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B.EREN et al./ ISEM2016 Alanya - Turkey Tablo3’de Mühendislik Fakültesi öğrencilerinin Ekolojik Ayak İzi ortalamasının, Türkiye ve dünya ortalamaları ile karşılaştırılması verilmiştir. Buna göre ortalamasından Mühendislik Fakültesi öğrencilerinin Ekolojik Ayak İzi ortalamasının Türkiye ve dünya ortalamalarından düşük olduğu görülmüştür. Tablo3.Ülkelere göre Ekolojik Ayakizlerinin , Mühendislik Fakültesi öğrencileri ile karşılaştırılması Ülkeler Ekolojik Ayak izleri Avustralya 9,3 USA 8,2 Arabistan 6,1 İrlanda 5,6 Almanya 5,3 Fransa 5,1 Japonya 5,0 İngiltere 4,9 Yunanistan 4,4 Çin 3,4 Türkiye 3,3 SAÜ Müh.Fak. Lisans Öğrencileri* 2,7 4. Tartışma ve Sonuç Bu çalışmada Sakarya Üniversitesi Mühendislik Fakültesi öğrencilerinin Ekolojik Ayak İzlerinin hesaplanması ile elde edilecek bulgulardan üniversite öğrencileri çevresel farkındalığın artırılması amaçlanmıştır. Araştırma sonuçlarında, Mühendislik Fakültesi kız öğrencilerinin Ekolojik Ayak İzi ortalaması 2,79 iken, Erkek öğrencilerin ortalamasının 2,64 olduğu, genel ortalamanın ise 2,71 olduğu tespit edilmiştir.En yüksek Ekolojik Ayak İzine sahip olan bölüm, 3,5 değeri ile Jeofizik Mühendisliği bölümü olurken , en düşük Ayak İzine sahip olan bölüm, 2,37 ile İnşaat Mühendisliği bölümü olmuştur.Cinsiyete göre yapılan genel Ekolojik Ayakizi değerlendirmesinde; kız öğrencilerin ayakizlerinin daha yüksek çıkması, literatürde cinsiyete göre yapılan ayakizi incelemeleri ile paralellik göstermiştir.Ayrıca ankete katılan Sakarya Üniversitesi Mühendislik Fakültesi Öğrencilerinin Ekolojik Ayakizlerinin Türkiye ve dünya ortalamasının altında olduğunu görülmüştür. Her bireyin yaşadığı çevrenin kendisine sunduğu olanakların farkına varması, dünya üzerinde bırakacağı izlerin kendisine ve gelecek nesillere nasıl yansıyacağını bilmesi ve eylemlerinin sorumluluğunu üstlenmesiaçısından çevre farkındalığı büyük önem taşımaktadır. Çevre farkındalığının, güncel çevre problemlerine sonuç üretmeye yönelik adımlara yol açması ve bunun için Ekolojik Ayak İzi gibi farklı eğitsel araçlarla bu farkındalığın desteklenmesi gerekmektedir. Öğrencilerin eğitim ve öğretim sürecine çevre farkındalığı da ilave edilerek; sürdürülebilir yaşam 656
B.EREN et al./ ISEM2016 Alanya - Turkey kaygısının, özellikle toplumumuzun geleceği olan gençlere kazandırılabilmesi ve sürdürülebilir yaşam ilkelerinin davranışa dönüştürülebilmesi öncelikli hedefler arasında yer almalıdır. Ayrıca bu çalışmada elde edilen sonuçlar ışığında Ekolojik Ayak İzi hesaplamalarının geniş çaplı örneklemler ve çeşitli değişkenler üzerinde uygulanması ve çevre farkındalığı artırma çalışmalarının sürdürülmesi önerilmektedir. Referanslar [1] Wackernagel, M., & Rees, W. (1996). Our Ecological Footprint: Reducing Human Impact on the Earth. Gabriola Island, Canada: New Society Publishers. [2] Bond, S. (2003). Ecological Footprinting: Comparing Nature‟s Supply with Human Demand. Ecological Footprinting. WWF Cymru. [3] Wilson, J. & Anielski, M. (2005). Ecological Footprints of Canadian Municipalities and Regions. Ecological Footprinting. [4] Doğan, M. (1997). Ulusal Çevre Eylem Planı: Eğitim ve Katılım [5] Schaller, D. (1999). Our Footprints-They’re All Over the Place. Newsletter of the Utah Society for Enviromental Education, 9 (4). [6] Devlet Planlama Teşkilatı (DPT)(2006) Dokuzuncu Kalkınma Planı Turizm Özel İhtisas Komisyonu Raporu (2007-2013), Ankara. [7] Yeşil Kutu. (2007). Ekolojik Ayak İzimiz. Öğretmen Kılavuz Kitabı. s.199. [8] Ryu, C. H., & Brody, S.D. (2006). Can Higher Education Influence Sustainable Behavior? Examining the Impacts of a Graduate Course on Sustainable Development Using Ecological Footprint Analysis. International Journal of Sustainability in Higher Education 7(2), 158-175. [9] Meyer, V. (2004). The ecological footprints as an enviromental education tool for knowledge, attitude and behaviour changes towards sustainable living. MS Thesis, University of South Africa, Africa. 657
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