التفكير المستدام كمنبئ بمهارات المدافعة البيئية لدى طلاب جامعة أسوان
The study aimed to identify the extent to which sustainable thinking contributes to predicting environmental advocacy skills among Aswan University students, on a sample of (308) male and female students in the first year, two divisions: science and childhood. This study used two scales: sustainable thinking skills and environmental advocacy skills. The results of the study indicated that: 1) there is a positive, statistically significant correlation between sustainable thinking and environmental advocacy skills in the study sample at the level (0.05), 2) and there is a statistically significant difference between the average scores of males and females from the study sample in sustainable thinking in the dimensions (strategic thinking, future thinking) and the overall score. For sustainable thinking in the direction of males, 3) and there is no difference for the two dimensions: (systems thinking, value thinking), 4) and there is no statistically significant difference between the mean scores of the study sample members of the childhood specialization, and the scientific specialization in relation to the skills (strategic thinking, systems thinking, and thinking value), and the total score. 5) As for future thinking, there is a statistically significant difference between the average scores of the study sample from the two scientific divisions, and childhood in the direction of high school students. 6) Mai, and the absence of a statistically significant difference between the average scores of males and females from the study sample in the environmental advocacy skills scale, its dimensions and the overall degree of environmental advocacy, 7) and the absence of a statistically significant difference between the mean scores of the study sample members from the childhood specialization, the scientific specialization in environmental advocacy, and the total score for the scale as a whole, 8) it was also found that sustainable thinking makes a significant contribution to predicting the skills of environmental advocacy among the study sample. To be a compulsory university requirement for school and university students, and to pay attention to the development of sustainable thinking and environmental advocacy among school and university students through holding seminars, workshops and training courses, and activating the role of educational institutions in spreading a culture of sustainable development among school and university students. (Published abstract)