Abstract
The main objective of this paper is to outline the educational aspects of environmental economics referring to an example of a course taught at The University of Economics, Prague. A quantitative survey among students was conducted to describe their perceptions of the environmental topics and the diverse components of the course.
This learners’ perspective is compared with students’ examination results and their level of activity in seminars. One of the main questions asked in this text is: do students interested in economic policy and regional economics consider the environmental orientation of the course important? And if yes what aspects of the course do they value, what benefits do they get from the course, what are their learning strategies and what role does this play with regards to students’ concern for environmental issues? Probably the most important finding of the research is the students’ advocacy of environmental economics as a beneficial part of curriculum both by those clustered as ‘environmentalists’ and ‘non-environmentalists’ (or even ‘anti-environmentalists’).
Students appreciate having a chance to participate actively in the course. A well balanced proportion of lectures and seminars with enough space for deep discussion seem to be crucial for retaining students’ interest.
The data doesn’t equip us with sufficient information to construct regression models with reasonable predictive power concerning exam results. A challenge for further research is to work with a better informed analysis of students’ learning strategies.