Reading slowly together: climate literature book clubs and their potential for engaging young people with climate crisis

2024-9-3

Conceptualizing community-level environmental literacy using the Delphi method

2024-8-29

Correction

2024-8-28

Early childhood education for sustainable development in the Nordic national curricula: status and content

2024-8-28

Strengthening sustainable consumption behavior in high school students: Evaluation of an experiential training intervention targeting psychological determinants

2024-8-21

Equipped for responsibility? Discursive resources in business education for sustainability – an analytical tool

2024-8-19

Climate change and societal transformation: a cohort-based international experiential learning program with an interdisciplinary focus on environmental education for graduate students

2024-8-18

Putting plants in the picture

2024-8-15

Overcoming organizational fragmentation in environmental education – the networking role of local education offices

2024-8-12

Towards a climate of hope: learning in response to frames at an innovative museum exhibit

2024-8-9

Addressing the climate emergency with educational approaches: a bibliometric analysis of climate change education scholarship

2024-8-6

Measurement invariance of the action competence in sustainable development questionnaire: can we compare between groups?

2024-8-5

Environmental education in zoos: analysis of different scales to measure the impact of educational programs

2024-8-4

Willingness to mitigate climate change: the role of knowledge, trust, and engagement

2024-8-4

Finding their way to act for nature through out-of-the-classroom learning – the case of the Green Traineeship

2024-8-2

Outdoor and nature-based teaching in small, urban primary school contexts

2024-8-2

“We never even touched plants this way”: school gardens as an embodied context for motivating environmental actions

2024-7-31

Rethinking student agency through ‘material agency’ in the context of learning in nature

2024-7-24

Navigating controversy and neutrality: pre-service teachers’ beliefs on teaching climate change

2024-7-13

Pupils’ reflections on experiences and feelings in meditation in nature: an intercultural ecopedagogical praxis in outdoor education

2024-7-13

Motives for and predictors of teachers’ adoption of pro-environmental behaviours

2024-7-11

‘What is natural in natural playgrounds?’: nature, sustainability and environmental education in Calgary’s natural playgrounds

2024-7-8

Addressing ecoparalysis: a community-engaged unit enhances undergraduate student environmental value and problem-solving self-efficacy

2024-7-5

Between evidence and delusion – a scoping review of cognitive biases in Environmental and Sustainability Education

2024-7-3

Responsible environmental education in the Anthropocene: understanding and responding to young people’s experiences of nature disconnection, eco-anxiety and ontological insecurity

2024-7-3

Perceptions of a sustainable diet among young adults

2024-7-1

What can children do with the Anthropocene?

2024-7-1

Learning biodiversity care in everyday life: teacher education in contrasting biocultural contexts

2024-6-27

Correction

2024-6-27

Entangling with the landscape: a methodological walking art experiment

2024-6-25

Looking for the emotional footprint of climate change in young people: connections with education, information sources and climate action

2024-6-22

Towards a transformative climate change education: questions and pedagogies

2024-6-22

Integration of the sustainable development Goals (SDGs) in architecture curriculum – quantifying the extent of SDG contributions

2024-6-22

Conceptualisations of ‘critical thinking’ in environmental and sustainability education

2024-6-20

Do future teachers’ sustainability commitments really relate to action-oriented educational approaches?

2024-6-20

Fostering positive engagement: climate change and environmental activism in the sixth-grade classroom

2024-6-20

Challenges in modelling and measuring sustainability competencies crucial to successful sustainability transitions

2024-6-20

Environmental and outdoor education in preschool through family camping: the example of Czech Woodcraft in parents’ opinions

2024-6-7

Who teaches placed-based education: identifying relationships between environmental value orientation and pedagogical values

2024-6-6

Characteristics and motivations of environmental volunteers at episodic events

2024-6-4

Environmental education outcomes of community and citizen science: a systematic review of empirical research

2024-6-2

A multi-stakeholder perspective on the development of key competencies for sustainability in Education for Sustainable Development at school

2024-6-2

Learning collective care to support young climate justice advocates

2024-5-31

Emergent forms of ‘Dark Green Religion’ and the (ecofascist) future of environmental education in the United States

2024-5-30

Diving into a sea of knowledge: empowering teachers to enhance ocean literacy in primary schools through an ocean education training program

2024-5-24

Practising immanence: Living with theory and environmental educationPractising immanence: Living with theory and environmental education, edited by David A. G. Clarke, London, Routledge, 2024, 249 pp., ISBN 9781-0325-6191-2

2024-5-16

Aesthetic flux: inquiring into the sensuous dynamics of children, matter and environments with a more-than-human lens

2024-5-16

Education in international climate pledges – identifying education framings in countries nationally determined contributions (NDCs)

2024-5-16

The messy middle: an exploratory study of adolescent environmentalists in North Carolina

2024-5-15

Report on the symposium “speculative realism in environmental education and the philosophy of education”

2024-5-14