Alexandros Amprazis

The educational value of the Ecological Footprint (EF) lies in its ability to facilitate the identification and quantification of individuals’ environmental impacts, stemming from their daily habits and lifestyles, while also supporting the achievement of the 2030 sustainability goals. This study aimed to enhance primary school students’ understanding of their EF through the implementation of specially designed educational materials based on the Greek online EF calculator. A 10 h teaching intervention (TI) on EF was designed and carried out with 112 primary school students aged 10–12 years. The effectiveness of the intervention was assessed using a specially developed questionnaire. The results showed a statistically significant increase in students’ scores from the pre-test to the post-test regarding their understanding of the EF concept. When each EF category was examined individually, the most statistically significant differences were recorded in the categories of Infrastructure/Housing, Goods/Services, and Waste. These findings suggest that primary school students’ understanding of the EF can be effectively improved through a well-structured teaching intervention. This conclusion holds value not only for education for sustainable development (ESD), but also more broadly, in an era where understanding and embracing sustainability is a top priority for all modern educational institutions.

Plant blindness refers to the human tendency to ignore and underestimate plants, especially compared to animals. Assessing the intensity of plant blindness throughout school and university years can provide valuable clues for the design of educational intervention programs that will reverse this limited interest in plants. The aim of this study is to assess the intensity of plant blindness amongst the Greek student population, to highlight possible correlations between the phenomenon’s core elements through a network analysis and to examine how these correlations alter as students move from primary school to university. 1275 Greek students participated in our study. Their attitudes towards plants were assessed using five-point Likert-type scale items. By examining the levels of schooling individually, certain conclusions were drawn regarding the grade during which the problem is more intense. In particular, the phenomenon seems to be present in all grades, but it seems to be more intense during the high school years. Furthermore, important alterations have been recorded in the phenomenon’s core elements’ network analysis in each grade. Our findings support the general idea of a greater preference for animals than plants and enhance the concern about the reduced emphasis on plant life in educational systems worldwide.

The Ecological Footprint (EF) is undoubtedly an important tool for calculating humans’ impact on the environment. For this tool to be even more accessible and understood by most of the people, many online ecological footprint calculators have been created, the most reliable of which was developed by Global Footprint Network (GFN). Aim of this study is to present the Greek population’s main drivers of consumption patterns after customizing the GFN’s international online calculator to the Greek statistics and national accounts. Moreover, the goal of this study is to assess the factors influencing the Ecological Footprint of Greek citizens. The development of a Greek-specific calculator was based on long-lasting research that included gathering and analyzing information about the Greek population. Five hundred seventy-four Greeks used the calculator after its adaptation, and data were collected regarding their total ecological footprint and its differentiation by land type and by consumption category. According to the results, Greece has a low mean of ecological footprint in comparison to other European countries, but there is still a lot of ground to cover for achieving a truly acceptable sustainable way of living. Additionally, only the variable of gender seems to affect the ecological footprint of Greeks, with females having significantly lower personal EF (M = 3.37) than males (M = 4.36, p = 0.011). The adapted online calculator and the produced results regarding the EF of Greek citizens are considered as a valuable tool for policy makers, stakeholders, and educational institutions.