Pro-environmental behaviors and behavior change

A fundamental goal of environmental education is to establish environmental literacy in students. Though there has been extensive research on the outcomes for environmental education, there is still a lack of insight as to which curricular components make an impact with students over time. Some researchers found that practicing science, collecting data, using geospatial tools, developing models, and participating in citizen science programs can lead to students establishing longer-lasting environmental literacy, linking this work to their community and complex decision-making.

Environmental issues have become an increasing concern over the last few decades. Specifically, in Portugal, education on environmental problems has lacked compared with other European countries. In 2016, Portugal resolved to reduce its overall carbon emissions. As a part of that resolution, the country pledged to invest more in environmental education and awareness of the pressing issues of climate change in order to effectively promote environmentally-friendly behaviors in students. Higher education institutions (HEIs) are key in providing education to the next generation of leaders.

In 2019, the International Union for Conservation of Nature declared the globe was experiencing its sixth mass extinction and conservation action was needed. Conservation activities, such as planting trees, can empower participants and instill pro-environmental behaviors. However, there has been new insight into the pedagogy associated with stewardship. A long-standing view on stewardship activities presents humans with the power to save nature, which further divides humans and nature, as opposed to considering their inseparability.

Research has proven the positive impacts of residential outdoor environmental education (ROEE) programs on children and teen participants, however, ROEE programs can similarly impact emerging adult instructors. The programs offer a unique educationally and culturally immersive experience for instructors. Specifically, the experience of influence the identity of short-term ROEE instructors, those who work less than three months or for one season.

As climate change becomes more apparent from changes in the natural world, it is urgent that action must be taken. One's environmental attitude influences their environmental concern and willingness to act in climate-friendly ways. To assess the environmental attitudes of undergraduate students at a university in New Zealand, researchers utilized the revised New Ecological Paradigm scale (NEP). The researchers in this study used this scale to discover if a student's time in undergrad affected their environmental attitudes.

Environmental education plays a pivotal role in a child's development of place attachment, an individual's affinity for a particular place in nature, and connection with nature, the individual's personal relationship with nature despite its location. Previous research has shown when children experience and appreciate nature, they will be more likely to care for the environment and adopt pro-environmental behaviors. Further, children can develop a stronger sense of place attachment and connection to nature earlier in life compared to when they are older.

Environmental education (EE) has been practiced in the United States since the early twentieth century and helps students develop environmental literacy and the tools to address global climate issues. As scientists have predicted worsening climate conditions that will negatively impact human health and ecosystems, EE is well-positioned to positively influence students' knowledge, skills, and attitudes, leading to more pro-environmental behaviors over time to collectively reduce the negative impacts of climate change.

Institutions of higher education are positioned to influence students in becoming informed and action-minded citizens for sustainable change. There are studies that inform best pedagogical practice for undergraduates and studies that validate different objectives that college-aged students retain over time. However, there is a lack of inquiry linking curriculum design and learning outcomes.

Environmental education (EE) often discusses individual pro-environmental behaviors and single-issue problems, without addressing the economic pressures of capitalism that contribute to environmental issues. In this paper, the researcher dissected three reasons that the capitalist system is incompatible with environmental wellbeing using the COVID-19 global pandemic as a case study. The researcher then presented ecosocialism as an alternative system to replace capitalism, defining four foundational concepts of this system. What follows is the researcher's argument and personal belief.

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.