A synthesis of global research shows that environmental education is effective for children and adolescents, yet little is known about the conditions and approaches that make it effective. This meta-analysis synthesized global research on environmental education for children and adolescents. The analysis focused on two primary goals: (1) to investigate the effectiveness of environmental education on improving environmental knowledge, attitudes, intentions, and behavior; and (2) to gain a better understanding of the conditions under which environmental education is more or less effective.
Studies included in this meta-analysis were published between 1971 and 2019 and were reported in an available article and written in English. Additionally, the study participants were younger than twenty years; the research methods used were experimental, quasi-experimental, or single group pre-posttest design; and the studies examined the effect of environmental education on environmental knowledge, attitudes, behavioral intentions, and/or behavior and reported quantitative information on at least one of these outcomes. A total of 169 studies met these inclusion criteria and were included in the meta-analysis. The studies were conducted in 43 different countries across 9 continents and involved 176,007 participants.
Most of the data relating to environmental education outcomes was obtained through self-report questionnaires, often developed by the researchers/authors of the pertinent studies. Results showed that environmental education improved students’ environmental knowledge, attitudes, intentions, and behaviors. The greatest impact was on environmental knowledge; the least impact on environmental behaviors. These results are consistent with previous reviews. In analyzing the data for conditions under which environmental education is more or less effective, the researchers focused on type of educational approaches used and age of the participants. This phase of the analysis involved (1) testing whether programs that use group learning or provide nature experience are more effective than programs that do not and (2) considering whether programs that target middle adolescents are less effective than programs targeting students in other age groups. The data showed no evidence of the type of activity or age of the participants making a difference in terms of program effectiveness. However, the authors note that their estimation of age effects was somewhat imprecise and that their definition of "nature experience" was broad and inclusive of minimally nature-engaged activities.
The overall findings of this meta-analysis show that “the positive effects of environmental education are relatively robust and can be obtained in diverse ways, for diverse outcomes, and for diverse student populations of different ages.” Yet, while environmental education often accomplishes what it intends to do, little is known about the conditions and approaches that make it effective.
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