Abstract This study aims to identify the characteristics of the school facilitating ESD-effectiveness. Via a literature study we synthesized different notions of educational management in relation to education for sustainable development. The ERIC and GreenFILE databases were searched in combination with strategies such as citation chasing, leading to a total of 46 sources. This resulted in a framework

The publication of our articles occurs thanks to the extraordinary editorial work of seasoned scholars who go above and beyond the call of duty to select the very best of manuscripts that are publi...

Abstract Connection to nature (CTN) can help promote environmental engagement requisite for addressing extreme environmental challenges. Current generations, however, may be less connected to nature than previous ones. Spending time in nature can counter this disconnect, particularly among children. In relation to CTN, this study evaluates the relative predictive power of solitary and social time in

Abstract Our work as educators does not match the scope, scale, and urgency of the challenges we presently face and that our descendants will confront through the centuries of the “long emergency.” There are many reasons for this, but most important is our tendency to overlook the hard reality that the use and disposition of land, air, water, forests, oceans, minerals, energy, and atmosphere are inevitably

Immediately following this Editorial/Invite for “response” papers to be included in a Special Issue (SI) of the Journal of Environmental Education (JEE), David Orr’s Essay engages “the missing poli...

Abstract To examine inconsistent past findings on green schools’ influences on students, a mediation model was tested for 1903 Israeli students in Grades 5-6 in 30 green and 16 non-green schools. Results indicated that green school students reported more pro-environmental behavior (PEB) and more school satisfaction compared to their peers at non-green schools. Path analysis showed that students who

Abstract The concept of Action Competence (AC) has been interpreted in different ways in various domains of the educational sciences. Given the rising scholarly attention to AC, these diverse interpretations are problematic because they hinder a common understanding of the concept among scholars. We unravel the interpretation of AC as a competence of people versus that of an educational approach. We

Abstract This study investigates changes in children’s environmental conceptions through their experience with the eco-animation WALL-E. The study uses an analytical framework informed by Social Representations Theory, accompanied with a word association approach to collect data. A total of 84 children (35 nine-year olds and 49 twelve-year olds) participated in the study. The animation reinforced both

Abstract State, civil society and private sector partnerships play a crucial role in fostering a sustainable society. This case study explores the role of school-state-community-civil society-business partnerships in promoting environmental citizenship as a major component of education for sustainability (EfS), and social capital as a new outcome, from a school’s perspective. The findings indicate

Abstract Intergovernmental organizations (IOs) increasingly promote global citizenship education (GCE) and related topics. This paper analyses the body of scholarship on GCE that focuses on teachers and interprets the development of environment-related education (ERE) within the GCE discourse. Using a novel, data-rich methodology employing Natural Language Processing and Social Network Analysis, we

Abstract Modern philosophy have categorized the enlightened human as the exclusive holder of reason. The modern notion of learning established an unbridgeable gap between human ways of learning and those of “non-humans.” We assume that learning is a skill of all organisms and not an exclusively human prerogative. We prefer the “more-than-human” expression instead of “post-humanism.” The reason is to

Abstract This article builds from scholarship in Environmental Education Research (EER) and Critical Global Citizenship Education calling for more explicit attention to how teaching global issues is embedded in the colonial matrix of power. We also consider the extent to which recent calls in EER for explicit attention to coloniality connect to discussions about posthuman thinking through a shared

Abstract Northern theories like “new materialism” and “posthumanism” are, increasingly, influential in the global productions of knowledge in environmental education (EE). In this latest discursive phase of textualising EE, the conceptual mash of “new/post” idea(lism)s is easily identified, but not critically examined, as is undertaken here via three interrelated critical case studies of key idea(l)s

Abstract This “in process” Conclusion to the Special Issue (SI) “Global politics of knowledge production in EER: ‘New’ theory and North-South representations” (The Journal of Environmental Education) aims to highlight relevant issues and acknowledged limitations and silences from the sample of critiques presented in the SI, all built from a pre-elaborated research agenda and methodological framework

auniversidade federal de Sergipe, Physical education, Sao cristovao, Brazil; bfaculty of education, monash university, melbourne, australia; cStellenbosch university, curriculum Studies, Stellenbosch, South africa; duniversidade federal do rio Grande do Sul, antropologia, Porto alegre, Brazil; ecnPq, Pesquisa, Brasilia, Brazil; funiversidade federal do rio Grande do Sul, Porto alegre, Brazil; grhodes

ABSTRACT In this study, we explore the influence of student engagement on middle school students’ environmental literacy outcomes at a residential environmental education (EE) program. We observed 80 lessons and 17 educators, observing six measures related to engagement. We also administered immediate post-experience surveys measuring students’ self-reported levels of engagement and environmental literacy

Abstract Children comprise many of the visitors to zoos every year, yet few studies have explored the impact of a zoo visit on children’s learning. This study employed a repeated measure design using data gathered from 500 questionnaires to investigate students’ knowledge, attitude, and behavior before and after visiting a zoo or aquarium in Ireland. A treatment group participated in a purposefully

AbstractThe paper discusses alienation from the more-than-human world and the need for nature pedagogies through the experience of nature journaling in an environmental education course in higher e...

Abstract Building on the Millennium Development Goals, Education for Sustainable Development (ESD) and Education for Sustainable Development Goals (ESDG) were established. Despite the willingness of many educational institutions worldwide to embrace the SDGs, given escalating sustainability challenges, this article questions whether ESDG is desirable as “an education for the future”. Many challenges

ABSTRACT The presence of learning gardens in Spain is growing, and the current scenario is highly diverse in relation to issues such as participatory models or purposes, among others. In the context of the 1st National Meeting on organic learning gardens, we convened eight expert practitioners in a focus group. Their discourse was analyzed through content analysis, after which four categories were

ABSTRACT In this study, we aimed to understand the state of school grounds across Britain and how they are being used to support biodiversity conservation and pupils’ environmental education. We carried out an opt-in survey of schools across Britain, asking staff to report on habitats in their grounds and how they are used for learning. Our results showed that schools are under-using their grounds

How we teach what we teach, known as pedagogy, is an important consideration for educators. Today, dominant thinking is that some pedagogies are more effective than others for helping students lear...

Abstract The likeability of organisms is an effective tool for conservation education. However, stimulating the cute appeal of animals can also bolster the desire to possess them, and thus can encourage the trade in animals as pets. We assessed the perception of primary French schoolchildren (7–11 years old) for the Hermann tortoise (Testudo hermanni), a popular species endangered by illegal harvesting

Abstract Invasive species threaten worldwide biodiversity. Success in facing this problem may be possible through the engagement of younger audiences. Here, a game was designed to teach children how to recognize invasive seaweed and to encourage them to participate in marine citizen science. The game was first tested in a pilot study, and then carried out in Salinas High School (Asturias, Spain). Game-based

[Extract] This Special Issue marks the 50th anniversary of the founding of The Journal of Environmental Education, the first scholarly journal in the field of environmental education (EE). Our intent was to first acknowledge what has been learned from those 50 years of EE research, represented by what has been published in the JEE as well as research published elsewhere. Our second and most important

ABSTRACTIn this paper I reflect on a key challenge facing the field as we move into the next 50 years, that of our prioritizing of the individual over the social or the common. Through examining a ...

ABSTRACTThe paper begins by reviewing, philosophically, some key concepts and ideas that have shaped important aspects both of how we perceive environmental issues and of our attitudes towards natu...

ABSTRACTThis article seeks to theorize the teacher role—read also scientist and researcher—as an ontologizing practice to meet with the need for constant deauthorized knowledge and nonknowledge pro...

ABSTRACTThis essay questions whether current formulations of environmental literacy as an outcome of environmental education (EE) require revision in the context of the emergence and implementation...

ABSTRACTIn this article, I autoethnographically consider my experiences as a Metis scholar of mixed Indigenous and European ancestry based in Canada as an entry point for exploration of critical, i...

ABSTRACTAt this particular historical juncture of the Anthropocene, when it is clear that humanity is responsible for fundamental changes to the biosphere, the political necessity of questioning th...

ABSTRACTSimilar to other fields, environmental education has begun to embrace the significance of nonhuman animals. This essay examines developments in the natural sciences, particularly in the fie...

ABSTRACTThe environmental education movement developed in the 1970s at the same time as the environment movement, the feminist movement and the ecofeminist movement. However, while environmental ed...

ABSTRACTA recently reported EE example is taken to raise the fundamental and lasting question how education might respond to the gap between efforts in changing individual behavior and perceived ab...

ABSTRACTMy aim in this essay is to wonder where in the world I am now as a scholar of place and a lover of places, and to give some shape to where I have been. I begin by reflecting on how I came t...

ABSTRACTThe Journal of Environmental Education (JEE) has produced and circulated different forms of knowledge for 50 years, mostly for a North American readership and, most recently, a globally-ext...

Abstract This article provides an overview of the ethical and educational functions of storytelling in fishing and hunting practices and pedagogies. I explore various psychological, anthropological, and ethical theories surrounding storytelling as a way of encouraging deeper, more robust engagement among humans, nonhuman animals, and myriad beings that exist alongside of us in our multispecies communities

Abstract In Israel, youth movements (YMs) comprise a main agent for nonformal education of youth and a youth-engagement framework in which civic engagement can be expanded to address environmental challenges. A major source of sociocultural diversity among YMs is their religious identity, based on the categorizations of secular, religious, and ultraorthodox. We compared, among these groups, the environmental

Abstract The Children’s New Ecological Paradigms scale was originally developed for children ages 10–12 and was presented as valuable for comparing that age group with older participants. This study uses cognitive interviews and measurement invariance testing to investigate how well the scores maintain the same meaning between these two age groups. The qualitative and quantitative results were consistent

Abstract This article examines community-driven adult environmental learning in a volunteer watershed stewards program. We look for evidence of elements that portray steps toward “concientización”—the process of individuals and communities directing their own learning in nonhierarchical ways. Leveraging two theories from the learning sciences and community development research, affinity spaces and

Abstract Make a Difference (MAD) is a sustainability leadership program for high school students in Auckland, New Zealand. It offers a residential camp and follow-up activities. This article documents a participatory, utilization-focused evaluation of MAD, based on a Theory of Change approach. We ran workshops with MAD coordinators and students and conducted a survey with previous participants. This

Abstract The current study aimed to examine differences in ecological values between Indonesian and Korean preservice science teachers. Fifteen items from revised-New Ecological Paradigm based on value orientations were used as the research instrument. Two hundred seventy-three preservice science teachers participated in the study. Rasch analyses of dimensionality, item fit, and differential item functioning

Abstract The purpose of this study is to investigate students’ mental models of the marine environment and to further examine how these models are related to their perceptions of marine problems. One hundred twenty-eight ninth grade students from a large harbor city in southern Taiwan completed a survey including a drawing activity and a set of two-tier questions. Using a four-factor rubric to analyze

Abstract This study investigates how the grid-group two-dimensional cultural theory (CT) of Douglas and Wildavsky, demographic attributes, and partisan identification are associated with environmentalism in Taiwan, in comparison to the Weather, Society, and Government survey collected in the United States. Results reveal that partisan identification better explains environmental attitudes and concerns

Abstract Environmental education (EE) scholars view intergenerational learning as a means to influence adult understandings of and relationships with the environment. Yet EE researchers have studied intergenerational learning in a limited fashion, with no emphasis on its role in higher education. The purpose of this article is to use feminist posthumanist theories to broadly explore intergenerational

Abstract This study sought to explore the implications for individuals who experienced awe while in the presence of wildlife. A conceptual framework was adapted that integrated the theory of emotional learning with experiential learning theory. In-depth interviews brought into focus the resultant learning stemming from experiences of wildlife-inspired awe. Learning manifested through pro-environmental

Abstract This study considers the benefits of coteaching in the context of the outdoors. It explores the use of coteaching in a professional development program and investigates all the cited outcome categories for teachers: cognitive, affective, coteaching, and professional development. Coteaching pairs coplanned, cotaught, and coevaluated “Shared Learning Days” in the outdoors. Eight teachers took

Abstract Drawing from contemporary Western theories of environmental esthetics and ancient Chinese esthetics of nature, the author proposes ecological education through esthetic engagement. Esthetic engagement removes the opposition between the esthetic subject and object and requires whole-body engagement with the natural environment. It provides an integrated environmental experience and a sense

ABSTRACT This study used a combination of surveys and drawing-based metrics to evaluate whether integration of art-based activities into EE camp programing could enhance environmental orientations of diverse youth ages 6–12 (n = 285) in Athens, GA, USA. Compared to a control group, art-based EE had a positive effect on children’s eco-awareness and environmental knowledge. However, effects of the art-based

Abstract The transition from centralized energy systems based on fossil fuels to renewable-based systems is a macro-level societal shift necessitated by climate change. This review of recent environmental education (EE) research identifies gaps and opportunities for promoting environmental action in this new context. We found that environmental educators and researchers are currently focused on researching

Abstract Under the premise that the young generation of teenagers cannot be considered to be uniform, this study identified groups of teenagers based on their level of climate change awareness. Questionnaires answered by 760 teenagers (13–16 years old) from Germany and Austria were analyzed using a hierarchical cluster analysis. The teenagers were assigned to four groups that differed as to their cognitive

Abstract Outdoor education programs are promoted to enhance connections between individuals and nature to foster pro-environmental behavior. However, behavioral change is a complex, and often difficult psychological process. This study aimed to determine if establishing nature clubs in schools could promote students’ conservation behaviors by mitigating traditional hunting and insect eating in Xishuangbanna

Abstract This article reports on a survey of the general public and science teachers in Dallas-Fort Worth, Texas, to identify major barriers and opportunities for climate change education and action. Respondents were aware of some local risks, some basic climate science, and the need to conserve resources, but they were prone to common misconceptions and skepticism about climate change. Teachers largely

Abstract We examined The University of Vermont’s new sustainability requirement for undergraduates through the lens of just sustainability. We found that sustainability courses are proposed in diverse disciplines. Regardless of discipline, most proposed courses address all three pillars of sustainability (social, ecological, and economic). Discussions of environmental justice are less widespread; only

Abstract Studies have acknowledged children not as climate change victims only, but also as climate change actors. However, only a few have addressed the preparatory stages of children as climate change actors. However, the few studies that addressed these preparatory stages gave attention only to the roles of schools and government agencies without adequate attention to that of parents. This article

Abstract This qualitative study used a deep ecology lens and the New Environmental Paradigm to investigate anthropocentrism and ecocentrism in 30 secondary school environment club students from three schools in Victoria, Australia. The work repositions the deep ecology philosophy as a posthumanist/relational ideology, providing novel perspectives based on kinship with the earth. Open-ended interviews

Abstract Youth development (YD) is receiving increased attention in environmental education (EE), yet faces critiques including lack of attention to cultural competency and structural barriers. We explore YD outcomes of the EE program “Women, Agroecology, and Leadership for Conservation,” which engages young Q’eqchi’ Maya women in Guatemala in learning about sustainable agroecology practices, women’s

Abstract This article examined the role of environmental interaction in interdisciplinary thinking and the use of different knowledge resource types. The case study was conducted with two classes (N = 40) of 8th-grade students, ages 13 to 14. The outdoor trail aimed to help students synthesize history, geography, and science knowledge. Two groups’ discourse from each class was audio-recorded and transcribed

Abstract The concept of “connectedness with nature” is increasingly used in environmental and sustainability discourse. However, this construct has also been critiqued and proponents charged with harboring an ambivalence that paradoxically reinforces a sense of separation from “nature”. We respond to one critique by demonstrating that whilst problematizing aspects of “connectedness with nature” has

Abstract Communities need to engage in initiatives that tackle environmental sustainability issues. However, the lessons communities learn from these initiatives may go far beyond the initial local project. This article presents findings from an empirical study investigating the experiences of 38 residents who began participating in on-site composting in their apartment buildings. It was found that