Agricultural education
Amirreza Rezaei; Seyedeh Rana Mousavi Tazehkand; Hamid Movahed Mohammadi
Abstract
This study aimed to conduct a comparative analysis of the impact of environmental literacy on sustainable and pro-environmental behaviors among students in agricultural vocational schools and green schools in Tehran Province. The research employed a correlational-causal design, with data collected from ...
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This study aimed to conduct a comparative analysis of the impact of environmental literacy on sustainable and pro-environmental behaviors among students in agricultural vocational schools and green schools in Tehran Province. The research employed a correlational-causal design, with data collected from a statistical population of 998 students from green schools and 435 students from agricultural vocational schools across 4 green schools and 5 agricultural vocational schools. Using Morgan's table, a sample of 298 participants was selected, with 269 questionnaires ultimately included in the analysis. Convenience sampling was used, and data were gathered through a questionnaire validated by faculty members of Agricultural Extension and Education at the University of Tehran. Reliability was confirmed via a pilot study (Cronbach's α = 0.559–0.908). Data were analyzed in SPSS25 using descriptive and inferential statistics, including the Mann-Whitney U test. The results revealed significant differences (p < 0.01) between the two groups: Agricultural students exhibited significantly more favorable environmental behaviors; They demonstrated higher levels of environmental performance; They displayed stronger pro-environmental behavioral intentions; They held more pronounced environmental attitudes; However, green school students possessed greater subjective environmental knowledge. These findings suggest that while agricultural vocational education may more effectively foster practical pro-environmental actions, green schools excel in developing environmental awareness. The study highlights the need for balanced educational approaches that integrate both knowledge and behavioral components in sustainability education.
Milad Kakavand; Amirreza Rezaei
Abstract
Since universities in Iran play a significant role in preparing human resources achieve advancing goals ofthe country, evaluating emotional intelligence (self-motivation, self-awareness, self-control, empathy, socialskills) and its role in educational achievement of the s tudents can lead to better planning ...
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Since universities in Iran play a significant role in preparing human resources achieve advancing goals ofthe country, evaluating emotional intelligence (self-motivation, self-awareness, self-control, empathy, socialskills) and its role in educational achievement of the s tudents can lead to better planning and providing moreuseful solutions to the higher education sys tem obs tacles. Thus, this research was aimed at:" s tudying the effectof emotional intelligence's dimensions on the educational achievement of Agricultural S tudent's Razi Universityof Kermanshah" in the academic year 2020-2021. For this purpose, a quantitative research method based onthe survey was used. And the s tatis tical population of the s tudy consis ted of 812 undergraduate agriculturals tudents of Razi University of Kermanshah who were selected by s tratified sampling techniques with theproportional allocation and using Cochran formula 180 of them. The main ins trument for data collection wasa s tandard ques tionnaire of emotional intelligence of Siberia Schering (1996), validity of which was evaluatedby experts’ panel, and its reliability using Cronbach’s alpha coefficient and composite reliability index wasanalyzed and confirmed due to the fact that the rate was higher than 0.7 for all the cons tructs. Also, the scale usedin answering the ques tionnaire was based on the Likert scale (s trongly disagree to s trongly agree). S tructuralequation modeling (SEM), as a multivariate technique, and Smart-PLS software was used. According to pathanalysis results, dimensions of emotional intelligence (except empathy) have significant roles in improvingthe educational achievement of agricultural s tudents among agricultural s tudents of the Razi University ofKermanshah. Empirical results showed that the agricultural S tudents' academic achievement depends on theiremotional intelligence level and dimensions, and their emotional intelligence can explain 33% of agriculturalS tudents' educational achievement variance. Research findings offer a new theoretical framework for futuretheory development.
