The structural model of mining risk education for Agro-Touris

Abstract

In 2001, the Save the Children international workshop in Sweden was devoted to designing resources and educational media for mining awareness programs. The workshop highlighted the potential for post-mining reclamation in Indonesia to cultivate flora and fauna and transition mining sector education into agro-eco-tourism. The research aimed to establish a structural model for mining risk education using literature study methods and interpretative structural modeling. The study revealed the following key objectives: (1) emphasising cultural anthropology to drive social change and promote sustainable development in urban landscapes; (2) fostering environmental consciousness among citizens through education; and (3) establishing Environmental and Sustainability Education with Driver Power (DP) [8] and Dependence (D) [3]. The main changes involved (1) generating ideas to mitigate risks and inspiring others to do the same; (2) implementing intelligent mining; and (3) promoting safe behaviours with DP [6] and D [3]. Key indicators included the importance of agro-eco-tourism education and the presence of natural or artificial habitats for endemic flora or fauna with DP [5] and D [2]. The primary constraint identified was the lack of awareness and understanding of the significance of transitioning from mining to agro-eco-tourism with DP [5] and D [1]. The proposed action plan included interactive learning to promote agro-eco-tourism, the development of critical and creative thinking skills, and tolerance for diverse perspectives and cultures with DP [10] and D [2]. The overall consistency of the components was between 98.40% and 100.00%.

Keywords

• Agro-eco-tourism
• environmental-sustainability education
• educational-pedagogical