UNIVERSITY OF NEBRASKA STUDY - Middlestadt et al. (2001)

Educating Young Adults about Sustainable Development Study 

A study done by the University of Nebraska-Lincoln.

The study includes a qualitative analysis of current literature on studies that examined different types of environmental education on multiple age groups was conducted. The results of this

examination were then analyzed to determine the extent to which different methods for different age groups may be most effective to increase sustainable development knowledge in

Lincoln residents. 

By understanding how this study successfully applies its own methods of educating and creating awareness on environmental sustainability to young adults. I can then apply this knowledge to my brief to successfully enhance the awareness and educate Leeds Arts student’s about the importance and benefits of environmental sustainability. 

Middlestadt et al. (2001) conducted a qualitative study in Jordanian schools on water conservation education to investigate how different young adults learn about water and how the education impacted their community. Their study looked at how young adults’ actions changed after learning the

importance of water conservation with interactive education. There were two different groups of students involved in the study; a group that was educated in local schools using lecture based education (control group) and a group that was educated by local environmentalists using interactive education (experimental group). There was an equal proportion of boys and girls in each group. Middlestadt et al. surveyed each group’s water conservation before and after receiving water education. 

Middlestadt et al. (2001) analysis:

Although there were two methods of teaching for this study, the results showed that all students changed their water usage after recieving education. However 64% of students in the experimental group (interactive learning) stated they were actively seeking ways to reduce household water consumption. Compared to 38% in the control group. Parents of both classes decreased their water use based on the recommendations of their children. However the parents from the experimental group of students were 11% more likely to conserve more water than the parents whose children were part of the controlled group.

What does this mean? 

It conveys that interactive learning is a more effective method of teaching environmental education to the demographic of young adults. Further benefits also include the education provided is more likely to be acted on by the parents of the demographic. More so than teaching with traditional methods of education. This shows that an interactive approach is a more benefitial way of educating and creating awareness of environmental sustainability to students of Leeds Art’s University. 

Other Factors to consider:

In relation to my audience consisting of majority creative art students. The concept of providing a visual interactive method of education for my final outcome, seems more justifiable than using the methods of the control group, mentioned in the Middlestadt et al. (2001) study. This method would be much more effective in engaging my audience, and actually inciting positive change.