomed by other students, and the fact that teachers allow students to move around the classroom (Godwin-Jones, 2016). By definition, environmental education includes developing and supporting environment-related attitudes, values, awareness, knowledge, and skills that prepare . . .
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