{"id":{"repo_id":"royalroads","oai_identifier":"oai:null:10613/28115"},"canonical_url":"https://search.dev.ndltd.org/etd/royalroads/oai:null:10613/28115","repository":{"repo_id":"royalroads","name":"Royal Roads University","base_url":"https://www.viurrspace.ca/server/oai/request"},"display":{"title":"Environmental education at Kwantlen Polytechnic University: Hidden curriculum, informal learning of Pro-environmental Values","abstract":"The purpose of this study was to identify if and how the hidden curriculum (informal teaching and learning) on Kwantlen Polytechnic University (KPU) campuses influences students’ pro-environmental behaviour and ideas. The study aims to make the invisible visible. A phenomenographic approach involved interviewing 14 KPU students, individually, to collect their perceptions of pro-environmental examples on campus, and potential improvements. I grouped data from interviews into themes and also incorporated the lens of environmental worldviews into my analysis of the results. Consequent recommendations to KPU and post-secondary counterparts include environmental communications incorporating understanding of different worldviews, efforts to move towards zero-waste (making green behaviour convenient) as well as fostering stronger community and student sense of belonging. It is hoped the KPU community, as well as other post-secondary institutions, can better model environmentally responsible practices on all campuses to positively influence environmental literacy and pro-environmental values of students.","abstract_html":"The purpose of this study was to identify if and how the hidden curriculum (informal teaching and learning) on Kwantlen Polytechnic University (KPU) campuses influences students’ pro-environmental behaviour and ideas. The study aims to make the invisible visible. A phenomenographic approach involved interviewing 14 KPU students, individually, to collect their perceptions of pro-environmental examples on campus, and potential improvements. I grouped data from interviews into themes and also incorporated the lens of environmental worldviews into my analysis of the results. Consequent recommendations to KPU and post-secondary counterparts include environmental communications incorporating understanding of different worldviews, efforts to move towards zero-waste (making green behaviour convenient) as well as fostering stronger community and student sense of belonging. It is hoped the KPU community, as well as other post-secondary institutions, can better model environmentally responsible practices on all campuses to positively influence environmental literacy and pro-environmental values of students.","abstract_has_math":false,"creators":["Drury, Melissa, Champagne"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Takach, Geo"],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024","date_published":"2024","updated_at":"2026-07-27T20:48:47Z","subjects":["School of environment and sustainability"],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://doi.org/10.25316/ir-19740"],"render_values":[{"text":"https://doi.org/10.25316/ir-19740","href":"https://doi.org/10.25316/ir-19740","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10613/28115","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Takach, Geo"]},{"key":"dc:creator","label":"Author","values":["Drury, Melissa, Champagne"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2024-06-28T01:02:44Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2024-06-28T01:02:44Z"]},{"key":"dc:date.issued","label":"Date","values":["2024"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["School of environment and sustainability"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10613/28115","https://doi.org/10.25316/ir-19740"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["2024"]},{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to identify if and how the hidden curriculum (informal teaching and learning) on Kwantlen Polytechnic University (KPU) campuses influences students’ pro-environmental behaviour and ideas. The study aims to make the invisible visible. A phenomenographic approach involved interviewing 14 KPU students, individually, to collect their perceptions of pro-environmental examples on campus, and potential improvements. I grouped data from interviews into themes and also incorporated the lens of environmental worldviews into my analysis of the results. Consequent recommendations to KPU and post-secondary counterparts include environmental communications incorporating understanding of different worldviews, efforts to move towards zero-waste (making green behaviour convenient) as well as fostering stronger community and student sense of belonging. It is hoped the KPU community, as well as other post-secondary institutions, can better model environmentally responsible practices on all campuses to positively influence environmental literacy and pro-environmental values of students."]},{"key":"dc:title","label":"Title","values":["Environmental education at Kwantlen Polytechnic University: Hidden curriculum, informal learning of Pro-environmental Values"]}]}],"canonical_facts":{"dc:contributor.advisor":["Takach, Geo"],"dc:creator":["Drury, Melissa, Champagne"],"dc:date.accessioned":["2024-06-28T01:02:44Z"],"dc:date.available":["2024-06-28T01:02:44Z"],"dc:date.issued":["2024"],"dc:description":["2024"],"dc:description.abstract":["The purpose of this study was to identify if and how the hidden curriculum (informal teaching and learning) on Kwantlen Polytechnic University (KPU) campuses influences students’ pro-environmental behaviour and ideas. The study aims to make the invisible visible. A phenomenographic approach involved interviewing 14 KPU students, individually, to collect their perceptions of pro-environmental examples on campus, and potential improvements. I grouped data from interviews into themes and also incorporated the lens of environmental worldviews into my analysis of the results. Consequent recommendations to KPU and post-secondary counterparts include environmental communications incorporating understanding of different worldviews, efforts to move towards zero-waste (making green behaviour convenient) as well as fostering stronger community and student sense of belonging. It is hoped the KPU community, as well as other post-secondary institutions, can better model environmentally responsible practices on all campuses to positively influence environmental literacy and pro-environmental values of students."],"dc:identifier.uri":["https://hdl.handle.net/10613/28115","https://doi.org/10.25316/ir-19740"],"dc:language.iso":["en_US"],"dc:subject":["School of environment and sustainability"],"dc:title":["Environmental education at Kwantlen Polytechnic University: Hidden curriculum, informal learning of Pro-environmental Values"],"dc:type":["Thesis"]},"updated_at":"2026-07-27T20:48:47Z"}