Advocacy, participation in environmental movement, policy support

Though the COVID-19 pandemic has wreaked havoc around the world, valuable lessons can be learned and translated to other fields. Some academics have paralleled the shortcomings of the virus's management - or the lack thereof - and spread of false information with the persistent global environmental issues of sustainability and environmental injustice. The author of this theory article showcased the COVID-19 pandemic and its political context to illustrate the need for a revised ecopedagogy to promote comprehensive environmental justice and literacy.

Climate change poses the most significant threat to children by way of environmental risk factors. Toxic natural environments have begun to negatively impact the physical and mental well-being of children. A child's physical and mental health are still in the developing stages and thus are more vulnerable to the immediate adverse effects of climate change.

Sustainability is a popular topic in business, politics, and education around the world. There has been an increase in environmental education and sustainability curricula in public and private schools, but some researchers question the effectiveness, implementation, and intended outcomes of the curricula. Specifically, education for sustainable development (ESD) in an internationally-recognized set of educational standards that is typically taught in the science, technology, engineering, and mathematics (STEM) subjects.

Environmental stressors and lack of access to health education have exacerbated the poor health conditions of minority and underserved populations around the United States, particularly in Detroit, Michigan. Wayne State University's Center for Urban Responses to Environment Stressors (CURES) intentionally worked with community stakeholders by developing a direct partnership between academia and the affected population to alleviate the health challenges and educate the Detroit community on these issues.

Textbooks are a foundational component of environmental education in Ethiopia, yet textbooks are not neutral sources of information and can present specific value systems. One such system is anthropocentrism, in which nature is valued and protected insofar as it is useful to humans. However, research suggests that a non-anthropocentric worldview can promote firmer environmental conservation. In this paper, the researchers qualitatively analyzed the content of Ethiopian textbooks to measure the promotion of anthropocentrism.

Natural hazard mitigation is a rapidly evolving field that requires a range of educational backgrounds and levels of creativity. Geography education is well-positioned to prepare future leaders in natural hazard resilience because of its foundations in empowering students to embrace transdisciplinarity, the integration of various disciplines for problem-solving, and self-discovery while learning and making decisions.

Environmental and sustainability education (ESE) covers various topics. Of these, waste management has become prevalent given the increased focus on plastic pollution and other material waste. Waste management has typically been viewed in popular culture as a problem in which the consumer should take responsibility for their material consumption. For example, recycling, composting, separating waste materials, and choosing not to litter are key lessons in ESE regarding waste management.

Environmental education (EE) researchers have begun to acknowledge the role of policy in developing effective and accessible EE; however, the interaction between EE research and policy has not been explicitly studied. Researchers tend to only collaborate with teaching professionals as opposed to including policymakers, which has led to this disconnect. The field is also politically sensitive and marked by competing values and ideologies.

In this paper, an Australian researcher considers what place different types of research should have in environmental and sustainability education (ESE) policy. The researcher defines policy as the application of values through the mechanisms of government. Policies are typically devised at the state or national level, but implementation depends on local context. The researcher argues that emotional affect, more than evidence, drives policy and is necessary to enact ESE policy.

Most of the scientific community agrees that climate change is a real, pressing issue. However, the subject of climate change remains controversial and politically charged to the rest of the population. The researchers in this study looked at how science, emotion, and politics intersect and inform communication, particularly with youth. Youth will have to grapple with the devastating realities of climate change if action is not taken, yet not much research has focused on youth voice on climate change action.