Similarities and differences in how social science university students in Sweden - Discerning the concepts of biocentrism and non/anthropocentrism in ESD

Abstract

Aim: This research study aims to explore the similarities and differences among social science university students in Sweden about the different ways of discerning the concepts of biocentrism and non/anthropocentrism .Which is based on preserving the environment and protecting animal rights in the ecosystem. Moreover, it also discusses how students have been inspired by these concepts from various thoughts, ideologies, or practical experiences and the variation in learning about the concepts of biocentrism and non/anthropocentrism in ESD.

Theory: The researcher applied variation theory and phenomenography research method as a conceptual framework, phenomenography is a vital method to explore different ways students see/discern the concepts of biocentrism and non/anthropocentrism in ESD. Variation theory is about the variational in learning in how students might discern the learning about the concepts of biocentrism and non-anthropocentrism towards ESD.

Method: The researcher applied a semi-structured interview method in qualitative research to conduct the interviews, with open-ended interview research questions. Additionally, the researcher applied purposive sampling to pick up certain students with prior experiences, education and knowledge about the thesis research’s concepts of biocentrism and non/anthropocentrism. Consequently, the seven-steps method that explores the interviewees' similarities and differences through themes/subthemes. Additionally, ethical considerations have been considered in this research study, including validity, reliability, credibility, and ethical issues.

Results: The results revealed the importance of preserving the environment and protecting animal rights and building relationships focused on morals, values, and equality among species in the ecosystem. Therefore, the importance of education to achieve SD. The second theme revealed students' thoughts, inspirations and practical experiences in environmental education, and critical thinking, this also included the non/governmental organizations engaged in the field. The last theme discussed the importance of the variation in learning about the conceptions in ESD from formal and informal education.