Middle childhood (6-12 yrs)

As a response to the impacts of human activity on the climate and the international attempts to mitigate these negative impacts, environmental and sustainability education (ESE) in formal school systems has become prevalent. However, there is little research on how students perceive current ESE efforts. In Spain, the Basque Autonomous Community implemented the School Agenda 21 (SA21) which focuses on three goals: participation of the education community, sustainably managing schools, and ESE curriculum. Educational centers, Ingurugela, were created to support teachers in delivering ESE.

Storytelling can alter one's place-based connection and feelings towards those experiences. Narratives and stories are deeply embedded into the practices of hunting and fishing. In some cases, the author noted, hunters and anglers spend more time talking about the hunting and fishing experiences than actually hunting or fishing. This article is a perspective piece in which the author explored how narratives can shape people's views of hunting and fishing.

Environmental activism has shifted in expression over time to performative art, and this transition has been coined artivism. Artivism, when art across all types of media is used in activism, has significant capacity to convey specific environmental concerns through performative expression, creating an avenue of understanding amongst communities. However, certain identities facing the most detriment from climate change reside from view in environmental movements due to social and political power dynamics.

The COVID-19 pandemic triggered many countries to impose lockdowns to keep their citizens safe and healthy. These policies negatively impacted society and the economy and illuminated environmental injustices. For example, people in urban areas, particularly disadvantaged groups, had fewer opportunities to be in green spaces due to the closing of community areas and lack of access to natural settings. Research has shown that simply being in nature can improve mental and physical health, both of which was negatively impacted for many during strict lockdowns.

As the climate crisis continues, universities are uniquely positioned to effectively prepare future alumni to engage in sustainable behaviors and create a resilient future. Despite the steps to develop sustainability efforts and curricula in higher education, it is imperative to acknowledge the influences on a students' understanding about environmental issues and solutions.

Though science education and environmental education (EE) have been considered as separate disciplines, their missions and teaching methods are complementary. Therefore, there is an opportunity to integrate the two disciplines in light of the recent educational shifts in the United States to prioritizing systems-thinking and adaptability in K-12 settings based on the Next Generation Science Standards (NGSS). For example, the foundation of science education has moved from learning about science principles to solving problems and making decisions based on science.

Changing an adult's mind about climate change is difficult. Studies have found that adults' political ideologies strongly influence their views on climate change – and that individuals tend to seek out information that fits their preconceptions. The complexity of climate change science and the availability of misinformation have added challenges to the process of building a strong collective response.

Taiwan created its nationwide ESD requirement, the Environmental Education Act (Act), as part of the United Nations Educational, Scientific and Cultural Organization (UNESCO) Education for Sustainable Development (ESD) programs and Sustainable Development Goals (SDGs). The Act requires about one-sixth of Taiwan's population, including all K-12 students and civil servants, to complete at least four hours of ESD instruction each year. Topics include the circular economy, climate change, sustainable development, reducing carbon emissions, and more.

Children have become less connected to nature in recent years due to innovations in technology and more time indoors. Specifically, children and adults are more affected by this disconnect in urban areas because there are usually fewer opportunities to experience natural settings. Many in environmental education believe that direct contact with the outdoors can achieve increased knowledge, attitudes, and a deepened connection to nature based on existing research.

The physical place is an essential aspect of facilitating learning in educational settings. A critical place-based pedagogy centers identity building and understanding through connection to place. Literacy is also important to critical place-based pedagogy; such that place-based experiences can promote critical thinking skills. The authors of this paper also present the need for post-sustainability thinking related to pedagogy; meaning innovative, new ways are needed to promote sustainability in education. In part critical to this student agency and cultural change.