ارزیابی سواد محیط‌زیستی دانشجویان دانشگاه ملایر با استفاده از مدل‌های تصمیم‌گیری چند معیاره

محورهای موضوعی : مدیریت محیط زیست

میرمهرداد میرسنجری ¹ , فوزیه بیگ محمدی ² , فاطمه محمدیاری ³ , فریبا هدایت زاده ⁴

1 - استادیار گروه محیط‌زیست، دانشکدة منابع طبیعی و محیط‌زیست دانشگاه ملایر
2 - گروه محیط‌زیست، دانشکدة منابع طبیعی و محیط‌زیست دانشگاه ملایر
3 - گروه محیط‌زیست، دانشکدة منابع طبیعی و محیط‌زیست دانشگاه ملایر
4 - گروه محیط‌زیست، دانشکدة منابع طبیعی و محیط‌زیست دانشگاه ملایر

تاریخ دریافت : 1399/08/24 تاریخ پذیرش : 1400/02/12 تاریخ انتشار : 1401/01/01

کلید واژه: سواد محیط‌زیستی, آموزش محیط‌زیست, دانشگاه ملایر, فرآیند تحلیل سلسله مراتبی, توسعه پایدار,

چکیده مقاله :

زمینه و هدف: سواد محیط زیست توان درک نظام های طبیعی است که زندگی ما را بر روی سیاره زمین ممکن می سازد، بنابراین در یک جامعه برخوردار از سواد محیط زیستی، جامعه ای پایدار است که می داند حیاتش وابسته به محیط زیست است. در مطالعه حاضر میزان سواد محیط زیستی (آگاهی، نگرش و عملکرد) دانشجویان دانشگاه ملایر در خصوص جنبه های مختلف محیط زیست مورد ارزیابی قرار گرفت. روش بررسی: روش این پژوهش از نظر هدف کاربردی و از لحاظ نحوه گردآوری داده ها از نوع تحقیقات توصیفی - پیمایشی است. جامعه آماری کلیه دانشجویان در حال تحصیل در نیمسال دوم تحصیلی سال 1397 -1396 می باشد که در 7 دانشکده منابع طبیعی و محیط زیست، علوم پایه، فنی مهندسی، ادبیات و علوم انسانی، علوم ریاضی و آمار، کشاورزی و عمران و معماری مشغول به تحصیل هستند. اهمیت و اولویت بندی شاخص های سواد محیط زیستی با استفاده از مدل تصمیم گیری تحلیل سلسله مراتبی بررسی شد. یافته ها: بر اساس نتایج دانش، نگرش و عملکرد دانشجویان نسبت به محیط زیست در سطح نسبتاً مطلوبی قرار دارد اما در بین دانشکده ها همسان نیست. بالاترین میزان دانش در دانشجویان دانشکده منابع طبیعی و محیط زیست و سپس دانشکده کشاورزی بود. بر اساس نتایج از بین سه معیار اصلی دانش، نگرش و عملکرد، بیشترین اولویت با معیار دانش با وزن 69/0 بود. همچنین معیار عملکرد با وزن 23/0 و نگرش با وزن 07/0 به ترتیب اولویت های دوم و سوم را از دید دانشجویان داشته اند. بحث و نتیجه گیری: در بین سه معیار دانش، نگرش و عملکرد معیار دانش بالاترین اهمیت را دارد. بالابودن وزن دانش محیط زیستی دانشجویان و اگاهی داشتن از عوامل تخریب محیط زیست و درک اینکه کدام عامل در جامعه امروزی محیط زیست را بیشتر تهدید می کند نویدی برای داشتن محیط زیست سالم و رسیدن به توسعه پایدار است. همچنین این نتیجه که دانشجویان حوزه های علوم محیطی، درک بهتری نسبت به محیط زیست و مسایل مربوط به آن دارند، لزوم گنجاندن آموزش محیط زیست کارآمد را در کل مراکز آموزش عالی برجسته تر می سازد. لذا دانشگاه ها می توانند با آموزش و افزایش سطح سواد محیط زیستی دانشجویان در تربیت نیروی انسانی متخصص و مسؤول در قبال محیط زیست گام مؤثری در جهت تحقیق اهداف توسعه پایدار بردارند.

چکیده انگلیسی:

Background and Objective: Environmental literacy is the ability to understand the natural systems that make our lives on planet possible, so in an environmentally literate society, there is a sustainable society that knows that its life depends on the environment. In this study, the level of environmental education (knowledge, attitude and practice) of students of Malayer University regarding different aspects of the environment was evaluated. Method: The method of this research is applied in terms of purpose and in terms of data collection is descriptive-survey research. The statistical population of all students is studying in the second semester of 2016 -2017. In 7 faculties of Natural and Environmental Sciences, Basic Sciences, Engineering, Literature and Humanities, Mathematics and Statistics, Agriculture, Civil Engineering and Architecture Studying. The importance and prioritization of environmental literacy indices were investigated using the hierarchical analysis decision making model. Findings: Based on the results of students' knowledge and attitude about the environment, they are at a relatively good level but it's not the same in faculties. The highest level of knowledge was in the students of the Faculty of Natural Resources and Environmental Sciences and then at the Faculty of Agriculture. Then, the importance and prioritization of environmental literacy indicators were studied. To this end, a hierarchical analysis decision making model was used. Based on the results of the three main criteria of knowledge, attitude and practice, the highest priority was the knowledge standard with a weight of 0.69. Also, the performance criterion with weight of 0.23 and attitude with weight of 0.07 respectively had second and third priorities in terms of students. Discussion and Conclusion: Among the three criteria of knowledge, attitude and practice of knowledge criterion are the most important. Raising the weight of students' environmental knowledge and understanding of environmental degradation factors and understanding which factors are most threatening the environment in today's society are promising for having a healthy environment and achieving sustainable development. Also, the result is that students in the environmental sciences have a better understanding of the environment and related issues, Emphasizes the need to incorporate efficient environmental education throughout higher education institutions. Therefore, universities can increase the level of environmental education of the students in the training of human resources specialists and responsible for the environment to take effective steps to research the goals of sustainable development

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