SEEU Review vol. 5 Nr. 2 (pdf) - South East European University

Murtezan Ismaili, PhD, Alajdin Abazi, PhD and Mile Srbinovski, PhD
Abazi A., Srbinovski, M. & Ismaili, M., 2008; Ismaili M., Abazi A. &
Srbinovski, M., 2009; Ismaili, M, Abazi A. & Srbinovski, M., 2009; Ismaili
M., Abazi A., Srbinovski, M. & Zenki V., 2008; Srbinovski M, Abazi A. &
Ismaili M., 2008).
Many authors from all over the world are dealing with this problem. We
will mention some of them: Hungerford et al. (1995), Bryant & Hungerford
(1979), Forthner (1978), Bohl (1976), Jaus (1982), Wilson & Tomera
(1980), Ramsey (1993), Culen (1994), Hoody (1995), Van Petegem &
Blieck (2006), Dunlap & Van Liere (1978), Nooney et al. (2003) itn.
Methodology of work
The purpose of the research is (i) to estimate the level of environmental
qualification of students from the Republic of Macedonia and (ii) to make a
critical assessment of the current state of affairs. Beginning with the fact that
the projection of perspectives in any teaching area is a complex process and
requires extensive knowledge not only of the schools but also of the social
conditions in which they are operating. Therefore, to fulfill all objectives the
results of previous research were taken into consideration, such as (i) the
analysis of the syllabuses, program and didactic material for all courses,
classes in primary and secondary education, (ii) comparative analysis on the
positioning of the formal EE in our country and in the world, (iii) the
analysis on the chronological development of EE in our country and in the
world etc.
We assume that the level of environmental knowledge meets the
criteria that emanate from the objectives and tasks of EE and most of
the pupils are positively inclined towards the protection of the
environment and are unsatisfied with the current state of affairs, in
addition to being prepared to engage in its protection.
In accordance with the objectives, we applied the following
instruments: Test of environmental knowledge (TEK–1), Scale of
values of environmental orientation (SV–2), Scale of satisfaction (SS–
3), Scale of activity (SA–4), Questionnaire for students (QP-5) and
Questionnaire for teachers/professors (PT/P-6). These instruments
have been adapted from the literature (Srbinovski, 2005). 450 pupils
from 8 secondary schools were included in the research.
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