Environmental Researches

Environmental Researches

Phenomenology of "Eco- Anxiety" Resulting From Learning Experiences of Formal Environmental Education (EE)

Document Type : Original Article

Authors
1 Master Student of Environmental Education, Department of Environmental Planning, Management and Education, Faculty of Environment, University of Tehran, Tehran, Iran.
2 Assistant Professor, Department of Environmental Planning, Management and Education, Faculty of Environment, University of Tehran, Tehran, Iran.
3 Associate Professor, Department of Environmental Planning, Management and Education, Faculty of Environment, University of Tehran, Tehran, Iran.
10.22034/eiap.2024.375618.2475
Abstract
For many years, the necessity of environmental education (EE) was felt in Iran's education system, until 2017, the course “human and Environment” was presented in the 11th grade of the highschool. According to the requirement of presenting this lesson, its pathology is important. The main goal of this research is to investigate the phenomenology of “eco-anxiety” caused by the learning experiences of EE. The approach of this research was qualitative and the study tool was in-depth semi-structured interview with students and Delphi expert panel. The results of this research showed that formal EE in Iran has caused students to be involved with eco-anxiety. The main factors of affecting this phenomenon are the awareness of “environmental pollution”, “water crisis”, “waste crisis”, “biodiversity extinction crisis” and “global warming”. The side factors that intensify student’s eco-anxiety were “media experiences”, “individual experiences”, “social experiences”, “family experiences” and “virtual space experiences”. The effects of this kind of anxiety were mainly “feeling of despair”, “feeling of disgust for the teacher and the classroom”, “indifference”, “denial”, “distraction”, “feeling of anger” and “feeling of helplessness”. In order to calculate the strategies to deal with this phenomenon, the Delphi panel offered six general strategies, including “Re-designing and Re-applicating EE models”, “embedding and developing institutional and organizational mechanisms”, “awareness and empowerment of students and teachers”, “compilation of a comprehensive Sensory EE protocol”, “providing counseling and treatment services to involved students” and “art therapy, physical exercise, diet regulation and naturopathy”.
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