eeRESEARCH

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.

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Displaying 1 - 12 of 746

Climate justice education in schools requires holistic approaches integrating scientific understanding with social, emotional, and action-oriented learning while emphasizing intergenerational, intersectional, and interspecies dimensions of justice

Stevenson, Robert B., Whitehouse, Hilary, & Field, Ellen. (2024). Teaching Climate Justice Education Holistically in Schools. In Oxford Research Encyclopedia of Education. Retrieved from https://oxfordre.com/education/display/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-1791

Transformative education approaches incorporating knowledge (heads), emotions (hearts), and action (hands) can help learners process eco/climate anxiety while fostering environmental engagement

Olsen, Emily K., Lawson, Danielle F., McClain, Lucy R., & Plummer, Julia D. (2024). Heads, hearts, and hands: a systematic review of empirical studies about eco/climate anxiety and environmental education. Environmental Education Research, 1-28. 10.1080/13504622.2024.2315572

New "Hope Wheel" model helps teachers to integrate hope into climate change education

Finnegan, William, & d’Abreu, Cathy. (2024). The hope wheel: a model to enable hope-based pedagogy in Climate Change Education. Frontiers in Psychology, 15, 1347392+. 10.3389/fpsyg.2024.1347392

Critical emotional awareness (CEA) is essential for teacher education to help educators and students process emotions effectively when learning about climate change while maintaining critical consciousness

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

Anticolonial, creative, and embodied pedagogies centered on Indigenous knowledge(s) and relationships with the land and water are essential for transforming climate change education and cultivating more sustainable and just futures

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

Authentically integrating Indigenous knowledge(s) in early childhood education powerfully enriches children's development of botanical literacies

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.

Environmental education must move beyond climate literacy to address sociopolitical dimensions and incorporate local knowledge for effective climate justice education, particularly in the Global South

Dutta, Deborah. (2022). Environmental Education for Climate Justice: An Indian Perspective. In Oxford Research Encyclopedia of Education. Oxford University Press. Retrieved from https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-1731

Emotions play a crucial role in education for environmental sustainability and climate change, requiring new teaching approaches

Dunlop, Lynda, & Rushton, Elizabeth A. C. (2022). Education for Environmental Sustainability and the Emotions: Implications for Educational Practice. Sustainability, 14(8), 4441+. 10.3390/su14084441

Sámi early childhood educators in Finland are working to sustain their Indigenous culture, language, and connection to nature across generations, thereby fostering a more sustainable future for the Sámi people and the Arctic region as a whole

Laiti, Marikaisa, Määttä, Kaarina, & Köngäs, Mirja. (2022). Sámi Early Childhood Education and Sustainability in the Arctic. International Journal of Research in Education and Science, 8(4), 783-799. 10.46328/ijres.2974

Hands-on, community-based research programs can be a powerful way to teach students about sustainable agriculture

Nordstrom, Karen L., Horner, Catherine E., Méndez, Ernesto, Izzo, Victor, Carpenter, Nell, Faulkner, Joshua W., & Caswell, Martha. (2022). An Undergraduate Agroecology Research Fellows Program Engages Co-learning Through Participatory Action Research. Frontiers in Sustainable Food Systems, 5, 760995+. 10.3389/fsufs.2021.760995

Engaging students, teachers, and parents in recycling education can build community habits

Taghdisi, Mohammad Hossein, Estebsari, Fatemeh, Gholami, Mitra, Hosseini, Agha Fatemeh, Milani, Arezoo Sheikh, Abolkheirian, Samaneh, & Kandi, Zahra Rahimi Khalifeh. (2022). A training program of source-separated recycling for primary school students: Applying the health promoting schools model. Applied Environmental Education & Communication, 21(1), 102-117. 10.1080/1533015X.2021.2001392