Storytelling is among the most commonly recommended tools in climate change education and among the least specified — "tell stories" is easy advice to give and hard to act on. This review gathers a decade of research on youth storytelling to establish what educators are actually doing with it, across classrooms, community programmes and land-based initiatives. Its contribution is practical: it separates out the different jobs storytelling can do, and is clear that none of them happen on their own.

Creative activity and time outdoors are both widely believed to do learners good, but they are usually studied separately, which makes it hard to know what the combination adds. These two field studies pulled the two apart deliberately, comparing songwriting taught in a wildlife area with the same activity taught indoors. The findings speak to a planning decision many educators face: whether moving a session outside is worth the logistical effort. 

Storytelling is among the most commonly recommended tools in climate change education and among the least specified — "tell stories" is easy advice to give and hard to act on. This review gathers a decade of research on youth storytelling to establish what educators are actually doing with it, across classrooms, community programmes and land-based initiatives. Its contribution is practical: it separates out the different jobs storytelling can do, and is clear that none of them happen on their own.

Creative expression runs deep in Caribbean culture, yet the authors note that the arts are seldom used deliberately in environmental education and rarely studied within teacher education. This case study follows what happened when undergraduates were asked to make something — anything — that expressed their understanding of environmental issues, using materials they already had to hand. Much of its value for practitioners lies in what students said about the task itself, including the hesitancy some felt at being asked to make art at all.

Climate education often succeeds in raising awareness while stopping short of shifting what learners actually do. This pilot study tested whether asking students to write and perform their own play about local environmental problems might narrow that gap, using forum theatre to bring the audience into the action. It is a small study, but an unusually well-documented one — the workshop is described session by session, so the design can be borrowed and adapted rather than just noted. 

Many environmental education programmes already run for a term or more, so the live question for practitioners is rarely whether to start one, but whether a particular addition earns the time it takes. This study tested exactly that, comparing an established 15-week programme run with and without a photography-and-discussion component, alongside young people who took part in neither. Because the comparison is between two versions of the same programme, it offers an unusually clean read on what one creative element contributes.