SUSTAINABLE BUSINESS DEVELOPMENT PERSPECTIVES

Environmental Education as Part of Lifelong Learning

Marta Matulčíková ¹ , Daniela Breveníková ²

^{1, 2} University of Economics in Bratislava

https://doi.org/10.5817/CZ.MUNI.P280-0197-2022-16

Abstract

While the issue of environmental protection and sustainable development has been richly explored in theory, the practical implementation of the rules and principal into social life and enterprise practice has remained neglected. The paper focuses on environmental education, whose aim is the changeover in thinking and attitudes of the present-day economically active population and that of the young generation. Environmental education is to be understood from the conceptual aspect as an organic part of the entire complex of education and training, not excluding further professional education. Environmental education is not the most recent issue: formal education has been dealing with the nature protection and care for the environment since the 1970-ies. Environmental education is promoted in all types of schools, either in direct in-class instruction or indirectly through special interest (hobby) education. It is essential to pass from the theoretical analysis and discussions about environmental problems to their utilisation in practice. An important role in this process is played by managers. The focus of our empirical research is on attitudes, opinions and environmental thinking of line managers. The paper is a partial outcome from the nation-wide research project scheme VEGA, No. 1/0328/21: ‟Post-pandemic Business Management: identification of temporary and sustainable changes in sequential and parallel management functions in the context of the COVID-19 pandemic”.

Keywords: Sustainable development, environmental education, environmental management, managers’ attitudes, pro-environmental attitude

1 Introduction

The development of knowledge-based society and a gradual digitalisation of working and societal life and the ensuing changes in the structure of society are accompanied by the impact into the living environment. As a result of an extensive extraction of natural resources, degradation of water purity or the shortage of quality foodstuffs is beginning to pose a threat to the stability of modern human society ( Pironti et al., 2022; Jabiol et al., 2022; Zhu et al.; 2020). It is therefore understandable that a natural pressure on exerting the strategy of permanently sustainable development is increasing on various institutional levels. The exploitation of biosphere by man, we have been witnessing in recent years, often endangers its natural ecological balance or even the very existence of mankind. Environmental threats facing the present-day society are nowadays also reflected in the activities focused on adopting policies and programmes setting forth the application of sustainable development principles in all the spheres and areas of life. (Ukaga et al., 2019; European Environment Agency, 2021). These developments are not only manifested in the efforts of national governments but also in the activities of the European Union (EU) implemented in this direction. One of them is the commitment of the European Commission in the European Green Deal to transform the EU to a modern and competitive economy, which utilises its resources effectively. The agenda of climate neutrality sets the target year of 2050 for achieving the net-zero value of greenhouse gas emissions. (On 4 March 2020 the European Commission adopted the proposal of the European Parliament Directive and that of the European Council, which determines the framework for achieving the climate neutrality and the EU Directive 2018/1999 {European climate legislation) [2020/0036 (COD)]} in which it is proposed to make the target of climatic neutrality by the year 2050 legally binding for the EU) (Council of the European Union, 2021 ; Williges et al., 2022). In accordance with the European Green Deal the economic growth will be separated from resource utilisation and will ensure that all EU regions and citizens engage in a socially just transition to a sustainable economic system. The European Green Deal also aims to protect, conserve and enhance the EU’s natural capital and protect citizens’ health and quality of life from environmental risks and impacts. (See: Alexander, & Schwandt, 2022). It will strengthen the EU’s social market economy and help ensure that it is ready for the future and that it brings stability, jobs, growth, and investment. Given the socio-economic damage also caused by the COVID-19 pandemic and the need for sustainable, inclusive and equitable recovery, these objectives are extremely important. ( Zhu et al., 2020; Yao et al.2020; Conticini et al., 2020; Culqui Lévano et al., 2022). For the successful implementation of the European Green Deal and the Sustainable Development Action Plan, it is crucial not only to provide sustainable funding, which is not addressed in our paper, but also to provide environmental education as part of lifelong learning. The “greening” of thought , feelings and perceptions of the population’s everyday life will be projected in potential bearers of sustainable development principles in the performance of their professions. We recognize that the environmental awareness of the population will also facilitate the collection of actual data from enterprises and organisations concerning the risks to sustainability and posing a harmful impact on the environment and the future of the planet . (European Commission. Climate action. European Green Deal, n.d.; Bunescu, & Estermann, 2021; Commission of the European Communities, 2008).

In the empirical research, we focus on identifying the ideas, attitudes and opinions of line managers on environmental phenomena. We consider it important to capture their statements related to their relationship with nature and describe their opinions concerning their attitudes and environmental awareness. The starting point of our reflections on sustainability and environment was the idea of that environmental awareness as an active open system that can be shaped and further developed. People with a higher environmental awareness are motivated to be more environmentally friendly, have a wealth of information about the condition of nature and the environment, and are aware of the link between their behaviour and the state of the environment (Settimo et al., 2020; Matharu et al. , 2021).

By identifying the views of line managers, we would like to contribute to fostering the relationship between organisations and society by making organisations more responsible and transparent in terms of their impact on the environment. This is also connected with creating better conditions for the environmental data reporting, its application in sustainable development and the setting of greening needs in education. Favourable results can be expected in the application of digital technologies.

2 Methodology of Research

There are several standards and principles related to the living environment, environmental protection, and securing sustainable development which are recognized and respected by human beings and are projected to some extent into human actions. Our analysis of projecting these standards and principles of the environmental protection into the work action of line managers is based on the line managers’ opinions. The aim of our empirical research was to identify the line managers’ knowledge, attitudes, and opinions of environmental phenomena. We investigated managers’ knowledge of the environment acquired through studies in formal education and further professional education, or via self-study; awareness of negative consequences of human activities and way of life to the environment and proposals for changes; and their activities of eco education and employee education at workplace. To achieve a pro-environmental behaviour on the part of line managers is the basis of inventions and innovations for the permanently sustainable development. The research was carried out by means of the interview method and the questionnaire method. The interview was used to better understand the views and experiences of the respondents. It was used in the implementation of the pre-research and in designing the questionnaire. The questionnaire method was used for practical reasons, as the research required a representative sample of respondents. The application of the questionnaire method makes it possible to collect information from a larger number of respondents within a reasonable period of time and at a reasonable cost. Primary data were collected on the basis of questions from a questionnaire prepared in advance and distributed in person or electronically. The questionnaire consisted of two basic parts: the information part containing the basic data about the respondent and the professional part concerning the respondent(s)’ opinions on the implementation of training in their companies and the general interest of employees in participating in the training.

Empirical research can be applied in all the branches listed in the industry classification of economic activities. Given a limited scope of the paper, we have chosen crucial sections in Slovakia’s national economy in terms of the Statistical Classification of Economic Activities SK NACE Rev. 2. Respondents were selected from sections: Section A – Agriculture, forestry, and fishing, divisions: 01 – Crop and animal production, hunting and related service activities and 02 Forestry and logging. Section C – Manufacturing, divisions: division 10 – Manufacturing of food products, 11 – Manufacturing of beverages, 13 – Manufacturing of textiles, and 14 – Manufacturing of clothing and wearing apparel.

We used the random sampling method, i.e. each unit had an equal probability to be selected in the random sample. Line managers from enterprises of various sizes were then chosen without further limitations. Nominal and cardinal variables in the questionnaire were monitored. Nominal variables were described by means of codes created arbitrarily and subsequently allocated to individual categories. These variables indicated the size of enterprises. Cardinal variables were used on a broader scale, namely interval and ratio variables. When creating the questionnaire questions, we focused on the accuracy and reliability of the research tool. Reliability is affected by three factors: scope, homogeneity and a complex nature of the research tool. Scope of the research tool: the questionnaire consisted of fifteen questions, the first six questions concerned the identification data of the respondents and the remaining questions concerned further professional corporate team training. Homogeneity of the research tool: all questions in the questionnaire concerned the subject matter. C omplex nature of the research tool: the sequence of questions fulfilled the requirement of logical arrangement; the terminology that might not have been understood by respondents was explained in greater detail. The questionnaire was designed as a combination of closed structured questions with multiple answers and open (unstructured) questions. In the case of open-ended questions, the respondents were able to express their opinions without restriction. The return rate of the questionnaires was 82.8%; out of a total of 1000 questionnaires, 828 questionnaires were returned, from which we deliberately selected respondents’ questionnaires from Section A – Agriculture, forestry, and fishing (90) and Section C – Manufacturing (150), i.e. the total of 240 questionnaires. The exploration of the issue described necessitates both quantitative and qualitative research. The qualitative research was applied in the interview method, which was part of the pre-research and the basis for designing the questionnaire. The quantitative research was crucial in examining the issue. The research was conducted in the period from November 2021 until January 2022.

We analysed collected data in MS Excel, extended with the package of analytical tools (arithmetic average, modus, median, minimal value, maximal value, standard deviation, and the like). We also used a manual processing in which the bar code method was applied in some types of questions. For data analysis, we applied a one-dimensional descriptive statistics in the form of frequency tables and expressed respondents’ opinions in percentage. Results of statistical processing are presented in tables and the findings are verbally interpreted.

3 Research Results

Our aim in the empirical research is to identify the knowledge, opinions and attitudes of line managers to environmental phenomena. We focus on their knowledge of the environment and behaviour towards the environment. In the light of the aim formulated in this way, we also formulate research questions on the basis of which we detected respondents’ opinions. Specific results are presented in tables are interpreted in verbal descriptions.

Table 1

Education in Environmental Studies

Note. Results of empirical research (respondent opinions).

Table 1 shows that a large part of Section A line managers also attended courses in ecology and environmental protection during their formal education. Many of them were involved in the environmental protection in special interest (hobby) educational activities organized by educational institutions. As for the 90 respondents of Section A, we can state that line managers took parallel mandatory as well as special interest courses in environmental education during the preparation for their profession. However, the situation is worse in the case of Section C managers despite the fact that we selected the divisions as manufacturing of food products and manufacturing of beverages. Only 9 managers out of 150 in this section replied they had also taken courses focused on environmental protection within formal education. These managers did not participate in special interest or hobby education in the given area. Managers participated in organised educational activities connected with environmental law and policy. Their self-access study contained the legislation that managers have to observe in their professions.

Table 2

Awareness of Negative Impacts of Human Activities on the Environment and Proposals for Changes

Note. Own research results (respondent opinions).

As we can see from Table 2, line managers are aware of the negative impact of work activities on the environment. They are also aware of the negative impacts of their lifestyle on the environment. Whether they realize it or not, they need their current standard that has been achieved through material goods . Since they replied they were not willing to change their current values in their lifestyle, we did not even indicate that in the table. In their replies to questions about the need for an environment friendly way of life, they focused more on the work environment. All the respondents agreed that the issue needed to be addressed. The specific respondents’ proposals mainly concerned the application of more environmentally friendly technologies and the utilisation of alternative energy sources. The respondents who did not comment on specific proposals were aware of the investment intensity, which would currently significantly increase costs as a result of the low return on investment. The development of environmental education is supported by an absolute majority of respondents in both sections. Despite providing environmental education in their enterprises, many managers believe that their employees would not be willing to give up the achievements of the present ; these problems mainly relate to the consumerist and materialistic way of life, automobile-dependent lifestyle, waste management, etc. According to line managers, current employees assume a superior attitude to the environment, as if they were its owners or even predators. Our way of thinking in this area must be changed in the future, be cause the people’s present-day behaviour towards nature leads to self-destruction. It is for this reason that managers intend to deal with environmental education of their employees.

Table 3

Ideas of Line Managers of Employee Environmental Education

Note. Results of empirical research (respondent opinions).

All the respondents who support the idea of environmental education – either those from section A or C – see the path to change through changes in the personality traits of employees and in introducing other lifestyle options. A certain part of the respondents believe the change may be achieved by adjustments to manufacturing technology or manufacturing processes. They consider it is necessary to provide a team learning training, when the employees themselves in their teams would be able to come up with concrete proposals for improvement. Respondents view the possibilities of proposing product changes only in section C, namely in the textiles and clothing and wearing apparel divisions. Only 2 respondents out of 39 were from the beverage production division. They are positive about the use of alternative sources; however, they are aware that this is also associated with additional investment. Given the need for pro-environmental behaviour, respondents consider that essential and important and are ready to create discussion circles or project teams to look for ways of applying alternative sources of raw materials in the specific conditions of their organizations.

Line managers who participated in our research are aware of the need for addressing sustainable development issues via the identification and description of the most attractive environmental issues. Owing to their knowledge of the functioning of ecosystems and global environmental problems, they are aware of the need for protecting the environment and eliminating all negative impacts on nature. From the overall analysis of respondents’ statements, we can consider that the line managers’ declared positive attitude towards the environment as a pragmatic one. Line managers are able to identify the desirable attitude as part of their awareness, but their real proposals for changes to be made in their enterprises are largely general, and their feasibility is currently questionable.

4 Discussion and Conclusion

The environmental threats currently facing society are also reflected in the activities aimed at adopting policies and programmes that promote the application of the principles of sustainable development in all spheres of life. These activities are also required of business entities and managers in order to make effective management decisions on sustainable development. Likewise, the population of all age groups is expected to develop environmental awareness. What it takes is to change their lifestyle from consumerist, comfortable, fast, and artificial to one that is active, friendly and pro-environmental. Man’s attitude to nature must focus on harmony and respect, which necessitates the development of lifelong learning educational activities. Their outcome is going to be an individual with a broad base of basic disciplines, for example, chemistry, ecology, geography, materials science, microbiology, atmospheric sciences, and environmental sciences. The ecological part is based on the pillar disciplines of zoology and botany, as well as the chemical composition of soil, atmosphere, surface water and groundwater with emphasis on soil contamination, air pollution and climate change, profiling the sustainable development of the region, biodiversity, and animal and plant interactions with the environment. ( Conticini et al., 2020) The contemporary professional and scientific concept based on the original research in hydro-ecosystems and agri-ecosystems assumes a more precise scope with the profile to permanently sustainable development of the region, biodiversity, relationships between animals and plants to the environment. It also includes the application of modern information technologies, with the transfer of scientific knowledge and technologies gained through research and development into practice.

Our intention is that environmental education be provided at all types and levels of study in formal education, ranging from primary, secondary to tertiary education. Based on the previous experience in formal education and practical requirements, it is generally accepted that future study programmes have to more deeply reflect the complexity of environmental issues. Even in the fields of study that do not prepare graduates to optimise and improve existing technological production systems to cope with new environmental challenges or to deal with the impact of environmental pollution, it is necessary to provide multidisciplinary and ethically oriented education while maintaining all the principles of sustainable development with the ability to work in multidisciplinary teams. A new space for educational activities related to environmental protection is also opening up for adult education institutions. We recommend the following topics for educational project proposals of the economically active population that has been in practice for a long time: Minimisation of energy and material sources in a closed circle. Reducing the environmental burden and optimisation of alternative approaches in product and process innovation. Eco-toxicology and environmental resources. Economy of resource utilisation. Environmental analytical systems and ecological efficiency. Eco l ogical d esign for the waste reduction and waste recycl i ng. Energy and enviro n mental wastes. Environmental and security management. Environmental policy. Innovations and permanently sustainable development. “Green” innovations and technologies. Bioethics.

Recently, there has been an increasing need for understanding bioethics in a broader sense than in medical ethics. Thus, a traditional biomedical core of bio-ethics is recently being more and more associated also with the issues related to genetically modified organisms (GMO), their effect on human health and the impact on the environment in general, as well as with the issues connected with genetic testing and its potential abuse. Merging environmental and medical ethics is necessitated by the very nature of problems – human health is also influenced by environmental pollution. The relationship between medical ethics and environmental ethics is more complex than merely a mechanical merging of the two bio-ethical domains.

The acquisition of ecological literacy and environmental awareness by the public at large regardless the area of working activities is the task to be fulfilled by the entire mankind. This task should become the future challenge for all educational institutions in order to promote lifelong education in theoretical knowledge and practical skills in environmental management as the system of managing society, with deliberate focus on the protection and creation of the living environment pertaining to permanently sustainable development on global, regional, and levels.

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Corresponding author

Assoc. Prof. Ing. Marta Matulčíková, PhD.

University of Economics in Bratislava, Faculty of Business Management, Department of Management

Dolnozemská cesta 1, 85235 Bratislava, Slovak Republic

marta.matulcikova@euba.sk