Environmental Education Research

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Environmental Education Research Environmental Education Research is an international refereed journal which publishes research on environmental and sustainability education.

More at www.tandfonline.com/EER and for details on contacting authors for eprints
Follow on socials Environmental Education Research is an international refereed journal which publishes papers and reports on all aspects of environmental education. The purpose of the journal is to help advance understanding of environmental and sustainability education through a focus on papers reportin

g research and development activities. The journal also carries more diverse papers including, for example, conference reviews, retrospective analyses of activities in a particular field, critical commentaries on policy issues and comparative aspects of an environmental education issue. The criteria for acceptance of papers are that they are analytical and critical; that the ideas being discussed are transferable to other educational systems and cultures; and that they are accessible to an international audience. Journal homepage: http://www.tandfonline.com/EER

Understanding progress in climate change and sustainability education in four state-funded secondary schools in England ...
21/06/2025

Understanding progress in climate change and sustainability education in four state-funded secondary schools in England | Open Access
Paul A. Howard-Jones & Loz Hennessy
1295-1311 | DOI: 10.1080/13504622.2025.2482750

Abstract
Schools in England are now encouraged by the government to develop Climate Change and Sustainability Education (CCSE). In each of four state-funded secondary schools, interviews were conducted with staff and students to understand the progress they sought with respect to CCSE and how they envisaged that this would occur. A year later, reflexive interviews focused on what had been achieved, how this had occurred, the challenges faced by the staff and students, and how these might be overcome. Reflexive thematic analysis provided a theoretical framework for identifying areas that appeared to differentiate the approach of schools. Three key challenges are discussed that, while not emphasized in the current national guidance for England, appeared impactful on the progress of schools to develop effective CCSE: generating a shared vision, anchoring student communication with management, and developing the communication skills of staff and students.



https://www.tandfonline.com/doi/full/10.1080/13504622.2025.2482750

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‘Facting or Acting’ in sustainable development teaching? Science Studies teachers’ didactical choices in Swedish upper-s...
20/06/2025

‘Facting or Acting’ in sustainable development teaching? Science Studies teachers’ didactical choices in Swedish upper-secondary schools | Open Access
Sara Brommesson, Anders Jönsson, Iann Lundegård & Elisabeth Einarsson
1275-129 | DOI: 10.1080/13504622.2025.2471996

Abstract
This study uses the Swedish Science Studies course to examine teaching approaches in sustainability education. Science Studies is an interdisciplinary course that aims to educate scientifically literate and active citizens, who are committed to environmental care and sustainability. Based on a survey of 155 teachers, the study explores the teachers’ didactic choices in sustainability teaching. Findings indicate that teachers primarily emphasise the transmission of scientific knowledge, but also aim for critical reflection, holistic perspectives on sustainability, and encouraging students’ awareness and interest in sustainability issues. Additionally, teachers may engage students in democratic processes, but not necessarily in a pluralistic manner. The study also reveals a lack of opportunities for students to take sustainable action, highlighting the need for more interdisciplinary and hands-on approaches in teaching. Supporting teachers in implementing interdisciplinary approaches and hands-on engagement are suggested as ways to enhance students’ ability to address sustainability challenges more effectively.



https://www.tandfonline.com/doi/full/10.1080/13504622.2025.2471996

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Environmental wicked problems in middle school - emotional work in the happenstance | Open AccessValentina Pivotti & Han...
19/06/2025

Environmental wicked problems in middle school - emotional work in the happenstance | Open Access
Valentina Pivotti & Hanna Hofverberg
1260-127419/6
| DOI: 10.1080/13504622.2025.2468820

Abstract
As a society, we face increasingly complex and intertwined environmental issues, such as extreme weather events, droughts, sea level rise, and unprecedented loss of biodiversity. The extent and ramifications of these issues remain largely unknown and clear-cut solutions are out of reach. We thus refer to them as environmental wicked problems (WPs). For decades, schools have been seen as the place where younger generations should learn about WPs and acquire a large variety of tools to face them. Instead, in this paper, we turn to emotions, and our aim is to explore how they come to matter in educational activities on WPs. To do this, we facilitate encounters between students and environmental WPs via process drama, thus opening up a space, a happenstance. There, students are not asked to resolve the environmental WPs, but are allowed to experience them, and thus (re)act and relate to situations, as well as human and non-human objects. Under the framing of Sara Ahmed’s ‘sociality of emotions’, we study these happenstance encounters, the emotions that emerge and we then unpack what these emotions do, their work, both to the activity and to its participants.



https://www.tandfonline.com/doi/full/10.1080/13504622.2025.2468820

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What shapes students’ interest during field trips to nature? An investigation of individual interest and basic need sati...
18/06/2025

What shapes students’ interest during field trips to nature? An investigation of individual interest and basic need satisfaction as predictors of the psychological state of interest | Open Access
Tim Kirchhoff, Sarah Lüking, Pascal Schaldach & Matthias Wilde
1240-1259 | DOI: 10.1080/13504622.2024.2445807

Abstract
The psychological state of interest depends, among other factors, on the individual’s prior interest as well as on the situationally perceived need satisfaction for relatedness, competence, and autonomy. Regarding out-of-school learning in biology education, the extent to which this is equally true remains unclear. Therefore, we aimed to investigate prior individual interest and relatedness, competence, and autonomy as possible predictors of students’ (N = 265) psychological state of interest during field trips to a forest and a pond at an environmental education center. Based on our data, the models explained 55% (forest group) and 54% (pond group) of the variance of the experienced psychological state of interest. Notably, individual interest and perceived autonomy predicted the psychological state of interest to the same extent in both groups. Perceived relatedness had no impact in either group, while perceived competence was found to be a predictor only in the forest group. This finding highlights the importance of perceived autonomy for promoting interest during out-of-school learning.



https://www.tandfonline.com/doi/full/10.1080/13504622.2024.2445807

Photo by Paul Einerhand on Unsplash

The role of social, emotional, and behavioral skills for nature connectedness, action competence, and proenvironmental b...
17/06/2025

The role of social, emotional, and behavioral skills for nature connectedness, action competence, and proenvironmental behaviors in adolescence
Tommaso Feraco, Elena Carbone, Giulia Cramarossa & Chiara Meneghetti
1224-1239 | DOI: 10.1080/13504622.2025.2459323

Abstract
Following indications from international organizations, this study tests the associations between the five domains of social, emotional, and behavioral (SEB) skills (self-management, innovation, social engagement, cooperation, and emotional resilience) and two key antecedents of proenvironmental behavior, namely nature connectedness and self-perceived action competence for sustainability, in a sample of 702 students aged between 12 and 20 years (M = 16.18, SD = 2.15; 319 males). Results showed that innovation skills and—to a lesser extent—self-management and cooperation skills are positively associated with both nature connectedness and action competence. An additional exploratory path analysis suggested that the association between SEB (innovation, self-management, and cooperation) skills and proenvironmental behavior could bemediated by action competence and nature connectedness. The study offers new insights into the antecedents of proenvironmental attitudes and behaviors in youth.



https://www.tandfonline.com/doi/abs/10.1080/13504622.2025.2459323

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Determining high school students’ functional environmental literacy and the effect of participatory action research on f...
16/06/2025

Determining high school students’ functional environmental literacy and the effect of participatory action research on functional environmental literacy
Kulshash Kabylbek, Lisa M. DeChano-Cook, Dzhumadil Childibaev & Nuri Balta
1207-1223 | DOI: 10.1080/13504622.2024.2437572

Abstract
This quantitative study employed both survey and experimental research designs to investigate environmental literacy and engagement among high school students in Almaty, Kazakhstan. Survey data collected from 269 students revealed their awareness, feelings, and knowledge of environmental issues, while a group of 65 students underwent experimental research (over a three-month period) to assess its impact on their ecological knowledge. Results revealed heightened awareness of environmental issues in urban areas, with pollution and waste management identified as significant concerns. Notably, students exhibited nuanced environmental attitudes influenced by school contexts, gender, and socioeconomic factors. Moreover, students’ engagement in environmental protection activities varied across school types, with private school students showing higher involvement levels. Importantly, engaging in action research significantly enhanced students’ knowledge of ecology and environmental science, indicating the transformative potential of experiential learning approaches.



https://www.tandfonline.com/doi/abs/10.1080/13504622.2024.2437572

Photo by Tima Ilyasov for Unsplash

Ecotherapy and out-of-classroom learning for vulnerable and disadvantaged young people: an evaluation of a project in En...
15/06/2025

Ecotherapy and out-of-classroom learning for vulnerable and disadvantaged young people: an evaluation of a project in England | Open Access
Joanna Horne, Joseph De Lappe, Paul Anand, Jenny Tse-Leon, Kathy Wormald, Chantel Carr & Jitka Vseteckova
1193-1206 | DOI: 10.1080/13504622.2024.2446711

Abstract
Vulnerable and disadvantaged young people are often disengaged from mainstream education and lack the substantive capacity and opportunity to benefit from nature-focused activities without support. Ecotherapeutic out-of-classroom environmental education (EE) programmes hold the potential to benefit such young people, although research involving this population is limited. This paper reports on the findings of a study which aimed to measure the impact of such a programme, Green Pathways in Peterborough England, on vulnerable and disadvantaged young people taking part. The study utilised a controlled pre- and post-test design and was co-produced by OU researchers and Froglife staff running Green Pathways. Young people participating in Green Pathways were compared to young people not participating, before and after the Green Pathways intervention, on their preference for being outdoors and physically active, knowledge and appreciation of amphibians and reptiles, and perceived capabilities (i.e. confidence, social skills, behaviour, positive outlook). Mixed ANOVA showed significant increases across all measures for those taking part in the programme, suggesting that programmes such as Green Pathways substantively support vulnerable and disadvantaged young people’s opportunities to enjoy nature and the associated benefits to their health, wellbeing and life outcomes.

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https://www.tandfonline.com/doi/full/10.1080/13504622.2024.2446711

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Exploring the implementation of challenge-based learning for sustainability education in Dutch secondary education: teac...
14/06/2025

Exploring the implementation of challenge-based learning for sustainability education in Dutch secondary education: teachers’ experiences | Open Access
Bart G. Schutte, Dury Bayram, Johanna Vennix & Jan van der Veen
1166-1192 | DOI: 10.1080/13504622.2025.2458723

Abstract
Challenge-based learning (CBL) offers a promising approach for integrating education for sustainable development (ESD) in secondary schools. However, despite the growing body of knowledge on the implementation of CBL in higher education, less is known about its implementation in secondary education. This qualitative study investigated how secondary education teachers implement CBL using an adapted CBL compass, collecting data through semi-structured interviews with teachers (n = 8) and observations of teachers interacting in professional learning communities (n = 26). Results indicated that CBL in secondary schools involves meaningful, real-life challenges aligned with students’ interests, fostering citizenship skills and disciplinary knowledge through a student-centered approach, with teachers acting as coaches. Despite enthusiasm for CBL for ESD, teachers faced obstacles such as overloaded curricula, inflexible learning outcomes, and logistic issues in interdisciplinary collaboration. These findings can guide educators in overcoming these obstacles and encourage curriculum integration of ESD using CBL.



https://www.tandfonline.com/doi/full/10.1080/13504622.2025.2458723

Photo by Randy Fath for Unsplash

Relationships between high school students’ learning interest, learning motivation, and ocean literacy: a longitudinal s...
13/06/2025

Relationships between high school students’ learning interest, learning motivation, and ocean literacy: a longitudinal study | Open Access
Liang-Ting Tsai & Cheng-Chieh Chang
Pages: 1154-1165 | DOI: 10.1080/13504622.2024.2428923

Abstract
This study investigated the trends and correlations between ocean literacy (OL), marine science learning interest (MSLI), and marine science learning motivation (MSLM) in Taiwanese high school students in a three-wave longitudinal survey, with an OL scale used to assess students’ MSLI and MSLM. A total of 428 valid responses were collected. The results indicated that the students’ OL decreased by the second survey but slightly increased by the third. The MSLM scores exhibited an upward trend, whereas MSLI remained unchanged. A cross-lagged analysis revealed a consistently positive correlation between OL and MSLM across all three waves. Moreover, significant positive correlations between OL and MSLI and between earlier OL levels and later MSLI were observed, indicating OL plays a critical role in fostering MSLI. This study elucidates the associations between OL and MSLI and proposes directions for enhancing future OL education and research.



https://www.tandfonline.com/doi/full/10.1080/13504622.2024.2428923

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Need inspiration for putting together a press release about an article in ?Amy Powell and her colleagues worked with P...
13/06/2025

Need inspiration for putting together a press release about an article in ?

Amy Powell and her colleagues worked with Penn State to craft a press release, which has resurfaced in various stories and outlets recently. The altmetrics for the article are really taking off! Congratulations, Amy and team!

https://www.msn.com/en-us/money/careersandeducation/how-youth-teach-environmental-educators-through-intergenerational-learning/ar-AA1GsxbO?ocid=finance-verthp-feeds

Powell, A. E., Frank, D. A., & McClain, L. R. (2025). Broadening the scope of intergenerational learning in environmental education: an investigation of youth-to-educator intergenerational learning during a residential environmental education program. Environmental Education Research, 1–23. https://doi.org/10.1080/13504622.2025.2486365

Using a stakeholder engagement approach to inform professional development programs to promote education for sustainabil...
12/06/2025

Using a stakeholder engagement approach to inform professional development programs to promote education for sustainability in schools | Open Access
April Hoang, Stevie-Jae Hepburn, Saya Tomizawa, Annemaree Carroll, Elizabeth Edwards & Matthew Sanders
Pages: 1135-1153 | DOI: 10.1080/13504622.2024.2419903

Abstract
This exploratory study highlights the experience and perspective of educators and school leaders implementing sustainability as a cross-curriculum priority (S-CCP) in Queensland, Australia. The barriers and facilitators for integrating S-CCP were explored through qualitative interviews (N = 16). The findings underscored a profound knowledge gap wherein sustainability was interpreted narrowly, emphasizing environmental actions and overlooking the broader socio-economic and equity dimensions. This misperception led to multiple challenges within and outside of the classroom as Education for Sustainability (EfS) was perceived to be tied to environmentally sustainable facilities that require financial resources. A lack of leadership support was also noted. The experience of the educators successfully navigating these barriers are detailed. Furthermore, the findings highlighted the complexities and nuances of sustainability education and provided valuable insights for the design of professional development programs.



https://www.tandfonline.com/doi/full/10.1080/13504622.2024.2419903

Photo by Vlad Hilitanu for Unsplash

Agentic action as an aim for sustainability education: views from secondary school teachers in England | Open AccessRich...
11/06/2025

Agentic action as an aim for sustainability education: views from secondary school teachers in England | Open Access
Richard Sheldrake, Nicola Walshe & Eleanore Hargreaves
Pages: 1117-1134 | DOI: 10.1080/13504622.2025.2464240

Abstract
To support young people and their futures, sustainability education is increasingly framed around enhancing young people’s agency. In England, however, sustainability is not a formal subject within the National Curriculum and teachers may have different understandings of what sustainability education involves. New insights were revealed through content analysis of written questionnaire responses from 335 secondary school teachers of different subjects in England: 47% understood sustainability education as supporting students to act and respond to achieve sustainability; 30% included various value-perspectives such as equity; and 26% understood sustainability education as conveying awareness and information to students. Teacher understanding of sustainability education encompassed some elements of agency, although this was mentioned infrequently, such as empowering students (7%) and supporting their decision-making (15%). Differences across subjects were also revealed. These findings suggest areas for subject-specific professional development for teachers to support agency and action for young people.



https://www.tandfonline.com/doi/full/10.1080/13504622.2025.2464240

Photo by Chris Charles for Unsplash

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