The world is witnessing a radical transformation following the spread of Corona, which has led to the need for a green economy that addresses the threat of climate change. Achieving the goals of the climate crisis requires an economic effort to achieve this; This means that there will be a transformation in the skills and jobs that are filled, which are called green skills, which will only be acquired through education. The trend towards green education has emerged with the aim of integrating the principles of environmental sustainability into education, and developing environmental awareness among students through curricula and educational activities. This type of education focuses on providing students with the knowledge and skills necessary to protect and preserve the environment by making responsible and sustainable decisions. Therefore, this paper addresses the concept of green education, its objectives, and the green skills that enable environmental sustainability of economic activities. On the basis of which curricula should be built and included in their content and activities and acquired by students through green education strategies that will develop conscious behaviors in students and enhance dialogue and discussion about climate change and sustainable development. This paper also aims to review the assessment strategies that can be applied in the context of green education to promote sustainable environmental learning, which seeks to achieve the goals of sustainability and environmental awareness in educational curricula. Green education focuses on developing students' knowledge, skills and behaviors in relation to environmental challenges, which requires adopting assessment strategies that suit this educational approach. Assessment of green education requires strategies that assess not only theoretical knowledge, but also the extent to which students apply sustainability principles in their daily lives and interact with environmental issues. Therefore, assessment strategies in green education constitute an essential tool to support sustainable education and measure the extent to which students acquire green skills that help them join future jobs and contribute to protecting and preserving the environment.
Basit, S. B. (2024). Green Education Evaluation Strategies. المجلة التربوية لکلية التربية بسوهاج, 128(128), 89-105. doi: 10.21608/edusohag.2024.400245
MLA
Sabry Basit Basit. "Green Education Evaluation Strategies", المجلة التربوية لکلية التربية بسوهاج, 128, 128, 2024, 89-105. doi: 10.21608/edusohag.2024.400245
HARVARD
Basit, S. B. (2024). 'Green Education Evaluation Strategies', المجلة التربوية لکلية التربية بسوهاج, 128(128), pp. 89-105. doi: 10.21608/edusohag.2024.400245
VANCOUVER
Basit, S. B. Green Education Evaluation Strategies. المجلة التربوية لکلية التربية بسوهاج, 2024; 128(128): 89-105. doi: 10.21608/edusohag.2024.400245
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