eeRESEARCH combines research for environmental education and the movement to connect children and nature. The database includes multiple ways to search for articles, syntheses, and research summaries.
This project is a partnership with Children & Nature Network and NAAEE. Funded by the Pisces Foundation with support from ee360, ee360+, and the U.S. Forest Service. Learn more.
Displaying 169 - 180 of 2533
Justice-driven CCE extends beyond traditional STEM settings, emphasizes people-focused over planet-focused aims, and encompasses diverse educational processes and outcomes across formal, community-based, and activist learning contexts
Trott, Carlie D., Lam, Stephanie, Roncker, Jessica, Gray, Emmanuel-Sathya, Courtney, Hayden, & Even, Trevor L. (2023). Justice in climate change education: a systematic review. Environmental Education Research, 29(11), 1535-1572. 10.1080/13504622.2023.2181265
Indigenous Fijian concept of "curui" offers a framework for understanding how climate justice, gender equality and education policies can be more effectively interwoven, highlighting current gaps in policy alignment
Lagi, Rosiana, Waqailiti, Ledua, Raisele, Kolaia, Tyson, Lorena Sanchez, & Nussey, Charlotte. (2023). ‘Curui’: weaving climate justice and gender equality into Fijian educational policies and practices. Comparative Education, 59(2), 305-324. 10.1080/03050068.2023.2188370
A landscape analysis reveals significant gaps in educational programming that addresses both gender equality and climate justice, despite growing global advocacy for such intersectional approaches
Kwauk, Christina T., & Wyss, Natalie. (2023). Gender equality and climate justice programming for youth in low- and middle-income countries: an analysis of gaps and opportunities. Environmental Education Research, 29(11), 1573-1596. 10.1080/13504622.2022.2123894
Climate-change education and critical emotional awareness (CEA): Implications for teacher education
Ojala, Maria. (2023). Climate-change education and critical emotional awareness (CEA): Implications for teacher education. Educational Philosophy and Theory, 55(10), 1109-1120. 10.1080/00131857.2022.2081150
Encountering creative climate change pedagogies: Cartographic interruptions
Nxumalo, Fikile, & Montes, Pablo. (2023). Encountering creative climate change pedagogies: Cartographic interruptions. Research in Education, 117(1), 42-57. 10.1177/00345237231207493
A critical, environmental and intercultural education model based on Latin American indigenous worldviews is a hopeful alternative to the narrow, capitalist-oriented SDG for education
Garcia-Arias, Jorge, Corbetta, Silvina, & Baronnet, Bruno. (2023). Decolonizing education in Latin America: critical environmental and intercultural education as an indigenous pluriversal alternative. British Journal of Sociology of Education, 44(8), 1394-1412. 10.1080/01425692.2023.2234088
Indigenous Knowledge Sharing and Botanical Literacies in Early Childhood Education
Beasley, Kimberley, Hesterman, Sandra, MacCallum, Judy, & Lee-Hammond, Libby. (2023). Indigenous Knowledge Sharing and Botanical Literacies in Early Childhood Education. International Journal of Early Childhood Environmental Education, 10(2), 21-35.
Infuence of Neighborhood built environments on the outdoor free play of young children: a systematic, mixed‐studies review and thematic synthesis
Gemmell, E., Ramsden, R., Brussoni, M., & Brauer, M. (2023). Infuence of Neighborhood built environments on the outdoor free play of young children: a systematic, mixed‐studies review and thematic synthesis. Journal of Urban Health, 100. https://doi.org/10.1007/s11524-022-00696-6
Systematic review: Neurodevelopmental benefits of active/passive school exposure to green and/or blue spaces in children and adolescents
Díaz-Martínez, F., Sánchez-Sauco, M. F., Cabrera-Rivera, L. T., Sánchez, Ojeda, Hidalgo-Albadalejo, M. D., Claudio, L., & Ortega-García, J. A. (2023). Systematic review: Neurodevelopmental benefits of active/passive school exposure to green and/or blue spaces in children and adolescents. International Journal of Environmental Research and Public Health, 20. https://doi.org/10.3390/ijerph20053958
Nature-based interventions for autistic children A systematic review and meta-analysis
Fan, M. S. N., Li, C. H. W, & Ho, L. L. K. (2023). Nature-based interventions for autistic children A systematic review and meta-analysis. JAMA Netw Open, 6(12). http://dx.doi.org/10.1001/jamanetworkopen.2023.46715 (Reprinted)
Link of outdoor exposure in daycare with attentional control and academic achievement in adolescence: Examining cognitive and social pathways
Ulset, V. S., Borge, A. I. H., Vitaro, F., Brendgen, M., & Bekkhus, M. (2023). Link of outdoor exposure in daycare with attentional control and academic achievement in adolescence: Examining cognitive and social pathways. Journal of Environmental Psychology, 85. https://doi.org/10.1016/j.jenvp.2022.101942
Children in Hong Kong interacting with relatively wild nature (vs. domestic nature) engage in less dominating and more relational behaviors
Lam, L., Kahn, P. H., Jr, & Weiss, T. (2023). Children in Hong Kong interacting with relatively wild nature (vs. domestic nature) engage in less dominating and more relational behaviors. Environmental Education Research, 29(9), 16. https://doi.org/10.1080/13504622.2023.2169254