Research Article
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9-10 yaş çocukların sürdürülebilir moda farkındalık düzeylerinin belirlenmesi

Year 2025, Issue: 74, 481 - 496, 30.04.2025

Pınar Çınar

https://doi.org/10.21764/maeuefd.1548696

Abstract

İlkokul yıllarında verilen eğitim, çevresel sorumluluk bilincinin temellerini atarak, çocukların doğayı koruma ve kaynakları verimli kullanma alışkanlıklarını kazanmalarını sağlar. Sürdürülebilir moda da bu bilinçlenmenin bir parçası olarak ortaya çıkar. Erken yaşlarda bu eğitimi almış bireyler, gelecekte sürdürülebilir moda gibi bilinçli tüketim alanlarında farkındalık gösteren ve bu yönde seçimler yapan bireyler olarak yetişirler. Bu durum, çevresel, sosyal ve ekonomik sürdürülebilirliği destekleyen bir moda anlayışının gelişmesine katkıda bulunur. Bu bağlamda araştırmada, 9-10 yaş çocukların sürdürülebilir moda konusundaki farkındalık düzeyinin belirlenmesi amaçlanmıştır. Araştırmanın çalışma grubunu 2023-2024 eğitim öğretim yılında Sakarya İli Serdivan İlçesinde belirlenen ilkokulda öğrenim gören 3. sınıf ve 4.sınıf düzeyinde öğrenim gören toplam 117 öğrenci oluşturmaktadır. Tek grup öntest-sontest desende araştırmanın etkisini test etmek amacıyla bağımlı gruplar t-testi kullanılmıştır. Araştırma sonucunda, çevresel ve sosyal sürdürülebilirlik boyutlarında eğitim sonrasında çocukların farkındalıklarının geliştiği görülmüştür. Ekonomik sürdürülebilirlik boyutunda ise belli bir farkındalık düzeyinde oldukları ancak eğitim sonrasında ön test ve son test ortalamaları arasında anlamlı bir farklılık oluşmadığı belirlenmiştir. Sürdürülebilir moda konusundaki bilinçlendirme çalışmalarının çocuk yaş grubuna yönelik olarak erken yaşlarda başlatılması, uzun vadeli sürdürülebilirlik hedeflerine ulaşmada önemli bir rol oynayabilir.

Keywords

sürdürülebilir moda eğitimi çevre geri dönüşüm

References

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  • Ballantyne, R., & Packer, J. (2002). Nature-based learning and ecological literacy: Enriching learning experiences in Australian primary schools. International Research in Geographical and Environmental Education, 11(3), 281-297. https://doi.org/10.1080/10382040208667488.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
  • Büyüköztürk, Ş., Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri. 17. Baskı. Ankara: Pegem Akademi.
  • Çakmak, Ş.; Öz, C.; Çeğindir, N., Y. (2023) Aktif öğrenme etkinliği ile özel yetenekli öğrencilere sürdürülebilir moda kavramların öğretimi. Sanat ve Tasarım Dergisi, (32), 193-208.
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  • Çelikler, D.;Aksan, Z.; Yenikalaycı, N. (2019). The Determination on the Elementary School Students’ Awareness Related to the Environment, Inonu University Journal of the Faculty of Education, 20(2), 425-438. DOI: 10.17679/inuefd.450030.
  • Çetiner, M., Tunca, M. Z. (2022). A Literature Review on Sustainable Fashion Marketing. Süleyman Demirel Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, C. 27, S. 2, 315–391.
  • Cook, D. T., & Kaiser, S. B. (2004). Betwixt and be Tween: Age ambiguity and the sexualization of the female consuming subject. Journal of Consumer Culture, 4(2), 203–227. https://doi.org/10.1177/1469540504043685
  • Ekström, K. M., & Salomonson, N. (2014). Reuse and recycling of clothing and textiles—A network approach. Journal of Macromarketing, 34(3), 383–399. https://doi.org/10.1177/0276146714529658.
  • Frisk, E., & Larson, K. (2011). Educating for sustainability: Competencies & practices for transformative action. The Journal of Sustainability Education, 2(1), 1-20.
  • Gebze Teknik Üniversitesi. (2023). 2023 sürdürülebilirlik raporu. Gebze Teknik Üniversitesi. https://sustainable.gtu.edu.tr.
  • Henninger, C. E., Alevizou, P. J., & Oates, C. J. (2021). Sustainable fashion: Research, practice, and innovative business models. Palgrave Macmillan.
  • Jung, S.; Jin, B. (2014). A Theoretical Investigation of Slow Fashion: Sustainable Future of The Apparel Industry, International Journal Of Consumer Studies, 38, 510–519.
  • Koç E. (2012). Tüketici Davranışı ve Pazarlama Stratejileri. Seçkin Yayıncılık.
  • Lozano, R., Merrill, M. Y., Sammalisto, K., Ceulemans, K., & Lozano, F. J. (2017). Connecting competences and pedagogical approaches for sustainable development in higher education: A literature review and framework proposal. Sustainability, 9(10), 1889. https://doi.org/10.3390/su9101889.
  • Mangır A. F. (2016). Sürdürülebilir Kalkınma İçin Yavaş ve Hızlı Moda. Selçuk Üniversitesi Sosyal Bilimler Meslek
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  • McKeown, R. (2002). Progress Has Been Made in Education for Sustainable Development. Applied Environmental Education & Communication, 1(1), 21–23. https://doi.org/10.1080/15330150213983.
  • McNeill, L., & Moore, R. (2015). Sustainable fashion consumption and the fast fashion conundrum: Fashionable consumers and attitudes to sustainability in clothing choice. International Journal of Consumer Studies, 39(3), 212–222. https://doi.org/10.1111/ijcs.12169.
  • Mochizuki, Y., & Fadeeva, Z. (2010). Competences for sustainable development and sustainability: Significance and challenges for ESD. International Journal of Sustainability in Higher Education, 11(4), 391-403. https://doi.org/10.1108/14676371011077603.
  • Nair, S., Purohit, H., & Raj, S. (2020). Understanding the influence of family, peers, and media on children’s fashion consumption behavior. Journal of Global Fashion Marketing, 11(2), 145–162. https://doi.org/10.1080/20932685.2020.1721937.
  • Payne, A., & Pugh, R. (2020). Educating the next generation: Sustainable fashion workshops for children. International Journal of Fashion Design, Technology and Education, 13(2), 187–202. https://doi.org/10.1080/17543266.2020.1726057.
  • Piaget, J. (1972). The psychology of the child. Basic Books.
  • Sahni, H., 2010, Towards Sustainable Fashion – Computer Technology Integration for a Green Fashion Value-Chain, www.fibre2fashion. com (06.04.2025).
  • Shephard, K., Rieckmann, M., & Barth, M. (2018). Seeking sustainability competence and capability in the ESD and HESD literature: An international philosophical hermeneutic analysis. Environmental Education Research, 25(4), 532-547. https://doi.org/10.1080/13504622.2018.1490947
  • Sterling, S. (2010). Living in the Earth: Towards an Education for Our Tim. Journal of Education for Sustainable Development, 4(2).213-218.
  • UNESCO, 2017. Education for Sustainable Development Goals: Learning Objectives. https://www.unesco.org/en/articles/education-sustainable-development-goals-learning-objectives. UNICEF, 2019. Sustainability Education and Children’s Rights. https://www.unicef.org/sustainable-development-goals.
  • United Nations, 2015. Transforming our world: the 2030 Agenda for Sustainable Development. https://sustainabledevelopment.un.org/post2015/transformingourworld/publication.
  • Vare, Paul & Scott, William (2007). Learning for a Change: Exploring the Relationship Between Education and Sustainable Development. Journal of Education for Sustainable Development, 1(2), 191–198. https://doi.org/10.1177/097340820700100209
  • World Economic Forum, 2020. The Future of Education: Sowing the Seeds of Sustainability. https://www.weforum.org/agenda/2023/10/why-corporations-governments-ngos-and-educators-must-all-help-deliver-sustainability-education/.
  • Yıldırım, A & Şimşek, H. (1999). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Seçkin Yayıncılık.

Determining the sustainable fashion awareness levels of 9-10 year old children

Year 2025, Issue: 74, 481 - 496, 30.04.2025

Pınar Çınar

https://doi.org/10.21764/maeuefd.1548696

Abstract

References

  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-T.
  • Bachmann, G., Parnell, R., & Seilern, A. (2019). Children as agents of sustainable change: Exploring the impact of participatory school design. Children, Youth and Environments, 29(1), 123–145. https://doi.org/10.7721/chilyoutenvi.29.1.0123.
  • Ballantyne, R., & Packer, J. (2002). Nature-based learning and ecological literacy: Enriching learning experiences in Australian primary schools. International Research in Geographical and Environmental Education, 11(3), 281-297. https://doi.org/10.1080/10382040208667488.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
  • Büyüköztürk, Ş., Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri. 17. Baskı. Ankara: Pegem Akademi.
  • Çakmak, Ş.; Öz, C.; Çeğindir, N., Y. (2023) Aktif öğrenme etkinliği ile özel yetenekli öğrencilere sürdürülebilir moda kavramların öğretimi. Sanat ve Tasarım Dergisi, (32), 193-208.
  • Can, Ö.; Ayvaz, K.M. (2017). Tekstil ve Modada Sürdürülebilirlik. Akademia Sosyal Bilimler Dergisi, 3(1). 110-119. Cebeci, D. (2013). Ekolojik Tekstillerin Moda Tasarımı Üzerine Etkileri. Marmara Üniversitesi Güzel Sanatlar Enstitüsü, Sanatta Yeterlilik Tezi, 350, İstanbul.
  • Çelikler, D.;Aksan, Z.; Yenikalaycı, N. (2019). The Determination on the Elementary School Students’ Awareness Related to the Environment, Inonu University Journal of the Faculty of Education, 20(2), 425-438. DOI: 10.17679/inuefd.450030.
  • Çetiner, M., Tunca, M. Z. (2022). A Literature Review on Sustainable Fashion Marketing. Süleyman Demirel Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, C. 27, S. 2, 315–391.
  • Cook, D. T., & Kaiser, S. B. (2004). Betwixt and be Tween: Age ambiguity and the sexualization of the female consuming subject. Journal of Consumer Culture, 4(2), 203–227. https://doi.org/10.1177/1469540504043685
  • Ekström, K. M., & Salomonson, N. (2014). Reuse and recycling of clothing and textiles—A network approach. Journal of Macromarketing, 34(3), 383–399. https://doi.org/10.1177/0276146714529658.
  • Frisk, E., & Larson, K. (2011). Educating for sustainability: Competencies & practices for transformative action. The Journal of Sustainability Education, 2(1), 1-20.
  • Gebze Teknik Üniversitesi. (2023). 2023 sürdürülebilirlik raporu. Gebze Teknik Üniversitesi. https://sustainable.gtu.edu.tr.
  • Henninger, C. E., Alevizou, P. J., & Oates, C. J. (2021). Sustainable fashion: Research, practice, and innovative business models. Palgrave Macmillan.
  • Jung, S.; Jin, B. (2014). A Theoretical Investigation of Slow Fashion: Sustainable Future of The Apparel Industry, International Journal Of Consumer Studies, 38, 510–519.
  • Koç E. (2012). Tüketici Davranışı ve Pazarlama Stratejileri. Seçkin Yayıncılık.
  • Lozano, R., Merrill, M. Y., Sammalisto, K., Ceulemans, K., & Lozano, F. J. (2017). Connecting competences and pedagogical approaches for sustainable development in higher education: A literature review and framework proposal. Sustainability, 9(10), 1889. https://doi.org/10.3390/su9101889.
  • Mangır A. F. (2016). Sürdürülebilir Kalkınma İçin Yavaş ve Hızlı Moda. Selçuk Üniversitesi Sosyal Bilimler Meslek
  • Yüksekokulu Dergisi, Cilt:19 41.Yıl Özel Sayısı, 143-154.
  • McKeown, R. (2002). Progress Has Been Made in Education for Sustainable Development. Applied Environmental Education & Communication, 1(1), 21–23. https://doi.org/10.1080/15330150213983.
  • McNeill, L., & Moore, R. (2015). Sustainable fashion consumption and the fast fashion conundrum: Fashionable consumers and attitudes to sustainability in clothing choice. International Journal of Consumer Studies, 39(3), 212–222. https://doi.org/10.1111/ijcs.12169.
  • Mochizuki, Y., & Fadeeva, Z. (2010). Competences for sustainable development and sustainability: Significance and challenges for ESD. International Journal of Sustainability in Higher Education, 11(4), 391-403. https://doi.org/10.1108/14676371011077603.
  • Nair, S., Purohit, H., & Raj, S. (2020). Understanding the influence of family, peers, and media on children’s fashion consumption behavior. Journal of Global Fashion Marketing, 11(2), 145–162. https://doi.org/10.1080/20932685.2020.1721937.
  • Payne, A., & Pugh, R. (2020). Educating the next generation: Sustainable fashion workshops for children. International Journal of Fashion Design, Technology and Education, 13(2), 187–202. https://doi.org/10.1080/17543266.2020.1726057.
  • Piaget, J. (1972). The psychology of the child. Basic Books.
  • Sahni, H., 2010, Towards Sustainable Fashion – Computer Technology Integration for a Green Fashion Value-Chain, www.fibre2fashion. com (06.04.2025).
  • Shephard, K., Rieckmann, M., & Barth, M. (2018). Seeking sustainability competence and capability in the ESD and HESD literature: An international philosophical hermeneutic analysis. Environmental Education Research, 25(4), 532-547. https://doi.org/10.1080/13504622.2018.1490947
  • Sterling, S. (2010). Living in the Earth: Towards an Education for Our Tim. Journal of Education for Sustainable Development, 4(2).213-218.
  • UNESCO, 2017. Education for Sustainable Development Goals: Learning Objectives. https://www.unesco.org/en/articles/education-sustainable-development-goals-learning-objectives. UNICEF, 2019. Sustainability Education and Children’s Rights. https://www.unicef.org/sustainable-development-goals.
  • United Nations, 2015. Transforming our world: the 2030 Agenda for Sustainable Development. https://sustainabledevelopment.un.org/post2015/transformingourworld/publication.
  • Vare, Paul & Scott, William (2007). Learning for a Change: Exploring the Relationship Between Education and Sustainable Development. Journal of Education for Sustainable Development, 1(2), 191–198. https://doi.org/10.1177/097340820700100209
  • World Economic Forum, 2020. The Future of Education: Sowing the Seeds of Sustainability. https://www.weforum.org/agenda/2023/10/why-corporations-governments-ngos-and-educators-must-all-help-deliver-sustainability-education/.
  • Yıldırım, A & Şimşek, H. (1999). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Seçkin Yayıncılık.
There are 33 citations in total.

Details

Primary Language Turkish
Subjects Development of Environmental Education and Programs, Other Fields of Education (Other), Art Education (Other), Specialist Studies in Education (Other)
Journal Section Makaleler
Authors

Pınar Çınar

Publication Date April 30, 2025
Submission Date September 11, 2024
Acceptance Date April 8, 2025
Published in Issue Year 2025 Issue: 74

Cite

APA Çınar, P. (2025). 9-10 yaş çocukların sürdürülebilir moda farkındalık düzeylerinin belirlenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi(74), 481-496. https://doi.org/10.21764/maeuefd.1548696

Mehmet Akif Ersoy University Journal of Education Faculty

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