Case Studies


The circular economy is designed to provide an alternative to the current, linear economy where consumers take, produce, consume, and waste resources. In a circular economy, all systems are designed to be regenerative so that materials flow back into the cycle after every use (i.e.: by creating products and services that are long-last- ing, and by reselling, donating, renting, refur- bishing, and recycling). The concept was coined by the Ellen MacArthur Foundation in 2010 and has found vast support from governments (e.g. the European Union’s Circular Economy Package) and the private sector (e.g., IKEA, Nestlé, and Procter & Gamble) who have launched circular business models and take-back systems for re- covering materials.

Environmental education has long been a national priority in Taiwan. This case study shares lessons learned during the ongoing process of further integrating environmental education as a key component of the formal education system in 2018, and how environmental education is becoming a main component of Taiwan’s formal education system.

This case study describes one country’s process of implementing a national environmental education act. The Taiwan Environmental Education Act (TEEA) was approved on June 5th, 2010 and went into effect the following year, on June 5th, 2011.

This case study describes the United Arab Emirates’ (UAE) Sustainable Schools Initiative, or Al Madaris Al Mustadama, which was designed to reduce the nation’s ecological footprint and help move environmental education from awareness to action.


This case study presents an overview of ResourceSmart Schools, a well established Victorian Government program that helps a wide range of schools benefit from embedding sustainability into everything they do.


Education for Conservation was designed to develop independent learners who demonstrate positive environmental values and take action to protect wildlife and wild places.