Concepts in environmental education and sustainability

It's dealing with environment and then global warming

1. EEN 110 – LESSON 1
CONCEPTS IN ENVIRONMENTAL EDUCATION AND SUSTAINABLE
DEVELOPMENT
1.1 What Is the Environment?
The environment refers to everything that surrounds and interacts with living organisms.
There are several ways to define it:
1. Basic Definition:
Conditions surrounding organisms that influence their behavior and development.
2. Integrated Definition:
Interactions between physical surroundings and social, political, and economic forces
that shape human life in a given area.
3. Human-focused Definition:
The part of the world that humans interact with, use, influence, and adapt to.
The Four Dimensions of Environment:
Political Dimension – Includes political power, decisions, and policies that determine
who gets access to resources and how they are distributed.
2. Social Dimension – Encompasses humans, their relationships, cultures, beliefs,
traditions, and social institutions.
3. Economic Dimension – Involves human economic activities, such as production,
distribution, and consumption of goods and services.
4. Biophysical Dimension – Refers to the natural environment, including both living
(biotic) and non-living (abiotic) components like soil, water, air, and organisms.
> These four dimensions interact closely. If one is mismanaged, it can lead to
environmental degradation.
1.2 What Is Environmental Education (EE)?
Environmental Education is a process of communication and learning that changes
people’s behavior and attitudes toward the environment.
Core Functions of EE:

2. Helps people understand environmental problems.
Shapes attitudes, encourages responsibility, and motivates action.
Fosters appreciation of the interdependence between humans, culture, and the
environment.
UNESCO Themes in EE:
1. Awareness – Recognizing environmental issues.
2. Knowledge – Understanding causes and effects of environmental challenges
3. Attitude – Developing care and concern for the environment
4. Skills – Acquiring problem-solving abilities.
5. Participation – Taking meaningful action to solve issues.
1.3 Approaches to Environmental/Sustainability Education
Environmental Education can be taught in three major ways:
a. Education ABOUT the Environment
Focuses on theory: facts, concepts, definitions.
Teaches environmental issues in a classroom setting.
Example: Learning about pollution, ecosystems, global warming.
b. Education IN or THROUGH the Environment
Uses the environment as a teaching tool.
Learners interact with real environments (e.g., field trips, observations).
Encourages awareness and concern, but not always action
c. Education FOR the Environment (For Sustainability)
Encourages problem-solving, ethics, values, and social change.
Builds critical thinking.
Focuses on real-world problems like:
Waste management
Water pollution
Urban planning
Deforestation
Key Feature:
> Teachers and learners work together in a participatory, inquiry-based approach where
real issues are discussed and acted upon.
1.4 Understanding Sustainable Development

3. Definition:
Sustainable Development is:
> “Development that meets the needs of the present generation without compromising
the ability of future generations to meet their own needs.
It's about human development that is:
Ecologically sound
Socially responsible
Economically viable
Long-lasting7
1.5 Dimensions of Sustainable Development
1. Economic Sustainability
Aims for wealth creation without damaging the environment.
Encourages responsible economic growth.
2. Environmental Sustainability
Focuses on conserving and using natural resources wisely.
Supports investments in renewable resources to ensure future supply.
3. Social Sustainability
Seeks to improve the quality of life for all people.
Involves access to healthcare, clean water, sanitation, education, energy, and jobs in an
equal and fair way.
1.6 What Is Needed to Achieve Sustainable Development?
Reviving economic growth with sustainability in mind.
Keeping population growth at sustainable levels.
Conserving natural resources for future generations.
1.7 Goals, Objectives, and Principles of Environmental Education
(From Belgrade Workshop 1975, endorsed at Tbilisi Conference 1977)
GOALS OF EE:
1. Create awareness and concern about the interdependence between:
Social, political, economic, and ecological systems (urban and rural).
2. Equip individuals with the knowledge, values, and skills needed to protect and
improve the environment.

4. 3. Change behavior: Promote new environmental attitudes and responsible actions.
OBJECTIVES OF EE:
1. Awareness – Help individuals and groups notice and care about the environment and
its problems
2. Knowledge – Provide experiences and basic understanding of environmental issues
3. Attitude – Build values, concern, and willingness to participate in protection efforts.
4. Skills – Teach how to identify and solve environmental challenges.
5. Participation – Give people opportunities to act at all levels to improve the
environment.
PRINCIPLES OF EE:
1. Consider the whole environment: social, political, economic, and biophysical.
2. Make EE a lifelong process, from early childhood through adulthood.
3. Use an interdisciplinary approach across school subjects.
4. Consider environmental impact before development to avoid damage.
5. Involve learners in decision-making and problem-solving.
6. Teach learners to analyze root causes of environmental issues.
7. Emphasize critical thinking and real-world application.
8. Include both classroom and field learning (e.g., nature walks, cleanups).
9. Study environmental problems from local to global scales.
10. Use historical perspectives to understand current problems.
11. Promote cooperation at community, national, and international levels.
12. Encourage learners to act responsibly in their own communities.
EEN 110 – LESSON 2
HISTORICAL DEVELOPMENT, APPROACHES AND JUSTIFICATION FOR
ENVIRONMENTAL EDUCATION (EE)
1. Introduction to Environmental Education
Environmental protection efforts date back to the 14th century.
In the 1960s, Rachel Carson's book "Silent Spring" revealed how certain bird species
were disappearing due to environmental harm (mainly pesticides like DDT).
Her work sparked global awareness of environmental problems.

5. Resulting Action:
The UN began holding conferences to address these issues.
These gatherings gave birth to Environmental Education (EE).
Definition of the Environment: All things (living and non-living) surrounding organisms.
Because the environment is such a broad concept, EE covers many topics, and is
taught using different approaches
2. Global and Regional Conferences That Shaped EE
2.1 United Nations Conference on Human Environment – Stockholm, 1972
First global conference on environmental issues.
Nations met to discuss social, economic, and political environmental problems.
Key Achievements:
Recognized EE as a vital tool (Recommendation 96).
Led to the formation of the United Nations Environment Programme (UNEP).
Categorized environmental problems: Ecology, Energy, Population, Food, Resources —
now core concepts in EE.
Declared June 5th as World Environment Day.
Created IEEP (International Environmental Education Programme) under UNESCO &
UNEP.
2.2 Belgrade Workshop, 1975
Held in Yugoslavia.
Experts discussed and drafted the Belgrade Charter:
Set goals objectives, principles, and target groups for EE.
2.3 Africa Regional Conference on Environmental Education – Brazzaville, 1976
Held in present-day Kinshasa, DR Congo.
Reviewed Africa’s state of EE.
Identified barriers to implementing EE on the continent.
2.4 Tbilisi Intergovernmental Conference on Environmental Education – Russia, 1977
Built on the Belgrade Charter.

6. Covered:
Environmental problems.
Education’s role in solving them.
National and international EE efforts.
How to develop EE programs.
Key Outcomes:
Recommended EE in all education levels globally.
Encouraged criteria for EE development atnational, regional, and international levels.
Influenced countries (including Kenya) to integrate EE into school curricula.-
2.5 World Commission on Environment and Development (WCED) – 1987
Tackled the conflict between development and environmental protection.
Produced the report "Our Common Future", defining Sustainable Development as:
> “Development that meets the needs of the present without compromising future
generations.
Significance:
Proved that environment and development are linked.
Laid the foundation for later summits (e.g. Earth Summit 1992).
2.6 Earth Summit – Rio de Janeiro, 1992
Discussed WCED’s report.
Produced Agenda 21, a global plan for sustainable development.
Chapter 36 emphasized the role of education, training, and public awareness.
Coined the term Education for Sustainable Development (ESD).
2.7 World Summit on Sustainable Development – Johannesburg, 2002
Proposed the UN Decade of Education for Sustainable Development (2005–2014).
2.8 United Nations Conference on Sustainable Development – 2012
Urged countries to continue promoting ESD even after the Decade ended.
Emphasized integrating sustainability into all levels of education.
2.9 Development of EE in Kenya
National EE Conferences in 1978 and 1979 inspired by the Tbilisi recommendations

7. Kenya Institute of Curriculum Development (KICD) created guidelines to integrate EE
into subjects like:
Geography
Biology
Social Studies
Science
3. Approaches Used in Teaching Environmental Education
3.1 Multi-Disciplinary Approach
EE is integrated into multiple subjects at earlylevels of education.
Found in:
Science
Geography
History
Literature
Social Studies, etc.
> Ideal for foundational learning stages.
3.2 Inter-Disciplinary Approach
EE is taught as a standalone subject, often at higher education levels.
Requires specialized resources and teachers.
Aims for in-depth understanding and application.
3.3 Participatory Approach
Active, hands-on, learner-centered.
Learners:
Reflect on issues.
Engage in dialogue.
Experience real environments.
Are encouraged to take environmental action.
> Builds motivation, responsibility, and environmental values.
4. Importance of Environmental Education and Its Link to Sustainability
Why EE Matters:
Helps individuals and groups become aware of environmental problems.
Addresses economic, social, and ecological issues — the three pillars of sustainable
development
EE Promotes:

8. 1. Informed decisions and responsible environmental behavior.
2. Better stewardship of the environment.
3. Wise use of natural and economic resources.
4. Social and technological innovation.
5. Long-term ecological balance and human well-being.
Skills and Values Gained through EE:
People learn from others’ successes and failures.
Able to prevent irreversible environmental damage.
Understand their role as caretakers of the Earth.
Support policy implementation like:
Afforestation
Waste management
Population control
EEN 110 – LESSON 3
NATURAL ENVIRONMENT, THE COMMONS, AND EFFECTS OF HUMAN
ACTIVITIES
3.1 Understanding the Environment
The environment is divided into three categories
1. Natural Environment (Biophysical)
2. Social Environment
3. Built Environment
3.2.1 The Natural Environment and How It Sustains Life
Definition:
The natural environment consists of all naturally occurring living and non-living things —
such as air, water, soil, plants, animals, climate, and ecosystems. It includes both
physical (abiotic) and biological (biotic) components.
Abiotic (Physical) Components:
Climatic Factors:
Temperature
Humidity
Rain and snowfall
Wind
Edaphic Factors (soil-related):

9. Soil type and quality
Underlying substratum
Biotic (Biological) Components:
Includes all living organisms:
PlantsAnimals
Microorganisms
Human being
Systems That Sustain Life:
The biophysical environment functions as a complete system through interactions
between four key spheres:
1. Biosphere – Region containing all living organisms
2. Hydrosphere – All water bodies on Earth (oceans, rivers, lakes).
3. Atmosphere – Layer of gases surrounding the planet.
4. Lithosphere – Solid outer section of Earth (land, rocks, soil)
These spheres interact in complex ways to maintain life and ecological balance.
3.2.1 The Social and Built Environment
Social Environment:
Encompasses the cultural, economic, political, and institutional context in which people
live.
Includes social relationships, beliefs, values, traditions, and governance systems that
influence behavior
Built Environment:
Refers to human-made surroundings that support human activity.
Includes buildings, roads, transport systems, cities, and modified landscapes (e.g.,
farms, parks).
3.2.2 The Commons
Definiton:
"Commons" are natural resources shared by all members of a society or community.
They are:
Not privately owned
Accessible to all
Used collectively

10. Require shared management
Examples: Atmosphere, oceans, forests, pasture lands, fishing grounds
---
Types of Commons:
A. Local Commons
Resources shared and managed by local communities, such as:
Community Forests – Used for timber, firewood, and forest products. Managed
sustainably by locals.
Common Pastures – Shared grazing lands. Rules prevent overgrazing
Fishing Grounds – Lakes or coastal areas where traditional fishing rights apply
B. Global Commons
Resources shared by all of humanity, requiring international cooperation. Examples
include:
Atmosphere – Provides air, regulates climate, shields from solar radiation.
Oceans and Seas – Provide food, carbon storage, biodiversity. Located beyond national
borders
Outer Space – Open for peaceful exploration by all nations. Protected by the 1967
Outer Space Treaty.
Why Commons Are Vulnerable:
They appear vast and inexhaustible, leading to neglect.
Commons are non-excludable (anyone can use them) and rivalrous (use by one
reduces availability for others)
Characteristics of Common Pool Resources:
1. Non-Excludability – It’s hard to stop anyone from using them.
2. Rivalry – One person's use reduces what others can use.
3. Finite Availability – Resources are limited and can be depleted.
4. Potential for Overexploitation – Can lead to collapse (e.g., overfishing, deforestation).
5. Need for Collective Management – Requires cooperation to manage fairly and
sustainably
6. Shared Benefits and Costs – Everyone benefits from good use or suffers from
overuse.
Common Assumptions That Worsen Resource Degradation:

11. 1. “If I don’t use it, someone else will.
2. “The little I take or pollute doesn’t matter.”
3. “It’s not my job to take care of the resource.”
These beliefs lead to the “tragedy of the commons”, where overuse by many results in
degradation that affects everyone.
3.2.3 Effects of Human Activities on the Natural Environment
Human Dependence on Nature:
Humans use the environment for basic needs like:
Food
Air
Shelter
Raw materials for industry
Negative Impacts of Human Activity:
Overuse and pollution have permanent or irreversible effects.
Examples include:
Deforestation
Air and water pollution
Soil erosion
Overfishing
Global warming
ENVIRONMENTAL EDUCATION
LESSON 10: TRAGEDY OF THE COMMONS
Introduction
The concept of the "Tragedy of the Commons" was introduced by ecologist Garrett
Hardin in 1968.
It describes a situation where individuals act in their own self-interest, overusing and
depleting shared resources.
This leads to harm for the whole group.
It is important for understanding environmental degradation, resource management, and
sustainable development.
Any commonly available resource will be overused because benefits are private but
costs are shared by everyone.

12. Definition of Terms
Commons: Resources accessible to everyone in society—like air, water, fisheries, and
public lands.
Tragedy of the Commons: When shared resources are overused and depleted by
individuals, causing degradation and collapse of the resource.
Example
a) Pasture Land
If land is open to all herders, each one keeps adding more animals to gain more milk
and profits.
But overgrazing by all herders leads to the destruction of the pasture, harming
everyone.
b) Fisheries Resource
Excessive fishing reduces fish numbers.
This leads to the collapse of fisheries and loss of people’s livelihoods.
c) Forest Resource
Uncontrolled logging causes deforestation, destroys habitats, reduces biodiversity, and
contributes to climate change.
d) Water Resources
Overuse of groundwater for farming and industry reduces water levels.
This causes water scarcity that affects people and nature.
Key Concepts
Self-Interest vs. Collective Interest:
People focus on their own short-term gain, not on the long-term survival of the resource.
Externalities:
The negative effects of overuse (like pollution or depletion) affect everyone, not just the
person causing them.
Carrying Capacity:
The maximum level of use a resource can handle without being damaged.
Key Assumptions of Common Property Resources
These assumptions explain why people overuse shared resources and cause harm.
a) Rational Self-Interest

13. Assumption: People act rationally to maximize personal gain.
Explanation:
Everyone tries to get the most benefit from the shared resource without thinking about
long-term impact or the community.
b) Lack of Communication and Cooperation
Assumption: People don’t talk or work together to manage the resource.
Explanation:
People act independently, without agreeing on how to share or control the resource.
This stops collective management
c) Absence of Regulation or Property Rights
Assumption: The resource is unregulated, with no clear ownership
Explanation:
Anyone can use it freely.
There are no laws or controls to limit usage, which leads to overuse and depletion.
d) Short-Term Focus/Benefits
Assumption: People want quick gains instead of thinking about the future.
Explanation:
They focus on getting benefits now because they fear others might use the resource
before them.
This results in overuse
e) Limited Carrying Capacity
Assumption: The resource can only handle a limited amount of use.
Explanation:
If people use the resource beyond its limit, it will break down and collapse.
Solutions to the Tragedy of the Commons
• Privatisation:
Give property rights to individuals or groups to make them responsible.
(Not always possible for every resource.)
• Regulation:
Set rules and limits to control how the resource is used.
Examples: fishing limits, emission caps, protected zones.
• Community Management:
Let local communities manage resources with shared rules and enforcement.

14. Uses local knowledge and builds cooperation.
• Market-Based Approaches:
Use tools like taxes, subsidies, or tradable permits to encourage sustainable use.
Example: carbon trading systems.
• Moral Persuasion and Education/Awareness:
Encourage responsible behavior through public campaigns and social pressure
Additional Solutions
1. Technological Innovation
Use of resource-efficient technologies (e.g., drip irrigation for water conservation,
renewable energy sources).
Monitoring systems like satellites and sensors to track resource use and enforce rules.
2. Government Incentives
Reward programs for sustainable practices (e.g., subsidies for eco-friendly farming).
Penalty systems for overuse or pollution (e.g., fines, taxes).
4. Restoration Programs
Actively replenishing or restoring overused resources (e.g., reforestation, fish
restocking, watershed restoration).Public-Private Partnerships
Governments and private companies collaborate to manage and invest in sustainable
resource systems.
6. Decentralized Governance
Empower local or regional authorities to manage resources, rather than relying only on
national laws.
Allows for more tailored solutions based on local conditions
LESSON 4: ECOSYSTEMS, ECOSYSTEM PROCESSES, AND HUMAN ACTIVITIES
AFFECTING FUNCTIONING OF ECOSYSTEMS
What is an Ecosystem?
A self-supporting unit where organisms interact with each other and the non-living
environment.
It is the smallest unit that can support life on Earth.
Provides services like food, regulation, support, and cultural benefits.
Consists of:

15. Living things in a specific area
Abiotic components like air, water, soil, and sunlight
Human Influence
Humans manipulate nature for needs, causing:
Pollution
Land use change
This affects ecosystem services (like air quality) and leads to ecological stress.-
Types of Ecosystems
1. Natural Ecosystems
Exist naturally
Self-regulating and open systems
All organisms are interdependent
Types:
Freshwater (lakes, rivers, springs)
Marine (shallow/deep ocean waters and bottom; covers 75% of Earth)
Terrestrial (biomes like rainforests, deserts, savannas)
2. Artificial Ecosystems
Man-made and unstable
Modified from natural ecosystems (like farms or plantations)
Structure & Function of Natural Ecosystems
Four main components:
1. Producers (plants)
2.Consumers (animals)
3. Decomposers (bacteria, fungi)
4. Abiotic components (sunlight, gases, minerals

16. Ecosystem Function
The ability of nature to provide goods and services for humans.
Four Categories of Ecosystem Functions
1. Regulatory Functions
Maintain life support systems (e.g., nutrient cycles, air and water purification)
2. Habitat Functions
Provide shelter and contribute to biodiversity conservation
3. Production Functions
Produce food and raw materials
4. Information Functions
Offer opportunities for research, recreation, spiritual and aesthetic value
Main Components for Ecosystem Sustainability
1. Energy Availability
Solar energy drives food chains
2. Nutrient Availability/Cycling
Movement of elements like nitrogen and carbon
3. Recycling of Waste
Natural systems break down and reuse waste
4. Habitat Diversity
Variety of habitats supports biodiversity
5. Ecological Interactions
Relationships like predation and mutualism
6. Biodiversity
Greater variety increases stability and resilience
LESSON 5: EARTH RESOURCES & HUMAN DEPENDENCE ON RESOURCE
Introduction
Earth resources = Natural resources
Defined as anything from nature that meets human needs
They are vital for economic development
Serve two purposes:

17. Raw materials
Environmental services
Environmental Impacts of Extraction
Exploitation leads to:Pollution
Unsustainable practice
Balance among ecology, economy, and social justice is essential
Types and Origins of Resources
Biological resources: forests, animals
Mixed origin: fossil fuels (formed from living & non-living materials)
Non-living origin: minerals (gold, iron
---
Classification of Resources
1. Renewable
Naturally replenished (e.g., water, soil, biodiversity)
Sustainable yield is key
2. Potentially Renewable
Replaceable if harvest < natural regeneration
3. Non-Renewable
Form over millions of years (e.g., fossil fuels, metals)
Cannot be replaced in human time
4. Perpetual
Never-ending (e.g., solar, wind, tidal energy)
Resource Use in Kenya
Kenya has rich resources:
Minerals, forests, water, wildlife, rangelands
Challenges:
Fragmentation, extinction, pollution, population growth

18. Solutions and Principles
Actions needed:
Sustainable management
Education and awareness
Law enforcement
Public participation
Guiding PrinciplesPolluter Pays
Transboundary Damage
Sustainable Development
Sustainable UsePrevention
Precaution
Equity and Reasonable Use
International Cooperation
Common but Differentiated Responsibilities
User Pays
LESSON 6 (from Lesson 8 PDF): MUNICIPAL SOLID WASTE AND ENVIRONMENTAL
HEALTH
Definition of Municipal Solid Waste (MSW)
Domestic and non-hazardous commercial/institutional waste
All human activities generate waste
Proper management is crucial for health and environment
Waste as a Resource
Not all waste is useless
Well-managed waste can support sustainable development
Environmental Health
Concerned with health risks from environmental condition
Includes waste exposure, pollution, and poor sanitation
Sources of Municipal Solid Waste
Medical centers
Food markets and storesInstitutions
Slaughterhouses
Domestic and urban area

19. Types of Waste
Organic: food, plant materials
Combustibles: paper, wood
Non-combustibles: metals, bottles
Bulky waste: dead animals, tires
Hazardous waste: batteries, oils-
Waste Management Factors
Type and source of waste
Health hazards
Volume of waste
Collection, transport, and disposal methods
Solid Waste Management Chain
1. Generation: when an item is discarded
2. Storage: how and where waste is held
3. Collection: how waste is gathered
4. Transportation: to treatment or final disposal
Waste Management Strategies
Hierarchy:
1. Source Reduction (P2)
2. Reuse and Recycle
3. Treatment (biological, chemical, thermal)
4. Disposal (last resort)
Encouraging “green buying” reduces future waste
Consequences of Improper Waste Management
Environmental: air pollution, blocked drainage, toxic exposure
Economic: high cleanup costs, lost opportunities
Social: health risks (e.g. lead poisoning, cancer), slums
Environmental Health & Human Health
23% of deaths globally linked to environment
Diseases linked to:
Unsafe water
Poor waste management
Air pollution
Chemical exposure

20. Climate change
Mitigation Measures
At individual, community, national levels:
Good lifestyle choices
Community involvement
Clean water and sanitation
Biodiversity conservation
Public awareness campaigns