Development of Environmental Education Affective Domain of Learning Framework: a Higher Education Perspective

Objective: Affective learning domain is crucial in developing a sense of ownership and responsibility for learned competencies. This approach is essential, especially in environmental education as this field emphasizes the crucial role of taking action in various environmental problems. To empower this discipline using this approach, a study was created to extract the dimensions crucial in empowering environmental education in the context of higher education and to develop a corresponding framework that can guide in implementing the essential competencies emphasized in this discipline Theoretical Framework: In this study, the use of affective domain of learning was used as basis of understanding the nature of affective learning in environmental education. Method: To accomplish the objectives of the study, the use of exploratory sequential mixed-method design is used. The use of in-depth interview and exploratory factor analysis (EFA) is utilized to extract the dimensions of the study. Moreover, in-depth interviews with 12 participants were conducted first to extract significant statements. These statements were transformed into a questionnaire, which was then tested for reliability and yielded a Cronbach's alpha of 0.920, indicating acceptable internal consistency. The finalized questionnaire was administered to 359 respondents to extract the dimensions. Analysis of the Kaiser-Meyer-Olkin (KMO) measure and Bartlett’s sphericity indicate acceptable based on the set parameters Results and Discussion: The result shows three reliable dimensions of environmental education affective domain of learning were identified: knowledge generation, environmental action-empowerment, and community engagement. A framework for affective learning in environmental education was developed based on these dimensions. In addition, the developed framework emphasized the key areas and necessary indicators for effective learning in environmental competencies. Research Implications: The findings of the study highlight the crucial role of the extracted dimensions of the affective domain of learning in promoting environmental education in this changing world. Thus, it is suggested that the developed dimensions and framework be incorporated into classroom instruction, learning process, and other areas of environmental education. Originality/Value: This study contributes to the literature by addressing gaps in the integration of affective learning in the realm of environmental education. The framework created serves as a toolkit for addressing crucial issues in environmental education with the help of effective learning to attain sustainable development and the promotion of SDG 4: Quality Education of the United Nations.