Abstract To inform current debate around climate change education (CCE) in the school curriculum in England, we surveyed the views of primary and secondary teachers (N = 626). In England, direct reference to climate change in the National Curriculum is confined to secondary Science and Geography but, unrelated to their subject area, teachers favoured a cross-curricular approach with most already communicating

Abstract Three decades have passed since approximately 1,700 scientists signed the World Scientists’ Warning to Humanity highlighting severe environmental problems and trends affecting local and global communities. To reverse the situation, their 1992 Warning argued we need to change our behaviour. In 2017, a larger group issued a second consensus statement warning that the direction and rates of environmental

Abstract This study aims to review the scientific papers on Early Childhood Education for Sustainability (ECEfS) published between 2008 and 2020 and reveal changes in the area. This systematic review was carried out in two stages. In the first stage, a systematic review of papers on ECEfS was conducted according to the specified criteria, and all identified studies were evaluated descriptively. In

Abstract Promoting education for sustainability (EfS) within schools requires adopting a whole-school approach for organizational change. In this study, we adopted Schein’s (1985 Schein, E. H. 1985. Organizational Culture and Leadership Jossey-Bass. San Francisco. [Google Scholar]) organizational culture model in school context, which includes three levels: artifacts, espoused values and basic underlying

Abstract Environmental education (EE) deals with environmental issues that involve diverse values and perspectives. Environmental issues need to be explored within an integrated framework while considering the aim of EE, which is to achieve a sustainable society and life. However, EE has overlooked the economic aspects of environmental issues and the subjectivity of learners. This study compared two

Abstract This paper reports on insights gained from incorporating dance improvisation into a broader early years environmental education ethnographic research project. Findings are reported from a two-day workshop where a dancer was invited to work with young children to attune to the weather through their bodies. In these workshops, the practice of dance improvisation was used as a deliberate interference

Abstract To contribute pedagogies that reimagine relationships in a more-than-human world I adopt a posthuman approach to map the content and expressions of imagination in a series of pedagogical events on Dja Dja Wurrung Country, Kooyoora, Australia. By working with Bennett’s concept of vibrant matter and MacLure’s generative data fragments I attend to the collective – student/teacher bodies, geological

Abstract Despite eight years of strong national support, Taiwan’s Education for Sustainable Development (ESD) has generated limited enthusiasm for sustainable development, and is even turning some policy implementers into ESD skeptics. In one of the first attempts to study the work of policy implementers within Taiwan’s ESD initiatives, this study examines links between national policy and practice

Abstract Holistic and pluralistic instructional beliefs and instructional practices in Education for Sustainable Development are often considered of high importance to foster students’ competences. This mixed-method study describes the development and the validation of the Holism-Pluralism in Education for Sustainable Development questionnaire (HPESD-Q) to measure teachers’ instructional beliefs and

Abstract In the past decades, zoos have increasingly developed into conservation and education centers and today make an important contribution to environmental education. In this context, this study investigated which factors influence attitudes towards species conservation. The variables examined were gender, age, the number of visits to zoos in the last 12 months, perception of zoos, interest in

Abstract Climate change scenarios project higher flood risk, so knowing how households can increase socio-ecological resilience is essential. Children rarely feature in UK policy guidance about how households prepare for floods, and research is limited about children’s roles in local resilience building. Using a participatory action research, child-centred methodology we explored (7-9year old) children’s

Abstract This study developed a scale for evaluating how well students understand marine-resource conservation and sustainability; it evaluated the scale’s psychometric properties and investigated the gender difference in the scale’s score. We recruited 929 university students in Taiwan to answer a questionnaire developed using the scale. The scale’s reliability and validity were indicated through

Abstract Despite recent intergovernmental commitments to advancing climate change education and communication (CCEC) internationally, there remains a lack of global data to enable tracking or target-setting on country progress. This article shares findings from an analysis of CCEC content in 377 submissions to the UNFCCC Secretariat. Submission types analyzed included National Communications reporting

Abstract In this article we argue that drama can provide complementary knowing for climate change education and shed light on the complexity of related psychosocial issues. We bring together an interdisciplinary understanding of eco-anxiety, psychosocial responses to climate change, and drama education. We draw on performance narratives created with young people in Finland and explore the psychosocial

Abstract The pressing nature of climate change and its associated impacts requires a climate literate citizenry. Climate change education in K-12 settings may provide a unique opportunity to make inroads towards climate literacy. However, many K-12 teachers avoid teaching climate change because they are uncomfortable with the subject or do not see its relevance to their curriculum. Removing barriers

(2021). Governmentalities of climate change education in England: Perspectives from history, policy and position-holders. Environmental Education Research: Vol. 27, No. 5, pp. 781-781.

Abstract Most previous research on residential outdoor environmental education (ROEE) programs has focused on the outcomes associated with student participation in these learning experiences. In contrast to these previous studies, this research takes an interpretivist approach to understand how work as a short-term instructor in a ROEE setting may also uniquely support learning and development for

Abstract It is widely recognized that education plays a key role in addressing current global challenges. Education for Sustainable Development (ESD) combines local actions with global thinking. In Virtual School Garden Exchanges (VSGEs) primary and secondary students from the Global South and North interact and communicate digitally about their school gardens. This study focuses on educators’ expectations

Abstract In this paper, we describe an informal science program where specific program elements were designed to support youth development of a 21st century naturalist identity, which we call out as an important subtype of environmental and scientific identity. As part of a research-practice partnership, we conducted a case study of a teen youth program held in an urban park in order to examine how

Abstract The time children spend in nature has severely decreased. While nature-based learning at school is considered an important strategy in addressing this, numerous knowledge gaps continue to remain. To address these, a systematic review was undertaken. Nine commonly used health and education databases were searched from inception to January 2019. To be included, study participants were required

Abstract Citizen science projects are an increasingly popular way to engage the public in the process of science. However, few studies have evaluated learning outcomes beyond knowledge gains in formal learning settings with youth. This study evaluated the effects of a classroom-based citizen science project in which middle and high school students collected data about hummingbirds and their habitat

Abstract Environmental learning occurs through an interconnected web of opportunities. Some arise via organizations with sustainability- or environmental learning-focused missions, while others are facilitated by organizations focused on impacts and outcomes in a range of areas, such as health, social justice, or the arts. To better understand the richness of the community environmental learning landscape

Abstract The present study aims to explore the perceived factors affecting student-teachers’ (STs) learning about social urban sustainability. Participants were 63 STs enrolled in a Department of Primary Education located in Northern Greece. Although the participants were aware of the principles of sustainability and education for sustainability, none of them had familiarity with social or urban sustainability

Abstract We explore the socio-ecological effects of meat consumption by assessing the impact of a didactical intervention. We focused on meat consumers’ profiles, their willingness to engage in pro-environmental actions and the allocation of responsibility for environmental issues. Using pretest-posttest-control methodology, a group of future primary-school teachers were surveyed before and after the

Abstract More engineering students are needed to address climate change in their careers. These students are necessary because engineering includes designing and building machines, structures, and components that contribute large portions of society’s carbon emissions. We surveyed a national sample of undergraduate engineering students (n = 4605) in their last semester of college about their desire

Abstract Campus-community partnerships can play a vital role in environmental education by providing universities opportunities to engage diverse communities, but challenges often emerge when research centers leverage their legitimacy as a purveyor of expertise while embracing inclusive engagement practices. While previous campus-community partnership studies have treated inclusion and legitimacy separately

Abstract The pursuit of sustainable development for individuals, societies, and nations is important for the global community given its emphasis on pursuing a harmonious balance between societal, economic, and environmental imperatives. With respect to formal education, teachers are critical agents in delivering sustainable development content, and facilitating skills and action competencies to achieve

Abstract Within the field of environmental and sustainability education (ESE), the interaction between ESE research and ESE policy has received limited attention. Beyond ESE, however, the research-policy relationship has become an increasing focus for theoretical inquiry, empirical investigation and practical development. Against this backdrop, this article introduces a Special Issue that brings together

Abstract Although interest in ESE policy studies is on the rise, we argue there is a gap in scholarship about the nature and extent of interactions between policymakers and researchers in the ESE field. This paper addresses this gap by discussing one example of such interaction – an ongoing research-practice partnership (RPP) between the New York City Department of Education Office of Sustainability

Abstract When it comes to what higher education students know about sustainability, where they learn matters. In this study, we explore the extent to which students’ level of sustainability knowledge differed according to where they previously learned about the environment. In an online survey administered to undergraduate students enrolled at Michigan State University, a large university in the Midwestern

Abstract The 2019 published report of the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem (IPBES) reveals that the decline in species and habitats induced by human activities is continuing. School students still have difficulties to understand the meaning of biodiversity and the consequences of its loss. The underlying assumption of this study is that learners do not only need

Abstract With growing societal recognition of the need to take action in order to promote more sustainable futures, school curricula have been seen as crucial vehicles through which to promote education for sustainable development. STEM subjects in particular have been targeted as pertinent areas to best promote sustainability through curriculum development initiatives. This paper aims to explore the

Abstract Echoing calls to expand environmental education research through design, this study explores the role of design in garden-based education and illustrate its contributions towards practical impact and theoretical insight. Design can explicate and map conjectures about resources, tasks, roles, and other supports for learning and teaching then, in turn, can be teste to illuminate how these supports

Abstract Outdoor learning provides an opportunity for schools to foster children’s engagement with nature. This paper focusses on forest school practitioners’ perceptions of children’s development of a relationship with nature and the place where forest school occurs, through interviews with forest school activity leaders. Reflecting on literature, the analysis of interviews sought to identify the

Abstract Action competence consists of the knowledge, willingness, and self-efficacy for contributing to a controversial issue such as sustainable development. As such, action competence in sustainable development (ACiSD) is a desired outcome of education for sustainable development (ESD). Still, the scarce instruments for measuring ACiSD that have been developed to date, are not specifically designed

Abstract In this qualitative study, we interviewed 20 environmental educators from six countries about their perceptions of gender in their work with children in nature. While many agreed that the physical environment seemed to bring fewer gendered cues to learning and allowed for more independent exploration, their responses also reflected limited confidence in drawing conclusions about the presence

Abstract This paper investigates how ESD is recontextualised in pedagogic practice in geography teaching in Hanoi, Vietnam, with the case study in two schools. Empirical materials for this study include video recordings and observations of 15 geography lessons conducted between 2016 and 2019. The lessons were selected based on the areas where the teachers thought they would be promoting ESD. Bernstein’s

Abstract The risk of neutralizing the political dimension in environmental education through the depoliticization of its thematic objects, its intended learning, and its educational purposes, is a curricular phenomenon identified by recent research in the field. The aim of this article is to develop a conceptual and analytical framework to identify clarification of the political dimension. The framework

Abstract Governments around the world have expressed various degrees of commitment to promoting approaches to environmental sustainability through their national curricular aims. Critical and dialogic pedagogies can support learning for environmental sustainability, but teachers in countries affected by armed conflict struggle to facilitate such pedagogies as they drive students to accurately recite

Abstract Within an educational system increasingly focused on test-based accountability, how can a local education authority adopt an interdisciplinary environmental and sustainability education (ESE) policy? What local and global factors and actors shape and inform the creation of such a policy? In answering these questions, this article examines the formulation of ESE policy in the New York City

Abstract Transformative teacher education can support educational experiences which provide the opportunity for pupils to develop the knowledge, skills and attitudes to contribute towards tackling the significant sustainability issues with which we are faced. It is argued that for professional development programmes to be effective they need to improve pupil learning as well as transform teachers’

Abstract Out-of-school science education institutions, such as museums, science centres, zoos and aquaria, have strong potentials to promote sustainability, yet seem to lack an operational definition of sustainability that aligns with their specific characteristics and institutional remit. Here, we use the anthropological theory of didactics to systematically develop such an operational definition

Abstract This article examines the affordances and limitations of textbooks for promoting action competence for sustainable development. Based on a content analysis of Swedish lower secondary level textbooks in geography and biology, we investigated how content about sustainable development is organised and formulated, the ways its multidimensional character is described, and how conflicts relating

ABSTRACT Using an ecofeminist theoretical frame along with critical content analysis of visual images, this article examines the environmental discourse of the picturebook, Heartbeat, written and illustrated by Evan Turk (2018 Turk. E. 2018. Heartbeat. New York: Atheneum Books for Young Readers. [Google Scholar]). In this picturebook, Turk uses the heartbeat, the history, and the song of a whale to

Abstract Studies have repeatedly shown that the goals of environmental education are as indispensable as they are difficult to achieve. In particular, the discrepancy between environmental awareness and everyday actions seems to be particularly large and strongly dependent on personal factors. Against this background, the authors argue that the evaluation of everyday environmental situations should

(2021). Correction. Environmental Education Research. Ahead of Print.

(2021). Correction. Environmental Education Research: Vol. 27, No. 5, pp. (i)-(i).

Abstract The risk of neutralizing the political dimension in environmental education through the depoliticization of its thematic objects, its intended learning, and its educational purposes, is a curricular phenomenon identified by recent research in the field. The aim of this article is to develop a conceptual and analytical framework to identify clarification of the political dimension. The framework

Abstract In the context of a resurgence of civic activism to address climate change, we present findings from an exploratory research project on climate justice education (CJE). We conducted deliberative focus groups and interviews with activists, advocacy workers and educators in order to address three broad aims: to consider the ways in which different stakeholders conceptualise climate justice;

Abstract This is a personal reflection on the first 25 years of the journal, Environmental Education Research. It begins in the 1990s with the ideas behind the need for a new journal and explores the journal’s early years as it established itself. The paper then looks at two quite different papers from Volume 1 of the journal that identified issues that remain pertinent today, albeit in the very changed

Abstract Many studies have explored pro-environmental actions. This paper aims to extend the concept of pro-environmental action in the context of binary themes or perspectives. The extended conceptualisation is drawn from a study that investigates the influence of residential outdoor environmental education courses on Malaysian participants’ environmental attitudes and behaviours using a life history

(2020). Reconfiguring environmental sustainability in early childhood education: a post-anthropocentric approach. Environmental Education Research: Vol. 26, No. 12, pp. 1789-1789.

(2020). Referees for Environmental Education Research 2020. Environmental Education Research: Vol. 26, No. 12, pp. 1790-1792.

Abstract Drawing on New Materialist frameworks for environmental and sustainability education, we extend and deepen our understanding of contemporary place-responsive pedagogies in the light of our human-impacted geological epoch, the Anthropocene, and its allied environmental concerns. Empirically, in a new and original way, we explore the role of the more-than-human in educators’ planning and enactment

Abstract In recent years, scholars have increasingly recognized the value of the arts for furthering the aims of environmental education (EE). Likewise, art education scholars have noted the affinity between visual art and EE. Despite a long-standing environmentally oriented thread in art education literature, the extent to which United States K-12 art educators have embraced these pedagogies is unclear

Abstract This paper is motivated by the idea that the study of the interplay of research and policy related to Education for Sustainable Development (ESD) in specific national contexts can contribute to global conversations about the relationships between education research and policy-making. It is written by two individuals who have been involved in various roles within the development of ESD research

(2021). Handbook of qualitative research in education (2nd. ed.) by Michael Ward & Sarah Delamont (Eds.), Edward Elgar, 2020, pp. 552, £195. ISBN: 978-1-78897-714-2. Environmental Education Research: Vol. 27, No. 3, pp. 462-464.

Abstract This study examines the relationships between childhood participation in appreciative, consumptive, and abusive types of outdoor activities and the connection to nature, environmental attitudes, and four types of pro-environmental behaviors in high school students. A questionnaire was given to 140 racially mixed, suburban, largely college-bound Texas high school students. The major results

Abstract This study examines the relationships between childhood participation in appreciative, consumptive, and abusive types of outdoor activities and the connection to nature, environmental attitudes, and four types of pro-environmental behaviors in high school students. A questionnaire was given to 140 racially mixed, suburban, largely college-bound Texas high school students. The major results

Abstract Using the empowering tool of PhotoVoice, this study invites a group of Palestinian-Israeli high-school students to document and report problems in their environment to an invited audience of influential figures from their community. In a context where the focus is on teaching linguistic skills and standards detached from students’ lives, students are engaged in literacy activities that are