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 2532
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.
Primary children’s views about appreciating, supporting, and learning about nature
Sheldrake, R., & Reiss, M. J. (2023). Primary children’s views about appreciating, supporting, and learning about nature. Journal of Biological Education, 57(2), 21. https://doi.org/10.1080/00219266.2021.1909643
Developing sense of place through a place-based Indigenous education for sustainable development curriculum
Li, Wei-Ting, & Shein, Paichi Pat. (2023). Developing sense of place through a place-based Indigenous education for sustainable development curriculum. Environmental Education Research, 29(5), 23. https://doi.org/10.1080/13504622.2022.2098933
Nature experiences in childhood as a driver of connectedness with nature and action for nature: A review
van Heel, B. F., van den Born, R. J. G., & Aarts, N. (2023). Nature experiences in childhood as a driver of connectedness with nature and action for nature: A review. Ecopsychology, 15(4), 14. http://dx.doi.org/10.1089/eco.2022.0080
The impact of a ‘‘Three Good Things in Nature’’ writing task on nature connectedness, pro-nature conservation behavior, life satisfaction, and mindfulness in children
Harvey, C., Sheffield, D., Richardson, M., & Wells, R. (2023). The impact of a ‘‘Three Good Things in Nature’’ writing task on nature connectedness, pro-nature conservation behavior, life satisfaction, and mindfulness in children. Ecopsychology, 15(1), 11. https://doi.org/10.1089/eco.2022.0014
Designing public playgrounds for inclusion: A scoping review of grey literature guidelines for Universal Design
Moore, A., Boyle, B., & Lynch, H. (2023). Designing public playgrounds for inclusion: A scoping review of grey literature guidelines for Universal Design. Children’s Geographies, 21(3), 20. https://doi.org/10.1080/14733285.2022.2073197