Results of the scoping-review – pillar: sensory-based learning
| Pillar: Sensory-based learning | |||||
|---|---|---|---|---|---|
| Study/author(s) | Definition of CE | Country and sample | Educational approaches | Study outcomes | Emotional competencies |
| Albert and Chen (2023) | No definition of CE; focusing on the sensory or affective approach of education linked to sustainability | Gengdan Institute of Beijing University of Technology, China; first-year students (n = unknown) | Environmental sensing; visits; visualizations and analysis of environmental issues in Beijing; abstract drawing | Expression of emotions through abstract drawing; developing compassionate relationships with both oneself and the environment | Emotional awareness in terms of recognizing emotions and expressing emotions |
| Hurtado-Soler et al. (2020) | No definition of CE; the research focuses on the relationship between natural sounds and emotions to promote environmental awareness | University of Valencia, Spain; students of Primary Education; (n = 418) | Non-formal methodology; walking tour from the faculty to the garden; sensory experiences in the garden; an immersion in quasi-real virtual reality scenarios | Students connected with physical reality; improved sensorial and emotional perceptions, generating pro-environmental attitudes | Emotional awareness in terms of recognizing emotions through emotional perception and articulation of emotions |
| Pillar: Sensory-based learning | |||||
|---|---|---|---|---|---|
| Study/author(s) | Definition of | Country and sample | Educational approaches | Study outcomes | Emotional competencies |
| No definition of CE; focusing on the sensory or affective approach of education linked to sustainability | Gengdan Institute of Beijing University of Technology, China; first-year students ( | Environmental sensing; visits; visualizations and analysis of environmental issues in Beijing; abstract drawing | Expression of emotions through abstract drawing; developing compassionate relationships with both oneself and the environment | Emotional awareness in terms of recognizing emotions and expressing emotions | |
| No definition of CE; the research focuses on the relationship between natural sounds and emotions to promote environmental awareness | University of Valencia, Spain; students of Primary Education; ( | Non-formal methodology; walking tour from the faculty to the garden; sensory experiences in the garden; an immersion in quasi-real virtual reality scenarios | Students connected with physical reality; improved sensorial and emotional perceptions, generating pro-environmental attitudes | Emotional awareness in terms of recognizing emotions through emotional perception and articulation of emotions | |
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