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  • SDSN - Greece
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Green, Caroline; Molloy, Owen; Duggan, Jim; Brennan, Caroline;

    Education for sustainable development (ESD) is considered vital to the success of the United Nations¿ sustainable development goals. Systems thinking has been identified as a core competency that must be included in ESD. However, systems thinking-orientated ESD learning tools, established methods of the assessment of sustainability skills, and formal trials to demonstrate the effectiveness of such learning tools are all lacking. This research presents a randomised controlled trial (n = 106) to investigate whether an innovative online sustainability learning tool that incorporates two factors, systems thinking and system dynamics simulation, increases the understanding of a specific sustainability problem. A further aim was to investigate whether these factors also support the transfer of knowledge to a second problem with a similar systemic structure. The effects of the two factors were tested separately and in combination using a two-by-two factorial study design. ANOVA and related inferential statistical techniques were used to analyse the effect of the factors on sustainability understanding. Cohen¿s d effect sizes were also calculated. Simulation alone was found to increase ESD learning outcomes significantly, and also to support the transfer of skills, although less significantly. Qualitative feedback was also gathered from participants, most of whom reported finding systems thinking and simulation very helpful. This research was undertaken for the PhD studies of the corresponding author at the National University of Ireland Galway (NUIG) and was supported by funding from ResponSEAble (EU Horizon 2020 project number 652643), Ireland’s Higher Education Authority and Department of Further and Higher Education, Research, Innovation and Science (through the IT Investment Fund and ComputerDISC, and the COVID-19 Costed Extension), and the NUIG PhD Write-Up Bursary. peer-reviewed

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    Sustainability
    Other literature type . Article . 2021 . Peer-reviewed
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    Article . 2022
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    https://www.preprints.org/manu...
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    https://doi.org/10.20944/prepr...
    Preprint . 2021
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      Other literature type . Article . 2021 . Peer-reviewed
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      https://doi.org/10.20944/prepr...
      Preprint . 2021
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      Sustainability
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    Authors: Rowshonara Syeda; Pia Touboul Lundgren; Gyula Kasza; Mónica Truninger; +12 Authors

    Foodborne diseases are a global burden, are preventable, and young people are a key population for behaviour change as they gain autonomy. This study aimed to explore young people’s needs across several European countries in relation to learning about and implementing food hygiene and food safety. Qualitative focus groups and interviews were conducted in rural and city regions across England, France, Hungary and Portugal. Data were collected to attain data saturation, transcribed, thematically analysed, and mapped to the Theoretical Domains Framework. Twenty-five out of 84 schools approached (29.8%) participated, with data collected from 156 11–18-year-old students. Students had good knowledge of personal hygiene but did not always follow hygiene rules due to forgetfulness, lack of facilities or lack of concern for consequences. Students had limited understanding of foodborne microbes, underestimated the risks and consequences of foodborne illness and perceived the “home” environment as the safest. Young people preferred interactive educational methods. Addressing gaps in young people’s food safety knowledge is essential to improve their lack of concern towards foodborne illness and motivate them to follow food hygiene and safety behaviours consistently. Findings have been used to develop educational resources to address gaps in knowledge, skills, attitudes and beliefs.

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Education Sciencesarrow_drop_down
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    Education Sciences
    Article . 2021
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    Education Sciences
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    Authors: Marco De Angelis; Luca Mantecchini; Luca Pietrantoni;

    Higher education institutions are recognised as settings where the community’s awareness of sustainable mobility can be strengthened or reshaped. The first objective of the present study was to identify groups of commuters based on their modal choice in a large higher education institution in Italy. The second objective was to compare the groups on socio-demographic and psychosocial variables, specifically attitudes, personal norms, personal constraints, and travel satisfaction. The cluster analysis revealed five different types of commuters: car-oriented, two-wheeled urban users, pedestrians, long-distance commuters, and regular bus users. Attitudes, personal constraints and norms, and satisfaction differed in the five groups of commuters. The present study provides insights for behavioural change programmes and organizational policies on sustainable mobility.

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    Authors: Eley, C.; Lundgren, P. T.; Kasza, G.; Truninger, M.; +11 Authors

    Aim: Foodborne illnesses have a significant global burden and can be life-threatening, with higher risk in vulnerable groups such as children. SafeConsume is an EU-funded, transdisciplinary project aiming to improve consumers’ food safety behaviour. Developing educational resources on food safety for use in schools has potential to improve teaching of our young consumers. The aim of this study was to explore school educators’ attitudes, behaviours and knowledge towards food hygiene, safety and education. Methods: Focus groups and interviews in England, France, Portugal and Hungary explored educator knowledge, skills, intentions and beliefs around educating young people (11–18 years) about food safety. Data were analysed using NVivo and emerging themes were applied to the Theoretical Domains Framework. Results: A total of 48 educators participated. Knowledge, confidence and skills to teach food safety to young people varied depending on background and training. Educators reported they had a role to teach food safety to young people, were positive about delivering education and optimistic they could improve students’ food safety behaviour. Barriers to teaching included lack of national curriculum coverage, limited time and money, and lack of facilities. Educators reported that social influences (family, celebrity chefs, public health campaigns and social media) were important opportunities to improve young peoples’ awareness of food safety and consequences of foodborne illness. Conclusion: Educator food safety expertise varied; training could help to optimise educator knowledge, confidence and skills. Ministries of Health and Education need encouragement to get food safety incorporated further into school curricula across Europe, so schools will be motivated to prioritise these topics.

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    Perspectives in Public Health
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    Authors: Magdalena Iordache Platis; Joanna Romanowicz;

    implementation and current requirements for teaching and learning highlighted the need for a proper balance between curricular and extracurricular activities. The purpose of this paper is to describe the process of integrating an energy saving awareness marketing campaign that was run on campus into the syllabus of a marketing class as an efficient way of changing behaviors from sporadic participation to active engagement. The methodology is based on a conceptual description of an awareness campaign within a Horizon 2020 project and literature review, as well as on a focus group and a quantitative analysis based on a questionnaire addressed to students in one of the universities involved as a project beneficiary. The main findings show that students are more likely to change their energy saving behaviors when they actively participate in designated activities, especially when these are incorporated into teaching and learning. Conclusions indicate that formal rules well explained as part of the students&rsquo from regular student surveys, it can be noted that they repeatedly request more practical activities as part of their courses. The gap between some projects&rsquo Higher education institutions have always focused on improving quality assurance requirements are the key to a change in energy saving behavior.

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    Sustainability
    Other literature type . Article . 2020 . Peer-reviewed
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    Sustainability
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      Sustainability
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      Sustainability
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    Authors: Dumciuviene, Daiva; Cibinskiene, Akvilė; Andrijauskienė, Meda;

    For this paper, the authors theoretically analyzed the determinants of energy saving and sustainable energy consumption in schools. Much research exists on energy-saving behavior in residential buildings. However, there is a lack of focus on public buildings and schools. A systematic literature review was conducted in order to construct the theoretical background for the research of school buildings, which are substantially less investigated. The determinants of sustainable energy use in schools were grouped together into three groups: (i) psychological and social, (ii) sociodemographic and economic, and (iii) contextual. The influence of these determinants on energy consumption was investigated empirically by conducting a questionnaire survey in a vocational school in Greece. The results reveal that the intention to save a substantial amount of energy in a vocational school in Greece is greater when students feel morally obliged to consider the environment and nature, believe that it is in their power to avoid unnecessary power consumption, and are positively influenced by teachers, classmates, and other important people in their lives.

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    DOAJ
    Article . 2019
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    Energies
    Article . 2019
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    Energies
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      Article . 2019
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      Energies
      Article . 2019
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      Energies
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  • image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
    Authors: Mylonas, Georgios; Amaxilatis, Dimitrios; Pocero, Lidia; Markelis, Iraklis; +2 Authors

    Abstract The use of maker community tools and IoT technologies inside classrooms is spreading to an ever-increasing number of education and science fields. GAIA is a European research project focused on achieving behavior change for sustainability and energy awareness in schools. In this work, we report on how a large IoT deployment in a number of educational buildings and real-world data from this infrastructure, are utilized to support a “maker” lab kit activity inside the classroom. We also provide some insights to the integration of these activities in the school curriculum, along with a discussion on feedback produced through a series of workshop activities in a number of schools in Greece. Moreover, we discuss the application of the lab kit framework towards implementing an interactive installation. We also report on how the lab kit is paired with a serious game and an augmented reality app for smartphones and tablets, supporting the in-class activities. Our initial evaluation results show a very positive first reaction by the school community.

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    International Journal of Child-Computer Interaction
    Other literature type . Article . 2019 . Peer-reviewed
    License: Elsevier TDM
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      International Journal of Child-Computer Interaction
      Other literature type . Article . 2019 . Peer-reviewed
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    Authors: jon arambarri; maria madarieta;

    This document describes the work done under Task 4.2 Learning materials within WP4 CREATION OF INNOVATIVE SOCIAL ACTIONS which main responsible is Virtualware with the contribution and help of Fundación DEUSTO, ZAMUDIOko Udala, National Technical University of Athens - NTUA, University of PATRAS and Agencia d’ecologia Urbana de Barcelona (BCN) partners. The main objective of this task is O4.2. Design innovative learning methods to foster the empowerment of citizen and stakeholder (Result R8). For this purpose, the envisaged materials to be developed are: 6 digital project scenarios 4 digital STEAM lessons 4 mobile location-based games This deliverable contains final educational materials describing; The 6 Digital Projects and 4 Mobiles Games. In previous deliverable - D4.3 Implementation of R8: STEAM Lessons – 4 STEAM Lessons were released with associated Digital Projects: Digital Project 1 and Digital Project 2, about “Waste Prevention and Reuse” and “Source Separation and Recycling” respectively.

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    ZENODO
    Other literature type . Article . 2019
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    ZENODO
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    Authors: Paganelli, Federica; Mylonas, Georgios; Cuffaro, Giovanni; Nesi, Ilaria;

    Raising awareness among young people, and especially students, on the relevance of behavior change for achieving energy savings is increasingly being considered as a key enabler towards long-term and cost-effective energy efficiency policies. However, the way to successfully apply educational interventions focused on such targets inside schools is still an open question. In this paper, we present our approach for enabling IoT-based energy savings and sustainability awareness lectures and promoting data-driven energy-saving behaviors focused on a high school audience. We present our experiences toward the successful application of sets of educational tools and software over a real-world Internet of Things (IoT) deployment. We discuss the use of gamification and competition as a very effective end-user engagement mechanism for school audiences. We also present the design of an IoT-based hands-on lab activity, integrated within a high school computer science curricula utilizing IoT devices and data produced inside the school building, along with the Node-RED platform. We describe the tools used, the organization of the educational activities and related goals. We report on the experience carried out in both directions in a high school in Italy and conclude by discussing the results in terms of achieved energy savings within an observation period. Comment: to be presented at 2019 European Conference on Ambient Intelligence

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    arXiv.org e-Print Archive
    Other literature type . Preprint . 2019
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    http://arxiv.org/pdf/1909.0069...
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      arXiv.org e-Print Archive
      Other literature type . Preprint . 2019
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      http://arxiv.org/pdf/1909.0069...
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    Authors: Bull, R; Romanowicz, J; Jennings, N; Laskari, M; +2 Authors

    PurposeThis paper aims to present findings from an EU-funded international student-led energy saving competition (SAVES) on a scale previously unseen. There are multiple accounts of short-term projects and energy saving competitions encouraging pro-environmental behaviour change amongst students in university dormitories, but the purpose of this research is to provide evidence of consistent and sustained energy savings from student-led energy savings competitions, underpinned by practical action.Design/methodology/approachA mixed-methods approach (pre- and post-intervention surveys, focus groups and analysis of energy meter data) was used to determine the level of energy savings and quantifiable behaviour change delivered by students across participating university dormitories.FindingsThis research has provided further insight into the potential for savings and behaviour change in university dormitories through relatively simple actions. Whilst other interventions have shown greater savings, this project provided consistent savings over two years of 7 per cent across a large number of university dormitories in five countries through simple behaviour changes.Research limitations/implicationsAn energy dashboard displaying near a real-time leaderboard was added to the engagement in the second year of the project. Whilst students were optimistic about the role that energy dashboards could play, the evidence is not here to quantify the impact of dashboards. Further research is required to understand the potential of dashboards to contribute to behavioural change savings and in constructing competitions between people and dormitories that are known to each other.Social implicationsSAVES provided engagement with students, enabling, empowering and motivating them to save energy – focusing specifically on the last stage of the “Awareness, Interest, Desire, Action” framework. Automated meter reading data was used in the majority of participating dormitories to run near real-time energy challenges through an energy dashboard that informed students how much energy they saved compared to a target, and encouraged peer-to-peer learning and international cooperation through a virtual twinning scheme.Originality/valueFindings from energy saving competitions in universities are typically from small-scale and short-term interventions. SAVES was an energy-saving competition in university dormitories facilitated by the UK National Union of Students in five countries reaching over 50,000 students over two academic years (incorporating dormitories at 17 universities). As such it provides clear and important evidence of the real-world long-term potential efficiency savings of such interventions.

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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ International Journa...arrow_drop_down
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Green, Caroline; Molloy, Owen; Duggan, Jim; Brennan, Caroline;

    Education for sustainable development (ESD) is considered vital to the success of the United Nations¿ sustainable development goals. Systems thinking has been identified as a core competency that must be included in ESD. However, systems thinking-orientated ESD learning tools, established methods of the assessment of sustainability skills, and formal trials to demonstrate the effectiveness of such learning tools are all lacking. This research presents a randomised controlled trial (n = 106) to investigate whether an innovative online sustainability learning tool that incorporates two factors, systems thinking and system dynamics simulation, increases the understanding of a specific sustainability problem. A further aim was to investigate whether these factors also support the transfer of knowledge to a second problem with a similar systemic structure. The effects of the two factors were tested separately and in combination using a two-by-two factorial study design. ANOVA and related inferential statistical techniques were used to analyse the effect of the factors on sustainability understanding. Cohen¿s d effect sizes were also calculated. Simulation alone was found to increase ESD learning outcomes significantly, and also to support the transfer of skills, although less significantly. Qualitative feedback was also gathered from participants, most of whom reported finding systems thinking and simulation very helpful. This research was undertaken for the PhD studies of the corresponding author at the National University of Ireland Galway (NUIG) and was supported by funding from ResponSEAble (EU Horizon 2020 project number 652643), Ireland’s Higher Education Authority and Department of Further and Higher Education, Research, Innovation and Science (through the IT Investment Fund and ComputerDISC, and the COVID-19 Costed Extension), and the NUIG PhD Write-Up Bursary. peer-reviewed

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Sustainabilityarrow_drop_down
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Sustainability
    Other literature type . Article . 2021 . Peer-reviewed
    License: CC BY
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Sustainability
    Article . 2022
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    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    https://www.preprints.org/manu...
    Preprint
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    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    https://doi.org/10.20944/prepr...
    Preprint . 2021
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    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Sustainability
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Sustainabilityarrow_drop_down
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      Sustainability
      Other literature type . Article . 2021 . Peer-reviewed
      License: CC BY
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      https://www.preprints.org/manu...
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      https://doi.org/10.20944/prepr...
      Preprint . 2021
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      Sustainability
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Rowshonara Syeda; Pia Touboul Lundgren; Gyula Kasza; Mónica Truninger; +12 Authors

    Foodborne diseases are a global burden, are preventable, and young people are a key population for behaviour change as they gain autonomy. This study aimed to explore young people’s needs across several European countries in relation to learning about and implementing food hygiene and food safety. Qualitative focus groups and interviews were conducted in rural and city regions across England, France, Hungary and Portugal. Data were collected to attain data saturation, transcribed, thematically analysed, and mapped to the Theoretical Domains Framework. Twenty-five out of 84 schools approached (29.8%) participated, with data collected from 156 11–18-year-old students. Students had good knowledge of personal hygiene but did not always follow hygiene rules due to forgetfulness, lack of facilities or lack of concern for consequences. Students had limited understanding of foodborne microbes, underestimated the risks and consequences of foodborne illness and perceived the “home” environment as the safest. Young people preferred interactive educational methods. Addressing gaps in young people’s food safety knowledge is essential to improve their lack of concern towards foodborne illness and motivate them to follow food hygiene and safety behaviours consistently. Findings have been used to develop educational resources to address gaps in knowledge, skills, attitudes and beliefs.

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Education Sciencesarrow_drop_down
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    Education Sciences
    Article . 2021
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    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
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    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Education Sciences
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    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    DOAJ
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Education Sciencesarrow_drop_down
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      Education Sciences
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
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      Education Sciences
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Marco De Angelis; Luca Mantecchini; Luca Pietrantoni;

    Higher education institutions are recognised as settings where the community’s awareness of sustainable mobility can be strengthened or reshaped. The first objective of the present study was to identify groups of commuters based on their modal choice in a large higher education institution in Italy. The second objective was to compare the groups on socio-demographic and psychosocial variables, specifically attitudes, personal norms, personal constraints, and travel satisfaction. The cluster analysis revealed five different types of commuters: car-oriented, two-wheeled urban users, pedestrians, long-distance commuters, and regular bus users. Attitudes, personal constraints and norms, and satisfaction differed in the five groups of commuters. The present study provides insights for behavioural change programmes and organizational policies on sustainable mobility.

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Archivio istituziona...arrow_drop_down
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    Authors: Eley, C.; Lundgren, P. T.; Kasza, G.; Truninger, M.; +11 Authors

    Aim: Foodborne illnesses have a significant global burden and can be life-threatening, with higher risk in vulnerable groups such as children. SafeConsume is an EU-funded, transdisciplinary project aiming to improve consumers’ food safety behaviour. Developing educational resources on food safety for use in schools has potential to improve teaching of our young consumers. The aim of this study was to explore school educators’ attitudes, behaviours and knowledge towards food hygiene, safety and education. Methods: Focus groups and interviews in England, France, Portugal and Hungary explored educator knowledge, skills, intentions and beliefs around educating young people (11–18 years) about food safety. Data were analysed using NVivo and emerging themes were applied to the Theoretical Domains Framework. Results: A total of 48 educators participated. Knowledge, confidence and skills to teach food safety to young people varied depending on background and training. Educators reported they had a role to teach food safety to young people, were positive about delivering education and optimistic they could improve students’ food safety behaviour. Barriers to teaching included lack of national curriculum coverage, limited time and money, and lack of facilities. Educators reported that social influences (family, celebrity chefs, public health campaigns and social media) were important opportunities to improve young peoples’ awareness of food safety and consequences of foodborne illness. Conclusion: Educator food safety expertise varied; training could help to optimise educator knowledge, confidence and skills. Ministries of Health and Education need encouragement to get food safety incorporated further into school curricula across Europe, so schools will be motivated to prioritise these topics.

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    Perspectives in Public Health
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    Authors: Magdalena Iordache Platis; Joanna Romanowicz;

    implementation and current requirements for teaching and learning highlighted the need for a proper balance between curricular and extracurricular activities. The purpose of this paper is to describe the process of integrating an energy saving awareness marketing campaign that was run on campus into the syllabus of a marketing class as an efficient way of changing behaviors from sporadic participation to active engagement. The methodology is based on a conceptual description of an awareness campaign within a Horizon 2020 project and literature review, as well as on a focus group and a quantitative analysis based on a questionnaire addressed to students in one of the universities involved as a project beneficiary. The main findings show that students are more likely to change their energy saving behaviors when they actively participate in designated activities, especially when these are incorporated into teaching and learning. Conclusions indicate that formal rules well explained as part of the students&rsquo from regular student surveys, it can be noted that they repeatedly request more practical activities as part of their courses. The gap between some projects&rsquo Higher education institutions have always focused on improving quality assurance requirements are the key to a change in energy saving behavior.

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    Sustainability
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    Authors: Dumciuviene, Daiva; Cibinskiene, Akvilė; Andrijauskienė, Meda;

    For this paper, the authors theoretically analyzed the determinants of energy saving and sustainable energy consumption in schools. Much research exists on energy-saving behavior in residential buildings. However, there is a lack of focus on public buildings and schools. A systematic literature review was conducted in order to construct the theoretical background for the research of school buildings, which are substantially less investigated. The determinants of sustainable energy use in schools were grouped together into three groups: (i) psychological and social, (ii) sociodemographic and economic, and (iii) contextual. The influence of these determinants on energy consumption was investigated empirically by conducting a questionnaire survey in a vocational school in Greece. The results reveal that the intention to save a substantial amount of energy in a vocational school in Greece is greater when students feel morally obliged to consider the environment and nature, believe that it is in their power to avoid unnecessary power consumption, and are positively influenced by teachers, classmates, and other important people in their lives.

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    Authors: Mylonas, Georgios; Amaxilatis, Dimitrios; Pocero, Lidia; Markelis, Iraklis; +2 Authors

    Abstract The use of maker community tools and IoT technologies inside classrooms is spreading to an ever-increasing number of education and science fields. GAIA is a European research project focused on achieving behavior change for sustainability and energy awareness in schools. In this work, we report on how a large IoT deployment in a number of educational buildings and real-world data from this infrastructure, are utilized to support a “maker” lab kit activity inside the classroom. We also provide some insights to the integration of these activities in the school curriculum, along with a discussion on feedback produced through a series of workshop activities in a number of schools in Greece. Moreover, we discuss the application of the lab kit framework towards implementing an interactive installation. We also report on how the lab kit is paired with a serious game and an augmented reality app for smartphones and tablets, supporting the in-class activities. Our initial evaluation results show a very positive first reaction by the school community.

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    International Journal of Child-Computer Interaction
    Other literature type . Article . 2019 . Peer-reviewed
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      International Journal of Child-Computer Interaction
      Other literature type . Article . 2019 . Peer-reviewed
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    Authors: jon arambarri; maria madarieta;

    This document describes the work done under Task 4.2 Learning materials within WP4 CREATION OF INNOVATIVE SOCIAL ACTIONS which main responsible is Virtualware with the contribution and help of Fundación DEUSTO, ZAMUDIOko Udala, National Technical University of Athens - NTUA, University of PATRAS and Agencia d’ecologia Urbana de Barcelona (BCN) partners. The main objective of this task is O4.2. Design innovative learning methods to foster the empowerment of citizen and stakeholder (Result R8). For this purpose, the envisaged materials to be developed are: 6 digital project scenarios 4 digital STEAM lessons 4 mobile location-based games This deliverable contains final educational materials describing; The 6 Digital Projects and 4 Mobiles Games. In previous deliverable - D4.3 Implementation of R8: STEAM Lessons – 4 STEAM Lessons were released with associated Digital Projects: Digital Project 1 and Digital Project 2, about “Waste Prevention and Reuse” and “Source Separation and Recycling” respectively.

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    Authors: Paganelli, Federica; Mylonas, Georgios; Cuffaro, Giovanni; Nesi, Ilaria;

    Raising awareness among young people, and especially students, on the relevance of behavior change for achieving energy savings is increasingly being considered as a key enabler towards long-term and cost-effective energy efficiency policies. However, the way to successfully apply educational interventions focused on such targets inside schools is still an open question. In this paper, we present our approach for enabling IoT-based energy savings and sustainability awareness lectures and promoting data-driven energy-saving behaviors focused on a high school audience. We present our experiences toward the successful application of sets of educational tools and software over a real-world Internet of Things (IoT) deployment. We discuss the use of gamification and competition as a very effective end-user engagement mechanism for school audiences. We also present the design of an IoT-based hands-on lab activity, integrated within a high school computer science curricula utilizing IoT devices and data produced inside the school building, along with the Node-RED platform. We describe the tools used, the organization of the educational activities and related goals. We report on the experience carried out in both directions in a high school in Italy and conclude by discussing the results in terms of achieved energy savings within an observation period. Comment: to be presented at 2019 European Conference on Ambient Intelligence

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    arXiv.org e-Print Archive
    Other literature type . Preprint . 2019
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      arXiv.org e-Print Archive
      Other literature type . Preprint . 2019
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Bull, R; Romanowicz, J; Jennings, N; Laskari, M; +2 Authors

    PurposeThis paper aims to present findings from an EU-funded international student-led energy saving competition (SAVES) on a scale previously unseen. There are multiple accounts of short-term projects and energy saving competitions encouraging pro-environmental behaviour change amongst students in university dormitories, but the purpose of this research is to provide evidence of consistent and sustained energy savings from student-led energy savings competitions, underpinned by practical action.Design/methodology/approachA mixed-methods approach (pre- and post-intervention surveys, focus groups and analysis of energy meter data) was used to determine the level of energy savings and quantifiable behaviour change delivered by students across participating university dormitories.FindingsThis research has provided further insight into the potential for savings and behaviour change in university dormitories through relatively simple actions. Whilst other interventions have shown greater savings, this project provided consistent savings over two years of 7 per cent across a large number of university dormitories in five countries through simple behaviour changes.Research limitations/implicationsAn energy dashboard displaying near a real-time leaderboard was added to the engagement in the second year of the project. Whilst students were optimistic about the role that energy dashboards could play, the evidence is not here to quantify the impact of dashboards. Further research is required to understand the potential of dashboards to contribute to behavioural change savings and in constructing competitions between people and dormitories that are known to each other.Social implicationsSAVES provided engagement with students, enabling, empowering and motivating them to save energy – focusing specifically on the last stage of the “Awareness, Interest, Desire, Action” framework. Automated meter reading data was used in the majority of participating dormitories to run near real-time energy challenges through an energy dashboard that informed students how much energy they saved compared to a target, and encouraged peer-to-peer learning and international cooperation through a virtual twinning scheme.Originality/valueFindings from energy saving competitions in universities are typically from small-scale and short-term interventions. SAVES was an energy-saving competition in university dormitories facilitated by the UK National Union of Students in five countries reaching over 50,000 students over two academic years (incorporating dormitories at 17 universities). As such it provides clear and important evidence of the real-world long-term potential efficiency savings of such interventions.

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