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This conceptual paper aims to explore ecoliteracy in education as originated in Fritjof Capra's ongoing efforts to foster ecological awareness through schools. Future leaders as ecoliterate will have developed an enhanced perception, a sense of value‐judgment in experience and sustainable self and other relations.

The argument is supported by contemporary science of the complementary pairs as based on coordination dynamics.

The paper presents Capra's work positioning it alongside new “transdisciplinary education”. The paper argues for the critical examination of the particular structure of knowledge able to inform/develop ecoliteracy, as well as of the nature of educational leadership.

The paper revisits John Dewey's philosophy and his pragmatic inquiry as especially significant for developing ecological thinking and presents his method of deliberation as remarkably similar to “imaginative narrative”, one of the methodologies of futures studies.

This paper aims to identify the key antecedents and moderators that influence consumers' willingness to purchase environmentally friendly products.

A convenience sampling method was employed. A total of 600 self‐administered questionnaires were distributed during lectures in a large Australian university. In total, 256 useable Australian consumer responses were collected and used for analysis.

The results show that the three antecedents of ecoliteracy, interpersonal influence and value orientation have strong correlations with attitudes towards environmentally friendly products. Consumers with favourable attitudes towards environmentally friendly products are more likely to purchase environmentally friendly products. Perceived product necessity moderates the relationship between attitudes toward environmentally friendly products and the willingness to purchase environmentally friendly products.

Longitudinal studies can be conducted in the future. Other possible moderating factors such as product involvement or pricing can also be explored. A wider range of behavioural indicators can be used to capture a more accurate measurement of environmentally oriented behaviours.

Consumer education about the environment is crucial for consumers to form a more favourable mindset towards environmentally friendly products. Communication initiatives that highlight various environmental support campaigns and environmentally conscious product strategies are some of the ways to encourage purchasing behaviour.

The study empirically examines the antecedents and consequences of attitudes towards purchasing green products in an Australian context. Furthermore, the study uses day‐to‐day necessity products as the product category.

Concerns related to the environment are evident in the increasingly ecologically conscious marketplace. Using various statistical analyses, investigats the demographic, psychological and behavioral profiles of consumers who are willing to pay more for environmentally friendly products. Finds that this segment of consumers were more likely to be females, married and with at least one child living at home. They reported that today’s ecological problems are severe, that corporations do not act responsibly toward the environment and that behaving in an ecologically favorable fashion is important and not inconvenient. They place a high importance on security and warm relationships with others, and they often consider ecological issues when making a purchase. Managerial implications for green marketers and suggestions for future research are discussed.

The purpose of this paper is to refer to ecological economics using two meanings of the term “ecological”. In the strict scientific sense, ecological economics refers to an economic system that is consistent with and honors the basic principles of ecology, which, ultimately, are identical with what the authors call the systemic principles of life. In a broader sense ecological economics refers to economic theory and practice that see the economy as operating within, rather than dominating, the spheres of nature, society, and culture.

The authors distill four fundamental principles for ecological economics based on systems theory of life and philosophy of organism. The four principles are; nested systems, self-generating networks, open systems, and cognitive interactions. The authors discuss how these principles can be applied to design an ecological economic system that is life-enhancing on individual, social and ecological levels.

The authors argue that ecological economics should give priority to activities that maximize well-being of human and non-human beings, as well as entire ecosystems, and that its central purpose should be to serve the life processes in social and ecological systems.

In this paper, the authors connect ecological economics to systems theory and come up with principles relevant for developing economic theory and practice within, rather than dominating, the spheres of nature, society, and culture.

Socially responsible investment (SRI) has gained importance as about one out of eight US dollars is currently invested based on screening in the USA. However, European private investors are generally much more reluctant to invest in shares, and in Austria, only 7 percent of private households hold shares. There is nevertheless some interest in “green shares” (a sub‐class of SRI comprising shares that are screened for their least impact on the environment) as a representative survey recently exhibited that 8 percent of respondents were definitely interested in holding “green shares”. Econometric estimates of an empirical model explaining the respondents' willingness to invest in green shares showed that education, income, environmental awareness and the expected profit are the main explanatory variables. Based on these results, conclusions are drawn regarding marketing strategies for “green shares”. In particular, credibility both regarding financial aspects (competitive return), and environmental and social criteria have to be guaranteed to make more consumers interested in investing in green shares.

The purpose of this paper is to propose a hierarchically structured system of regenerative architecture indicators for assessing research-educational building projects.

First, based on a literature review of the historical roots of regenerative design and related approaches and the interviews held with experts of the related field, the paper proposes a structured framework of architectural indicators suitable for the context of Tehran. Later, the importance of criteria is estimated by the analytic hierarchy process method based on a survey of experts. Finally, the results clarify the order of indicators’ importance for enhancing research-educational buildings with the aim of developing regenerative design in the context.

The rankings revealed that, in the environmental dimension, “Design of site & building” and “Site & context considerations” are the top priorities of learning spaces in Tehran followed by “Water management,” “Energy management” and “Materials & waste management” ranked as less significant, but still important indicators. In the social dimension, “Design for people & human health” was considered much more important than “Social interaction” and “Interaction with nature,” and in the cultural dimension, “vernacular & historical features of design” was more important than “Aesthetic feature.” In the economic dimension, “Energy storage & production” indicator was ranked highest followed by “Adaptability & multiplicity of design solutions” and “Using waste to produce new resources.” Generally, for achieving regenerative architecture in learning spaces, the environmental criterion was given the highest weight among all dimensions. After that, the higher rank was given to social dimension; while cultural and economic dimensions took the third and fourth place.

The paper has limitations because of the limited number of experts in the field of regenerative approach.

This research seeks to answer the following question: what is the ranking of regenerative architecture indicators in the design of research-educational building projects in the context of Tehran? To answer this question, the indicators of regenerative design in the architectural field are explored through a detailed study of literature and interview with experts of the related field; later, they are ranked based on a survey approach that investigates the opinions of experts. The final results are then explained based on logical analysis to obtain a comprehensive understanding. The prioritization of indicators actually provides a simple framework for designers and architects to have a clear path in developing an architectural regenerative project when different contexts vary in influential features. The selection and prioritization of indicators in this research depended mainly on their relevance to the conditions of Tehran and can be used for regions with similar conditions as well.

The purpose of this paper is to explore the concept of a whole‐person approach to educating for sustainability (EfS), with a focus on persons' identity, motivation and higher order dispositions. To propose that approach as an alternative to the prevalent focus on specific capabilities and competencies in higher education for sustainability. The paper brings to bear psychological research on the development of critical moral consciousness, research on dispositions for learning in higher education, and field research on spiritually inspired service‐learning.

In this paper, critical analysis is undertaken on the discourses that represent two fields of study in order to explore the application of the theory of the ontogenesis of “critical moral consciousness”. The model is applied to two discrete areas to consider implications for higher education – field research on grass‐root Baha'i‐inspired service‐learning and EfS, and students involved in design education.

The findings suggest that a whole‐person approach to EfS may yield more fruitful societal and personal benefits than traditional, and predominantly, behavioural approaches.

The paper only refers to two case studies. One case study is of a faith based organisation used to represent a whole‐person approach to EfS in a social context. It could be that the findings of this case are influenced by perceptions of religious activity (for both authors and readers). The second case study is of a particulate discipline area – design. Whilst the findings represent learners in the design context, it may be that learners in different contexts have different (or similar) results.

Sustainability has now become a common orientation for learning. The paper contributes conceptual understanding of the types of dispositions higher education needs to foster, as well as congruent pedagogies, in order to nurture human motivations necessary to advance sustainability. In particular, there is a need for EfS to focus on the cultivation of critical moral consciousness and higher order dispositions as a specific orientation towards studies, work, and social interactions.

This paper reports on the preliminary findings of an exploratory study on environmental decision making in the context of largely small serviced accommodation establishments. It focuses on the motivations of owner‐managers for becoming environmentally involved and their reasons for joining an environmental accreditation scheme. The study was conducted in Scotland using face‐to‐face in‐depth interviews with members of the Green Tourism Business Scheme, an environmental accreditation scheme for tourism businesses. Initial analysis suggests that involvement in environmental activities may be driven by economic as well as ethical considerations. The results point to the role played by personal values and beliefs in small firms’ decision making and the need to gain a greater understanding of the complexity of motives that drive the small hospitality business owner.

The purpose of this paper is to learn from successful educational frameworks how to inform a possible framework for design education that includes ecological literacy, systems thinking leading to more sustainable and ecological designs.

The author comparing two models for education, the first being that of the Polynesian Voyaging Society which re-emerged as a cultural and educational framework in Hawaii. Second that of the Center for Ecological Literacy in connection with the edible schoolyard. Both frameworks involve systems thinking.

Certain elements that may inform design education. Among these are attention and vision, values, care for nature, culture, community and learning based on systems thinking, exploration and perception of the environment. Language, traditions and a strong local grounding also play a role in the Hawaiian framework.

The sources are from personal observations in design education and documentation material provided by educators. The groups with which these principles were enacted are children, whereas my goal is to inform a framework for higher education.

The shared characteristics used in the two frameworks might be used to inform curricula for design education from both theoretical perspectives and practical applications.

Polynesian voyaging and ecological literacy have both been very successful as educational frameworks since their implementation. Designing is necessary and design education can possibly learn much from these two examples to adapt to future changes. Ecological literacy, an educational perspective, incorporates ideas around sustainability, networks, nested systems, circularity and flows, and using this knowledge to create “sustainable human communities.” Traditionally this is not part of design education.