• Hwankyungkyoyuk
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• v.20 no.2
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• pp.67-77
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• 2007

The purpose of this study is to investigate the change in ecological footprint made by the eco-friendly consumer education program, and ultimately, to help the high school students, future consumers, have eco-friendly attitude. This study will be contributed to helping them to understand the importance of the eco-friendly consumption and the seriousness of the environmental problems arising from their bad consumption habit, to get interested in the environmental problems in daily lives, and to reduce the ecological footprint through the eco-friendly habit acquired when young. This study is designed to have 60 high school students experience the eco-friendly consumer education program for 10 months and compare the levels of each ecological footprint though two different Questionnaires in five sections: housing, food, transportation, purchase, and waste. The program used in this research consists of three parts: eco-friendly attitude education for consumers, eco-friendly citizen education for consumers, and eco-friendly resource management education for consumers. The data are analyzed by SPSS Window 10.0 program. The findings are as follows: First. The eco-friendly consumer education is more likely to help the students develop critical thought and eco-friendly attitude, unlike the economy-related consumer education. Second. The level of ecological footprint is significantly decreased in the group with the eco-friendly consumer education program. compared to the group without it. Third. Experiencing the eco-friendly consumer education program helps the students have the positive attitude on ecology and lead an environmentally sustainable consumer life. The results show that eco-friendly consumer education can make a contribution to raising the good citizens who have eco-friendly attitude and behavior, lead sustainable consumer life, and try to reduce the level of ecological footprint.

• Journal of Fashion Business
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• v.17 no.1
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• pp.42-63
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• 2013

The attitude of Eco-friendly clothing is based on environmental awareness and Low-carbon green growth awareness. It can be developed through our education. I studied and analyzed the survey which targeted on highschool students whether the recognition of low-carbon green growth can be effected to the eco-friendly clothing attitude or not, and school education effect. The research shows the green growth recognition affects significantly to the eco-friendly clothing attitude. Also the study proves the education of green growth awareness and the eco-friendly clothing attitude informs the realizations of environmental and green growth concepts. The education of clothing habits affects our eco-friendly clothing attitude. Therefore this education is necessary for school curriculum and it must be expanded in any areas both in 'environment and green growth' course and 'home economics' courses in secondary education. The education of Eco-friendly clothing habit should be keep researched specifically and develop further and further.

• Human Ecology Research
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• v.54 no.5
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• pp.451-459
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• 2016

This study was to develop environmental education activities using advertisement as well as investigate the effect of environmental education using advertisements on children's eco-friendly attitudes and environmental preservation knowledge. The effect of the environmental education activity using advisements was examined based on 24 children aged five attending a daycare center located in Incheon metropolitan city (12 in the experimental group and 12 in the control group). This study was executed 12 times (twice a week) in both the experimental group and comparative group as the environmental education using advertisements was developed and executed in the experimental group as environmental education according to the life theme's in the Nuri curriculum of the comparative group. The instruments used in this study were the children's eco-friendly attitude scale (two factors, 18 items) and environmental preservation knowledge scale (four factors, 16 items). Children's eco-friendly attitude and environmental preservation knowledge were assessed by pre-tests and post-tests using the SPSS ver. 18.0 program. Results indicated that after 6 weeks application, the experimental group exhibited higher scores than the control group in the children's eco-friendly attitude as well as environmental preservation knowledge. This study showed that environmental education activities using advertisement had a positive effect on children's eco-friendly attitudes and environmental preservation knowledge.

• KIEAE Journal
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• v.7 no.6
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• pp.45-52
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• 2007

The concern and recognition of the energy, environment, conservation of natural resources of the world today are raising, and sustainable development can't be considered in a way of separating development from environment any more. For sustainable development, a new educational infrastructure construction and paradigm coping with new environment through the whole education are needed. Accordingly, this research analyzed eco-friendly design curriculum among interior design major of 4year universities to help with reestablishing educational goal as a model for eco-friendly design curriculum development. According to this research, environment related subject were 91, the rate of 16.4% among total 1492 interior designs major, and among them, eco-friendly design related subjects were 15, which is the 6.4% of 91 environment related subjects, and which is 1.0% among total interior designs, through which we could see that eco-friendly design related subjects were very light weight in the total interior designs. So, the reasonable and concrete reform of eco-friendly design related subjects in 4year universities interior design curriculum seems to be urgent, and diverse eco-friendly design related subjects needed to be developed and established.

• Korean Journal of Child Studies
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• v.37 no.5
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• pp.101-116
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• 2016

Objective: This study aimed to investigate how the eco-centered early childhood education by seasonal divisions influences the child's nature-friendly attitude and emotional intelligence. Methods: Forty 5-year-olds from 2 preschools in Gyeonggi were selected through convenience sampling and were divided into the experimental group (21) and the comparative group (19). The experimental group received eco-centered childhood education by seasonal divisions 2 or 3 times a week (33 in total). Pre-post data were collected on both groups and analyzed via t-test and ANCOVAs. Results: The key result was as follows: eco-centered childhood education by seasonal divisions influenced positively the nature-friendly attitude and emotional intelligence of children. Conclusion: Based on the result, it is recommended that eco-centered early childhood education be applied in childhood education and that relevant program be developed. Eco-centered education by seasonal divisions is meaningful in early childhood so that children can be harmonious with the nature. Furthermore, the study should be continued for the development of qualified eco-centered education.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.3
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• pp.235-241
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• 2013

The purpose of this study is to find out eco-friendly attitude and level of knowledge about environment of pre-service elementary teachers and find relationship between these. In this study, we investigate and analyse with surveys about eco-friendly attitudes and environmental knowledge questionnaire targeting the 2nd semester of 2013 32 people of fast stream class 2nd grade. Also, we analyzed correlation between environmental knowledge and the test results of eco-friendly attitudes. Results for the analysis are as follows. First, pre-service elementary teachers' average of eco-friendly attitudes test result is 'cognitive area(60.22)> definitional area(53.69)> behavioral area(52.72)'. These results are re-service elementary teachers are knowledgeable about the environment, but they are passive at the execution act about environment. Second, the average of pre-service elementary teachers' environmental knowledge result is the highest to the protect the environment, for the average(26.25). It is interpreted that they acquired the most the knowledge related to the conservation of the environment. Third, It is no significant correlation between pre-service elementary teachers' eco-friendly attitudes and environmental knowledge. It means that although they acquired a lot of knowledge related to the environment, it is not affected to environmental friendly attitude putting ideas into action about environment.

• The Journal of the Korea institute of electronic communication sciences
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• v.6 no.6
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• pp.939-950
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• 2011

Eco-friendly development is inevitable for eradicating poverty in developing countries. In order to make Eco-friendly development a worldwide movement, we have to provide education for Eco-friendly development. There are, however, many problems in achieving education for Eco-friendly development. In conducting human education, there should be a certain philosophy as a foundation. The Earth charter, which people from various countries have developed since the World Summit on Eco-friendly Development and on which they have gained an international consensus, including consensus from NGOs, should serve as a foundation to conduct education for peace, human rights and environment. In this paper, I have discussed first the loss of Sustainability, second the loss of the view that human development is the basis for education, third the decline of literacy, fourth the decline of education for women, fifth excessive emphasis on knowledge and rote learning, and sixth the deviation from quality-of-life education.

• Journal of Fashion Business
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• v.24 no.6
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• pp.109-119
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• 2020

As interest in the environment increases, consumers increasingly choose to buy products with eco-friendly production processes. The purpose of this study was to determine the effect of consumption values and materialism/voluntary simplicity on the attitudes and purchase intentions toward eco-friendly fashion products. A survey of university students in Seoul was conducted and 203 questionnaires were analyzed using SPSS 23.0. The consumption values consisted of six factors: subjective value, novelty value, social value, brand value, practical value, and health/safety value. Materialism/voluntary simplicity was grouped into two factors of materialism pursuit and voluntary simplicity pursuit. Brand values were found to negatively affect attitudes toward eco-friendly fashion products. The more one pursued brand names, the more negative was one's attitude toward eco-friendly fashion products. Health/safety values had a positive effect on purchase intentions for eco-friendly fashion products and voluntary simplicity pursuit had a positive effect on both attitudes and purchase intentions. The materialist group had high subjective value, novelty value, social value, and brand value among the consumption values, and the voluntary simplicity-seeking group tended to pursue the value of health and safety. This study was meaningful in that it identified the characteristics of consumers showing favorable attitudes toward eco-friendly fashion products.

• Fashion & Textile Research Journal
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• v.14 no.5
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• pp.791-802
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• 2012

This study promotes education, purchase, and advertisement activities related to eco-friendly apparel products. The study examined college students and their demographic characteristics, their recognition of and interest in, knowledge, purchase, and attitude towards advertisements related to eco-friendly apparel products. In this study, 337 students from various universities in Daejeon participated in a questionnaire survey from March 7 to March 25, 2011. The collected materials were analyzed by frequency analysis, factor analysis, cluster analysis, cross tabulations analysis, and t-test using SPSS 18.0 software. The results of these tests revealed that more students from the upper grades belonged to the Environmentally Friendly Group compared to those in the Non-environmentally Friendly Group. It was also found that students in the Environmentally Friendly Group had a higher level of consciousness and expressed a greater interest in eco-friendly apparel products as well as towards the launch of educational programs. Additionally, this group was more supportive of the need for new courses and had a higher likelihood to enroll in these courses. The research results revealed that (compared to the Non-environmentally Friendly Group) the Environmentally Friendly Group exhibited a greater satisfaction with the designs of eco-friendly apparel products and had more experience to examine advertisements about eco-friendly apparel products; in addition, they expressed a higher likability and reliability to these advertisements. The results also showed that the Environmentally Friendly Group believed that advertisements had persuasive power and were quite impressive in recalling the advertisements.

• Journal of the Korean Society of Food Science and Nutrition
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• v.42 no.1
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• pp.114-119
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• 2013

The superiority and safety of eco-friendly agricultural products are well-known. The purpose of this study is to provide fundamental data for creating a safe food culture, to improve the quality of school food services, and to increase student satisfaction with school food services. We compared the perception of eco-friendly agricultural products and food service satisfaction between students with and without exposure to a dedicated event for learning about eco-friendly products (an Eco-friendly Food Service Day) in elementary and middle school. When students were asked to define eco-friendly products, "organic products" was a highly frequent response in schools with an Eco-friendly Food Service Day, while "pesticide-free products" was a highly frequent response in school without this event. For most students, a factor in choosing eco-friendly products was a quality certification mark. Students from elementary schools with an Eco-friendly Food Service Day had a higher frequency of using eco-friendly agricultural products at home compared to students from schools without the event (p<0.01). In addition, the satisfaction with school food service was higher in schools with an Eco-friendly Food Service Day (p<0.05). These results suggest it is important to promote the use of superior and safe eco-friendly agricultural products while developing a variety of menus considering students' preferences.