Eco-literacy research among Mongolian youth

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State university of education

B. Bayarchimeg,

postgraduate, lecturer Mongolian

S. Batkhuyag,

postgraduate, lecturer Mongolian

D. Enkhtsetseg,

doctor (Ph.D), assistant professor Mongolian

Ts. Delgersaikhan,

Ulaanbaatar

Abstract

The term environmental education and eco-literacy are the basics of education for sustainable development. The need «to protect terrestrial ecosystem», which is the 15th goal of education for sustainable development, has become a global critical issue in Mongolia and around the world.

In this research, through the self-assessment of urban and provincial students to assess the `terrestrial Ecosystem Protection', we aim to determine the current state of each of learning objectives, sustainable education competencies, and the education capacity for sustainable development within the Sustainable development goal 15. The survey inbolved 502 randomly selected urban and rural area students aged 16-24.

For us, the novelty is that we have studied learning objectives, comprehensive competencies and capacities of the SDG 15 in comparison.

According to result of the survey, the participants' self-assessment of the learning objectives of sustainable development goal 15 was 71.2%, and of which 71.6% were cognitive, 72.6% were social-emotional, and 69.6% were behavioral. Therefore, it is necessary to pay attention to developing students' behaviors through school and extracurricular activities. The average of ability for education for sustainable development is 73.8%, and the envisioning competency is assessed higher. The average of sustainable development education comprehensive competency is 73.4% and the collaborating competency, self-reflection, and systematic thinking is rated low. That means it is required to work focusing on developing a holistic thinking ability which is important for ecological literacy as primary environmental education.

Keywords: Eco-literacy, terrestrial ecosystem, ESD competencies, SDG education skills, learning objectives, self-assessment.

Аннотация

Main part

From ancient times, the Mongols considered everything in relation to the living world and the physical world and their interdependence. The integrity of physical world depends largely on human activities. The more we love and respect the nature, the more we can protect ourselves. Mongolians has long maintained its natural balance by protecting its rare animals and plants, and areas of world's watersheds and mineral lands.

The famous tourist Marco Polo once commented on the hunting law and rules adhered by the ancient Mongols noting that `there is a law in Mongolia that prohibits from hunting. The whole Mongols, even the king or lord are not allowed to engage in hunting of any rabbits, deer, roe deer, gazelles, and black-tailed gazelles during their breeding season every year from March to October. (Ariyasuren Ch. Nyambuu Kh., 1991)

Also, we have long been focused on laws and regulations for the proper use of environment.

Assuming that the value of global ecosystem services is 145 trillion $ per year (the value of land: ELD Report), the value of Mongolia's ecosystem services for Special Protected areas is 85 billion $ or MNT 220 trillion per year. By 2050, additional 15 million hectare area will be placed under special protection to prevent losses of land benefit equal to 8.7 billion $ a year. Larch forestscovering an area of 1.85 million hectares under state protection absorb 12.23 million tons of carbon dioxide per year. The value of CO2 absorption is 47.6 billion MNT per year. 10,600 million m3 of water is generated annually from the source of 6.4 million hectares of state protected areas, and its annual return value is 22.9 trillion MNT. (Government of Mongolia, 2019)

Research methods: Survey involved 502 students from urban and local area aged 16-24. Survey questionnaire is based on `Education for SDGs of UNESCO' which include

- SDG-15 Learning objectives,

- Sustainable education key - 8 competencies,

- Education for SDGs and the competency (Methods for integrating ESD into secondary school program and its supporting activities, 2018)

The survey statistics were analyzed with t-test and analysis of variance (ANOVA) using SPSS software and comparedstudents of Ulaanbaatar and Khuvsgul province within indicators of age, gender, urban and rural area (province, soum). Students made their self-assessment replying a questionnaire with scores of 1-5 (Likert).

Sustainable Development Goal-15 (SDG-15). In terms of learning objectives Total average of the self-assessment of learning objective is 71.2%, and of which, cognitive average was 71.6%, socio-emotional was 72.6%, and behavioral was 69.6%. Female's self-assessment is higher than male's (68.2% for male and 74.8% for female). Students of Ulaanbaatar have cognitive average of 72%, social emotion 72.4%, behavioral 66.8%, whereas Khuvsgul provincial students have cognitive average of 73%, social emotion 72.2%, and behavioral 70%.

In terms of ESD Competencies(ESDCs)

Survey participants assessed their overall ESD competencies according to the following indicators.

Table 1. Average of students' self-assessment of their ESDCs