This open access book is designed and written to bridge the gap on the critical issues identified in environmental education programs in Asian countries. The world and its environments are changing rapidly, and the public may have difficulty keeping up and understanding how these changes will affect our way of life. The authors discuss various topics and case studies from an Asian perspective, but the content, messaging, and lessons learned need not be limited to Asian cultures. Each chapter provides a summary of the intensive research that has been performed on pro-environmental behaviors, the experience of people working in industry and at home, and their philosophies that guide them in their daily lives. We highlight humanity’s potential to contribute to Sustainable Development Goals (SDGs) by understanding better the environmental psychology, social inclusion, and environmental sustainability and stewardship protection elements that contribute to responsible environmental citizenship. The content of the chapters in this book includes a discussion of the crucial issues, plans, and evaluations for sustainability theories, practices, and actions with a proposed management structure for maximizing the cultural, social, and ecological diversity of Asian experiences compared to other theories and cultures internationally. We intend that the data in this book will provide a comprehensive guide for students, professors, practitioners, and entrepreneurs of environmental education and its related disciplines using case studies that demonstrate the relationship between the social and behavioral sciences and environmental leadership and sustainability.

In this digital era, young children spend a considerable amount of time looking at telephone, tablet, computer and television screens. However, preventative eye health behavior education could help avoid and relieve asthenopia. The effects of parental influence on their children’s eye health behavior through the preschool eye health education intervention program were examined. The Health Belief Model was used to develop parental involvement strategy and eye health curriculum. The study was conducted in a large public preschool with five branches in Beijing, China. A total of 248 parent–child pairs participated in the baseline and follow-up surveys, of which 129 were in the intervention group and 119 were in the comparison group. The generalized estimating equation analysis results indicated that parental involvement in preschool-based eye health intervention on screen uses had positive influence on parents’ eye health knowledge, cues to action, and parenting efficacy. The intervention program also had positive effects on the increasing level of children’s eye health knowledge, beliefs, cues to action, self-efficacy, and behaviors. The results supported the implementation of a preschool-based eye health intervention program with parental involvement, which could potentially enhance children’s and parents’ eye health beliefs and practices.

Environmental literacy is an abstract concept and a subjective imagination. We see that this chapter discusses environmental educationlearningmotivations, awareness and sensitivity, values and attitudes, mobilization skills, mobilization experience, environmental behavior, and aesthetic literacy in the cultivation of literacy. The above connotations of environmental literacy all need to construct the inherent goodness of human beings. We particularly hope that environmental literacy can be externalized to achieve changes in human-friendly environmental behavior. In other words, if the environmental literacy of the entire population can be strengthened, we can work together to form environmental cohesion, cultivate modern socialcitizens, generate environmental collectiveconsciousness and awareness, and then based on the eternalbelief in naturaldecision-making and environmental protection. This could promote a comfortable space and a clean home for sustainable development. Therefore, from the process that human beings can perceive and understand the environment, we have experienced the awareness of environmental changes. We need to improve environmental literacy to form the transformation of the collectivehumanconsciousnessstructure, so as to be aware of the externalenvironment, that is the learning process. If, literacy is the overall effect of a learning process, then our final collectiveenvironmental consciousness will change from thought to proper behavior. These changes will affect the stage tasks of sustainable development. Then, based on empathy and awareness of all things, we should realize the sense of responsibility and eternal value as human beings, protect nature, and accept the challenges of future environmental changes.

The Chinese water pine Glyptostrobus pensilis is the sole surviving species of the genus Glyptostrobus. It is endemic to southern China, central Vietnam, and eastern Laos, and today it is nearly extinct in the wild. Forest community characteristics and population structure of G. pensilis in China have remained unknown up to now. We investigated six swamp forest stands and analyzed their forest community characteristics (i.e. vertical stratification, species composition, and diversity) and population structure, including the frequency distribution of DBH (diameter at breast height) and age-classes as found in Fujian Province, southeastern China. The vertical stratifications of all the forest stands were rather simple. The remaining wild specimens ranged from roughly 15 to some 357 years for an average of ca. 85 years, with only a few individuals less than 20 years old. Compared with the stands and populations of G. pensilis in Vietnam, the taxonomic compositions of the stands in the two regions were different, except for the dominant species-G. pensilis. The Shannon-Wiener index showed the overstory of each stand had much lower diversity (0.26 on average) in Fujian Province than that (1.97 on average) in Vietnam, whereas the diversity indices were about the same (around 2.41) for the understories in the two regions. Furthermore, we discovered 18 G. pensilis seedlings at the study sites in Fujian Province. This discovery demonstrates that G. pensilis regeneration is extremely poor and its populations are declining, although these populations are relatively healthier than those in Vietnam.

Background: Air pollution has fast become an issue with great environmental and human health problems that can be attributed to rapid global industrialization and urbanization that has strong negative impacts on human health. Children are particularly vulnerable. While studies on the effects and toxicology of particulate matter pollutants that are 2.5 microns or smaller in size (PM_2.5) are abundant, understanding the factors that influence human behaviors against or the avoidance of exposure/contact to air polluted with high levels of PM_2.5 is lacking. In this study, this gap was narrowed by used the Theory of Planned Behavior (TPB) to investigate the effects of Attitudes (AT), Subjective Norms (SN), and Perceived Behavioral Controls (PBC) on the Behavioral Intentions (BI) of parents with young children with different levels of education against or avoiding contact/exposure to air polluted with high levels of PM_2.5. Methods: The TPB model was used to predict the BI of parents with young children with different levels of education that live in Hong Kong using the results collected from 410 online questionnaires. Aspects of the BI influencing parents with young children that earned undergraduate group and post-graduate group were analysed using Smart Partial Least Squares 2.0 software. Results: Our results revealed there were substantial differences in the AT of parents with young children that earned undergraduate and post-graduate degrees with respect to exposure to air with PM_2.5 pollution. Conclusions: In this study we assessed the factors that influence the air pollution prevention and avoidance behaviors of parents of the undergraduate and post-graduate groups that were exposed to air polluted with PM_2.5. Our results show the AT, SN, PBC, and BI used in the air pollution protection model for the parents of both groups are connected by separate pathways. The undergraduate group has a higher PBC compared to the post-graduate group because the SN associated with their social ecosystems contribute to their BI. Using path analysis, we revealed that the undergraduate and post-graduate groups had different BI paths. The BI path of the undergraduate group is purer and simpler when compared with the path of the post-graduate group.

The concept of education is changing and that of the environment is also becoming different. Is environmental education: (1) a type of education to improve the environment; (2) education to improve the environment of education; or (3) a type of education to improve the education of people? In this chapter we focus on the ontology of the environment. In epistemology, we try to understand the nature and identity of the world around us and what environmental education is about. The purpose of environmental education is to cultivate citizens that: (1) have a working knowledge of environmental systems; (2) have concerns about environmental problems; and (3) have the capabilities to solve and actively participate in implementing solutions. Environmental problems must be solved through a root cause process, and environmental educators need to change the public’smind on environmental issues using realistic and attainable education targets to establish environmentally friendly behaviors. Through outdoor, classroom, and nature-centered education programs, our goal is to establish important curriculumgoals and novellearning methods for environmental education. Our goal is to have stakeholders consider environmental issues with open minds, understand the needs of other stakeholders, take a leadership role recognizing the existing and emerging environmental issues, and internalize them into specific environmental protective action plans.