Loukas Moustakas

The present study attempts to investigate the views of general and special education teachers regarding those factors that motivate and hinder the implementation of Environmental Education (E.E.) in the context of Special Education (S.E.). It is a quantitative research for the needs of which a questionnaire was created based on the theoretical framework of the study in order to be given to teachers on the island of Rhodes. From the analysis of the results it was found that the main factors that can motivate the implementation of the E.E. in the context of S.E. is the willingness of teachers to implement innovative programs (such as E.E.), the benefits arising from the implementation of E.E. to the students with special educational needs and/or disabilities, the personal interest of the teachers in E.E., their environmental education, the acquisition of knowledge about environmental issues and the adequate training of the teachers in subjects of P. Ε. and E.A. On the other hand, the ...

<jats:p>It is clear that during the last decades developed societies are in a dead-end, blocked by material prosperity and an endless consumerism on the one hand and the huge and perhaps irreversible ecological disasters on the other. Human vanity, together with the huge economic interests that determine development, continues unabated its destructive work, disorienting public opinion, while misinforming societies about the actual risks they take with their behaviors. World conferences on the environment essentially fail to meet their targets, mainly because of the reluctance of powerful "actors" to set limits to the rate of growth, adopt rational management of natural resources and decrease polluting sources.Faced with this ecological-economic dead-end, the modern active man has made attempts to find links between rational development and ecology. These attempts resulted in the theoretical definition of the principles of "sustainability", "sustainable development" or "long-term viable development", and in the formation of sustainable development models based on philosophical ethics of intergenerational justice. The basic promise of such models are to allow development without compromising the ability of future generations to meet their own needs.For these models to be successful, two prerequisites are necessary: the first concerns the political will of governments to choose their developmental orientation in harmonization with the principles of sustainability; the second refers to the people's adoption of such principles in their lifestyle. The degree of citizens' readiness and commitment to such a harmonization between development and ecology is related to education, and more specifically to an educational strategy that is specified into effective learning processes, programs and activities. Given the present needs, such processes should be able to support all the people, irrespective of age and socio-economic background. In other words, as with other issues, the harmonization of development and ecology relies heavily not only in formal education but on educational processes and activities that come under the umbrella of lifelong education. By educating people of any age and societal group through lifelong educational processes, by providing information in connection with appropriate stimuli, by finding attractive ways to increase awareness about the impacts of irrationally high rates of development on the environment, there is an increase in the probability of changing attitudes and behaviors about the environment. If this happens, then it becomes more feasible to shift towards softer development models and make sustainable development a well accepted target. Given the above, this work aims to study how lifelong learning affects the adoption of the principles of sustainable development, to what extent this is done with the existing lifelong learning institutions that are specialized in environmental education and what is the effectiveness of some of the instruments and approaches that are applied for this purpose. For meeting these targets, the present work is divided into two main parts, a theoretical and an empirical. The theoretical part examines the present state of art with respect to the basic principles of lifelong learning in general and more specifically of lifelong learning about/for the environment and sustainable development. This part examines as major axes: the "supply side" related to the institutions that undertake the responsibility of educating in a non formal way about the environment and sustainable development; the "demand side" concerning the need for such education and the usual methods and instruments that are available for such educational processes. The theoretical part results in some "open questions": At the supply side, there are institutions that deal with this issue, but the variety of them makes difficult any general conclusion about their appropriateness. At the demand side, the need for lifelong learning programs depends on many factors and differs according to the specific characteristics of each society. Finally, there is no consensus with respect to the effectiveness of the tools and methods of lifelong learning if these are applied to different groups of people. The "open questions" have been transformed into research questions that are investigated empirically in the second part of this work. Specifically once the contribution of lifelong learning to the promotion of sustainable development is theoretically established, the empirical part is designed along three research unities. The first examines the bodies and institutions of lifelong education that specialize in education for the environment and sustainability. The second explores the need to promote sustainable development through lifelong learning programs. The third examines in a comparative way the effectiveness of specific lifelong learning programs for both adults and adolescents. In order to investigate…

The main purpose of this research paper is to identify all those parameters that are factors of motivation and obstruction in the participation of the inhabitants of the island of Rhodes in lifelong learning programs. Issues pertaining to adult education are addressed through the statements of the respondents to enhance this objective, while there is an attempt to identify differentiated parameters among people of different gender and age. Following the analysis of the respondents’ statements, it was found that learning is to a great extent considered by the inhabitants of the island to be a stepping stone to overcome all sorts of difficulties they may encounter. Regarding the differences in age and gender statements, it is found that the most significant differences relating to the reasons for motivation are attributed to social and environmental grounds whereas in terms of the obstruction reasons statistically significant differences are found regarding the financial and work-rela...

The aim of this research is to assess and present an extended definition of the concept of ecotourism and how this sustainable and alternative kind of tourism can be developed on the small island of Leros. The conclusions, based on opinions and beliefs of the tourists suggest appropriate measures which will help improve infrastructure, the proper promotion of the area and advancement of soft tourism, with the goal not only being the protection of biodiversity action but also environmental protection, conservation and enhancement of cultural heritage which improves the lives of the local community. Ecotourism is not nature tourism or adventure tourism, but a unique form of tourism that has become very popular, increasing the knowledge of the fragility of the environment, encouraging better informed authorities and visitors. Recognition that there is a close relationship between good ecology and good economy is key. Ecotourism must be sustainable and four central groups of sectors have to cooperate ; the local community, the authorities, visitors and the companies involved with tourism. However, instead of the main environment of the island and the social characteristics of the community, an effort has been made to find out to what extent the educational level can help in this endeavor; how Educational planning can leverage sustainable growth and shape attitudes. The main research questions the attitudes of visitors, on the island of Leros, their thoughts on sustainable tourism development is gathered. For the collection of data, valid and reliable tools have been developed.

This article discusses learners' views on Second Chance Schools (S.C.S.) regarding their program, Lifelong Learning and the implementation of participatory educational techniques. Incentives and obstacles to participation on S.C.S. program are examined as well. The conducted approach of the research was quantitive with the use of questionnaires in person regarding the trainees of SCS. The trainees of SCS believe in the value of lifelong education and its multiple benefits strengthen their participation in the program. Therefore, the professional and family obligations as well as the long distance of the schools from their residence, which demands private transportation, make courses participation difficult. The participatory educational techniques use contributes to high degree in active courses participation, increase of interest and effective learning and guarantee its success. On the other hand, it is influenced mostly by the trainer's lack of familiarity and training on this subject as well as the unwillingness of the trainees to collaborate.

Learning is essential throughout human life. Accordingly, teachers and educators seek ways to strengthen learning. The use of play in the learning process seems to promote learning. Therefore, this research attempts to study how the integration of play in the learning process favors skills upgrading, using the quantitative research method and in particular the questionnaire. The sample consists of primary, secondary teachers and adult educators. In its context, variations in the attitudes of the participants in the sample arise, as regards their gender, the level of education, in which they work, and the years of service in it. The research results are in line with existing literature confirming the contribution of play to the improvement of skills and underline the need for further research and sensitization of the educational community so that it forms an integral part of the educational process, from formal up to adult education.

In this study, it was attempted to capture the views of the students participating in distance-based technology-supported adult education training programs for new forms of education. Although similar types of education programs are not unknown to active or potential Greek educators, due to the conservative and non-evolving nature of vocational education in Greece, they do not receive the recognition they deserve to the point of the modern technological and globalized era imposes. The findings showed that students assess their knowledge and competence in new technology as good enough, and state that they are moderately familiar with the process of distance education. They recognize that it is very important they are technologically trained, so that their participation in the program is successful and effective, as well as that the educator has to be the administrator of the technological and computing program, in order to technically guide them anytime that is deemed necessary by the procedure.

It is widely acknowledged that our competitive world is gradually becoming a learning world and that concepts such as knowledge, information, human capital, intellectual capital are nowadays at the centre of economic, social and cultural development (Van Weert, 2005). It would not be an exaggeration to state, as Shirley Walters (2010) claims, that our planet will not survive if it is not a learning planet, and development cannot not be sustainable unless lifelong learning comes into force.
Knowledge is an indispensable asset highly valued in the contemporary world on an individual, national, international or global level (Ahmed, 2014). Groundbreaking advancement mostly in the field of hard sciences and particularly in technology has accelerated demand for knowledge (OECD, 2016). We live in a rapidly changing world in which new forms of needs emerge more frequently than ever before, and new challenges appear promising to meet them. Producers are in a continuous search for innovation, and new knowledge is the most fundamental component of innovation. An array of new goods and services attract the attention of consumers on a daily basis; before these are applied properly in everyday life, their function and utility should be well understood and learned (OECD, 2000a).  Employees are in a continuous struggle to update and upgrade their competencies. Their survival in the labor market and their professional development is directly related to participation in educational and training programs. Employers on the other hand, need to update their organizational, managerial and technical structures in order to ensure a share in the competitive market. Research is accelerating, and new findings are being disseminated at an unbelievable speed, leading to a fast devaluation of existing knowledge, driving to frustration those who want to be updated in a scientific or academic field. Social and environmental problems require knowledge in order to be resolved. Often the solutions that are proposed create side-effects that need knowledge-based examination. The realm of ideas and philosophies is enriched as it incorporates environmental, social, economic and political phenomena, some of which, unknown in the past, which are expected to affect the future of mankind. There is a constant need to re-evaluate our ideas and to widen our horizons redefining our sensitivities, opinions and attitudes. All this makes us realize that one, if not the only, constant parameter in this changing world is the  urgent  as well as continuous  need for knowledge, and that the ability to produce and use information and knowledge effectively has become a vital source of skills for many individuals (Kyllönen, 2018; OECD, 2000b).
Lifelong learning is directly connected to the above considerations and plays a decisive role in our life. It seems that we have entered in an era in which individuals, organizations, communities, the human race in its entirety should never stop learning to know, to do, to live, to co-exist, to be. We need to learn in any life context and at all stages of life cycle, “from the cradle to the grave”, from school to workplace, from home to the public domain (Laal, 2011; Green, 2002). Lifelong learning programs have become the tool that promises the implementation of the vision of a learning society where the opportunities for learning are available to every person at every age wherever they are. 
Lifelong learning is a very general concept that covers theoretically any form of education. Setting aside formal education, lifelong learning includes most types of non formal education, such as adult learning, continuing learning and education, vocational training, in-service training etc. Despite the semantic differences among them, all these forms of education have one basic goal: Operating, as they do, outside the context of formal education, they entail procedures through which the skills and knowledge acquired during the course of formal studies are updated, supplemented, extended, renewed, developed, upgraded, correlated with personal and professional needs and adjusted to the socio-economic environment that is constantly changing. In other words, lifelong learning is seen as a means for 'building blocks' of knowledge on various subjects, at different times, in various situations, for various purposes, and for a variety of reasons. 
Despite the importance of lifelong learning, it should not be taken for granted that individuals, and more specifically adult individuals, are always ready to participate in educational activities. Participation in learning opportunities requires substantial effort and sacrifice of time, energy and money, hence the decision to participate is not easy. It is the outcome of a set of endogenous and exogenous parameters, of personal and social factors. Strong will, aspirations, expectations, interests, goals and targets affect endogenously individuals to participate (Hubackova & Semradova, 2014). The prospect of ensuring employment, the vision of a better position in the labor market, the perspective of a promotion, the vision of prestige, of personal development and of an outward manifestation of personality, the expectation for enjoyment in a learning environment and the prospect of new acquaintances, social relations and friendships, all this are important factors that determine and constitute the demand for lifelong learning.  Of similar importance are some exogenous parameters, such as availability of time, family support, money and attractiveness of educational programs. This set of endogenous and exogenous factors define motivation which could be used as an umbrella term that encapsulates everything that generates will for action.
Motivation concerns the process that stimulates behavior and drives it towards specific goals (Graeme, 2011; Isen & Reeve, 2005; Reeve, 1989) and it is generally accepted that lifelong learning is guided by motives (Mccombs, 1991).  Motivation can also be seen from a negative perspective, though. While there are factors that encourage individuals to lifelong learning, there are also factors that act as barriers. These barriers (or obstacles, or negative motives) are connected to the individual’s personality, job, family, environment, society. Poor  personal  culture  of  learning,  negativity towards re-discovering education, low  aspiration,  low  self-confidence, bad  experience  of  learning in the past,  limited time and energy, lack of support and finance, absence of study facilities at home, poor access to educational provision, inadequate information about existing opportunities, courses that do not address adult needs or do not take into account  the adult mode of learning,  are often mentioned as obstacles towards participation in learning and training programmes (Larson & Milana, 2006).
The dependence of participation on motive and obstacles give rise to a series of questions: To what extent can motivation theories be applied in the field of lifelong learning?  Which motives and which obstacles are playing decisive role influencing positively or negatively individuals with respect to lifelong learning? Which motives are strong enough to make them rediscover education?  And what obstacles create barriers that cannot be overcome?  To what extent could different demographic characteristics differentiate behavior? Are there any other factors that could be significant? 
This study makes an attempt to give an answer to this kind of questions, by examining the motives and obstacles that drive preferences for lifelong learning of the inhabitants of the island of Rhodes-Greece. Since all of them live in the same geographical territory and more or less in the same socio-economic environment, the island’s inhabitants share similar lifelong learning opportunities. Consequently, it is plausible to assume that: (a) they develop similar (homogeneous) attitudes and opinions on lifelong learning; (b) they are motivated by similar factors; (c) they face similar limits and obstacles. The validity of these assumptions renders our target population ideal for a study of human behavior with respect to lifelong learning.
For analytical purposes, this work is divided into two parts. The first is a theoretical discussion on the motives and obstacles affecting behavior towards lifelong learning. The second is concentrated on the empirical investigation. This has taken the form of a quantitative research that was conducted in a sample of 1088 items, by means of a questionnaire constructed specifically for the purposes of this study.  The methodology applied and the way in which the data are analyzed makes the whole work an interesting case study  that can be applied in other areas and in different populations....