Biodiversity Conservation and Environmental Education in Asia: Case Studies, Opinions, and Suggestions for Our Future Endeavors
Notice bibliographique
Résumé
Discussions regarding the launch of Environmental Education in Asia began in 2014, and with the publication of its first issue in 2017, we have been exploring the potential of collaborative efforts to foster environmental education across Asia.We envisioned EEA as a platform for researchers who are not only conducting research in their own countries but are also keen to engage in international interactions and contribute to mutual and global understanding (Sakurai & Furihata 2019) under the theme of environmental education in Asia.Although more than 40 papers have been published in the past four issues, we believe that international and collaborative efforts between practitioners and researchers from various countries across Asia in the context of environmental education are limited.This highlights the need to continue developing EEA to promote diverse practices and research findings that emphasize how environmental education can contribute to creating a sustainable society.The fifth issue of EEA features papers on biodiversity conservation and environmental education in Asia.The 15th Conference of the Parties to the United Nations Convention on Biological Diversity held in 2022 adopted the Kunming-Montreal Global Biodiversity Framework, which includes 23 action goals.The framework states that implementation requires transformative, innovative, and transdisciplinary education, both formal and informal, at all levels.It also emphasizes encouraging and enabling individuals to make sustainable consumption choices by improving their access to education as well as accurate and appropriate information and alternatives.In addition, the United Nations has declared 2021-2030 as the "UN Decade on Ecosystem Restoration," recognizing not only conservation but also the restoration of biodiversity as an international goal.In line with these global objectives, the Japanese government has promoted the concept of "Nature Positive" and has been encouraging stakeholders to take urgent action to halt and reverse biodiversity loss, putting nature on a path to recovery.Although similar projects are being implemented across Asia, efforts to summarize and integrate the accomplishments in these regions are limited. II. Structure of the "JJEE-EEA 2025" issueThis issue begins with an article by Ma et al. ( 2025) that provides valuable insights and suggestions for nurturing the next generation of conservationists in Asia.Huang (2025) introduces a remarkable ocean education program at an elementary school in Taiwan.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».