{"id":4781,"date":"2023-11-05T06:54:24","date_gmt":"2023-11-05T06:54:24","guid":{"rendered":"https:\/\/icertpublication.com\/?page_id=4781"},"modified":"2023-11-05T07:44:43","modified_gmt":"2023-11-05T07:44:43","slug":"promoting-youth-involvement-in-environmental-sustainability-for-a-sustainable-future","status":"publish","type":"page","link":"https:\/\/icertpublication.com\/index.php\/edu-mania\/edumania-vol-1-issue-3\/promoting-youth-involvement-in-environmental-sustainability-for-a-sustainable-future\/","title":{"rendered":"Promoting Youth Involvement in Environmental Sustainability for a Sustainable Future"},"content":{"rendered":"\t\t
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Promoting Youth Involvement in Environmental Sustainability for a Sustainable Future<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Kumar, Ashok<\/span><\/p>

Associate Professor (Chemistry) RKSD College Kaithal Haryana<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Abstract<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Promoting youth involvement in environmental sustainability is crucial for a sustainable future. This article explores effective strategies and policy recommendations to engage young people in environmental conservation efforts. By integrating environmental education in school curricula, establishing youth advisory councils, providing funding for youth-led initiatives, promoting inclusivity and diversity, and recognizing youth contributions, we can harness the creativity and passion of young individuals to address environmental challenges. These efforts should be supported by leveraging technology, facilitating collaboration, and ensuring equal opportunities. Empowering youth as leaders and change-makers will pave the way for a greener and more resilient future for all.<\/span><\/p>

Keywords:<\/b> Youth, sustainability, environment, natural resources, preservation.<\/span><\/i><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Impact statement<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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The impact statement of the research paper “Promoting Youth Involvement in Environmental Sustainability for a Sustainable Future” is profound and multifaceted. It underscores the transformative potential of engaging young people in environmental conservation and sustainable practices.<\/span><\/p>

By emphasizing the significance of integrating environmental education in school curricula, the paper sets the stage for a future in which young individuals are well-equipped with knowledge, awareness, and skills to address environmental challenges effectively. This, in turn, can lead to a generation of environmentally conscious citizens who make informed decisions and take actions that prioritize sustainability.<\/span><\/p>

The establishment of youth advisory councils and the provision of funding for youth-led initiatives represent a significant step towards creating a supportive ecosystem for young environmental leaders. This encourages young people to take ownership of sustainability projects, fostering a sense of agency and responsibility. Consequently, it can empower them to develop innovative solutions and influence environmental policies.<\/span><\/p>

Promoting inclusivity and diversity in environmental engagement ensures that underrepresented youth from diverse backgrounds have a voice in shaping the future of environmental sustainability. This reflects a commitment to equity and social justice, a vital aspect of creating a sustainable world that benefits all.<\/span><\/p>

Recognizing and celebrating youth contributions not only reinforces their sense of purpose but also inspires more young individuals to become active participants in environmental conservation. This can lead to a culture in which youth-led sustainability projects and initiatives are encouraged and publicly acknowledged.<\/span><\/p>

The utilization of technology and digital platforms to facilitate collaboration and communication among young people holds the promise of amplifying their impact on a global scale. This interconnectedness empowers young environmental leaders to share ideas, strategies, and successes, strengthening their collective capacity to drive change.<\/span><\/p>

In essence, this research paper, through its policy recommendations and case studies, advocates for a future where young people are at the forefront of environmental sustainability efforts. The impact is a world where environmentally aware, motivated, and empowered youth actively participate in decision-making, innovate solutions, and lead the way toward a greener, more resilient, and sustainable future for all. It provides a blueprint for governments, organizations, and communities to recognize and unlock the transformative potential of youth engagement in environmental sustainability.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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About The Author<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Name<\/span> :<\/span> DR. ASHOK KUMAR<\/b><\/p>

Designation \u00a0 <\/span> :<\/span> Associate Professor, Department of chemistry<\/span><\/p>

Address<\/span> :<\/span> H. No. 120-P Sector ; 9-11 Hisar<\/span><\/p>

Mobile No<\/span> :<\/span> +91<\/span>9050405355\u00a0 ;+91 9416163220<\/b><\/p>

E-mail ID<\/span> :<\/span> akumarrksd@gmail.com<\/i><\/b><\/a> \u00a0 :ashokrksd@hotmail.com<\/i><\/b><\/p>

Educational Qualifications:<\/b><\/p>

Examination\/Degree<\/b><\/p><\/td>

Board\/University\/Institution<\/b><\/p><\/td>

Year<\/b><\/p><\/td><\/tr>

Doctorate of Philosophy in chemistry(Ph.D.)<\/span><\/p><\/td>

CCS HAU HISAR<\/span><\/p><\/td>

1998<\/span><\/p><\/td><\/tr>

UGC \u2013CSIR NET in Chemical sciences<\/span><\/p><\/td>

UGC-CSIR<\/span><\/p><\/td>

2001<\/span><\/p><\/td><\/tr>

Master of Science in chemistry<\/span><\/p><\/td>

CCS HAU HISAR<\/span><\/p><\/td>

1993<\/span><\/p><\/td><\/tr>

Bachelor of sdcience<\/span><\/p><\/td>

KU KURUKSHETRA<\/span><\/p><\/td>

1990<\/span><\/p><\/td><\/tr><\/tbody><\/table>

\u00a0<\/p>

Career Profile<\/b><\/p><\/td><\/tr>

  1. Working as Associate Professor, Department of CHEMISTRY on permanent\/regular basis in R.K.S.D. (PG) College, Kaithal (Haryana) from 15-12-2006 till date.<\/span><\/li>
  2. Worked as Lecturer (School Cadre) HES-II on permanent basis from 02-03-1996 to\u00a0 14-12-2006 Department of Secondary Education ,Govt. of Haryana.<\/span><\/li>
  3. Total Teaching Experience:- <\/span>27 Years<\/b><\/li>
  4. Total number of\u00a0 research papers published :- <\/span>12<\/b><\/li><\/ol><\/td><\/tr><\/tbody><\/table>



    <\/p>

    Orientation\/Refresher\/Short Term Courses<\/b><\/p><\/td><\/tr>

    1. Participated in Orientation Courses<\/span>:- <\/span>02<\/b><\/li>
    2. Participated in Refresher Courses (Organized by UGC-ASC & HRDC)<\/span>:- <\/span>05<\/b><\/li>
    3. Participated in Short Term Courses\/ Faculty Development Programmes (Organized by UGC-HRDC, FDC & PMMMNMTT of MHRD)<\/span>:- <\/span>12<\/b><\/li>
    4. Participated in SWAYAM Courses<\/span>:- <\/span>01 (<\/b>Online)<\/b><\/li>
    5. Participated in Faculty Development Programmes (FDPs)<\/span>:- <\/span>13 (<\/b>Online)<\/b><\/li>
    6. Participated in Youth Red Cross Training Camps : – <\/span>02<\/b><\/li><\/ol><\/td><\/tr><\/tbody><\/table>



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      1. Zakhlebny, A.N. (2010). Concept of General Environmental Education for Sustainable Development. Available online: <\/span>https:\/\/www.mdpi.com<\/span><\/a><\/li>
      2. Stern, P.C. (1999). Information, incentives and pro-environmental consumer behavior. Journal of Consumer Policy, 22(4), 461-468.<\/span><\/li>
      3. Stern, P.C. (2000). New environmental theories: Toward a coherent theory of environmentally significant behavior. Journal of Social Issues, 56(3), 407-424.<\/span><\/li>
      4. Ampuero, D., Miranda, C.E., Delgado, L.E., Goyen, S., & Weaver, S. (2015). Empathy and critical thinking: Primary students solving local environmental problems through outdoor learning. Journal of Adventure Education and Outdoor Learning, 15(1), 64-78.<\/span><\/li>
      5. Agenda 21. United Nations Conference on Environment & Development. Rio de Janeiro, Brazil. 3\u201314 June 1992. Available online: <\/span>https:\/\/www.mdpi.com<\/span><\/a><\/li>
      6. Education for Sustainable Development Goals. Learning Objectives. UNESCO. 2017. Available online: <\/span>https:\/\/www.mdpi.com<\/span><\/a><\/li>
      7. Transforming our World: The 2030 Agenda for Sustainable Development. United Nations. 2015. Available online: <\/span>https:\/\/sustainabledevelopment.un.org<\/span><\/a><\/li>
      8. Why children and youth hold the key to a sustainable future – UNEP<\/span><\/li>
      9. Youth and the 2030 Agenda for Sustainable Development<\/span><\/li>
      10. Audra Balund Goda Perlaviciute and Inga Truskauskait Kunevi (2020). Sustainability in Youth: Environmental Considerations in Adolescence and Their Relationship to Pro-environmental Behavior. Front. Psychol., Sec. Environmental Psychology Volume 11 | <\/span>https:\/\/doi.org\/10.3389\/fpsyg.2020.582920<\/span><\/a><\/li>
      11. Importance of Youth Engagement in Sustainable Development – LinkedIn<\/span><\/li>
      12. Piscitelli, A., D\u2019Uggento, A.M. Do young people really engage in sustainable behaviors in their lifestyles?. Soc Indic Res 163, 1467\u20131485 (2022). <\/span>https:\/\/doi.org\/10.1007\/s11205-022-02955-0<\/span><\/a><\/li>
      13. National Environmental Education Foundation – Benefits of Environmental Education<\/span><\/li>
      14. Ecomena – The Importance of Environmental Education for Children<\/span><\/li>
      15. Global Youth Action for Environmental Sustainability – GlobalGiving<\/span><\/li>
      16. World Economic Forum – 9 Youth-led Innovations are Protecting the Planet<\/span><\/li>
      17. The Guardian – World’s Biggest Youth-Led Conservation Scheme Begins in Wales<\/span><\/li>
      18. Future of Good – Youth-led Environmental Groups are Scraping for Morsels to Find Funding<\/span><\/li>
      19. Audra Balund Goda Perlaviciute and Inga Truskauskait Kunevi (2020). Sustainability in Youth: Environmental Considerations in Adolescence and Their Relationship to Pro-environmental Behavior. Front. Psychol., Sec. Environmental Psychology Volume 11 | <\/span>https:\/\/doi.org\/10.3389\/fpsyg.2020.582920<\/span><\/a><\/li>
      20. UNEP – Why Children and Youth Hold the Key to a Sustainable Future<\/span><\/li>
      21. United Nations – World Youth Report 2018<\/span><\/li>
      22. UNESCO – Education for Sustainable Development Goals<\/span><\/li>
      23. World Economic Forum – 3 Ways to Engage Young People in Climate Action<\/span><\/li>
      24. UNEP – Game Plan for Young People: Approaches to Youth Engagement<\/span><\/li>
      25. Brandyouth Global – Youth Engagement in Environmental Protection<\/span><\/li>
      26. mdpi.com – Sustainability in Youth: Environmental Considerations in Adolescence and Their Relationship to Pro-environmental Behavior<\/span><\/li>
      27. YMCA – Youth-Led Solutions for Climate Action Projects<\/span><\/li>
      28. EPA – Case Studies: Environmental Justice Collaborative Problem-Solving Program<\/span><\/li>
      29. Brands – Latest Youth Solutions Report Showcases 50 Projects to Support SDGs<\/span><\/li><\/ol>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

        Promoting Youth Involvement in Environmental Sustainability for a Sustainable Future Kumar, Ashok Associate Professor (Chemistry) RKSD College Kaithal Haryana Abstract Promoting youth involvement in environmental sustainability is crucial for a sustainable future. This article explores effective strategies and policy recommendations to engage young people in environmental conservation efforts. By integrating environmental education in school curricula, […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":3772,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"no-sidebar","site-content-layout":"page-builder","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-4781","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/4781","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/comments?post=4781"}],"version-history":[{"count":4,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/4781\/revisions"}],"predecessor-version":[{"id":4827,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/4781\/revisions\/4827"}],"up":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/3772"}],"wp:attachment":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/media?parent=4781"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}