Professional development

In March 2020, countries world-wide responded to the COVID-19 pandemic by implementing lockdowns and strict policies to protect the health and well-being of their citizens. In-person instruction ceased, and teachers and students had to adapt to distance education and virtual technology, which were new informal learning settings. These challenges were exacerbated in education in Galápagos, Ecuador, due to the archipelago's remote location from the mainland, lack of financial and educational resources, and poor internet connectivity.

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.

Recently constructed buildings that utilize green science technologies such as green roofs, sustainable material, native plant species, and nature-based landscaping have become popular as solutions for sustainable construction are needed in light of climate change and ecosystem awareness. As the media informs most of the public with up-to-date news about the world, such coverage about green building performance could enhance sustainable practices and environmental education.

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.

The primary goal of education for sustainability (EfS) is to create a more sustainable future by encouraging environmentally-conscious actions in students and developing more-informed citizens who are actively engaged in critical thinking. Though EfS is designed for students, EfS can be a whole-school approach in which all members of the community (e.g., teachers, parents, community members, and students) can engage with sustainability principles. Understanding a school's organizational culture can illuminate EfS best practices.

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.

Engineering is a key discipline for creating climate change solutions through developing materials and structures to combat negative impacts like rising temperatures, flooding, and sea level rise. Though much research has been conducted with middle and high school students to understand opinions of and the willingness to address climate change in future careers, there has been little review of how engineering students in undergraduate programs at universities in the United States regard climate change.

Motivation is essential for all teachers and specifically for environmental educators. Research has concluded that motivation affects teaching quality and student outcomes in environmental education (EE). Research has also proved that organizational practices can affect an employee's motivation and subsequent performance across sectors. Though many studies have been conducted on EE and professional development for environmental educators, not much is known about the organizational influences on a teacher's motivation to perform at their peak level.

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.

Professional development for educators is important in order to better teach about various current events involving the environment and society. In many cases, professional development programs assume that teachers will take the learned knowledge and skills and apply it to their students with ease. However, with rising issues such as climate change, educators may require more tailored content and teaching strategies to build confidence to teach these complex issues and solutions to students.