Recent analyses of the ® eld of environmental education research have
highlighted its rapidly expanding size and increasingly diverse nature (e.g. Hart &
Nolan, 1999). This article reports on a review of a particular part of this ® eldÐ namely,
recent empirical studies of learners and learning in primary or secondary school
environmental education. The review focuses speci® cally on the nature and quality of the
evidence generated by the work in this area. The concern with evidence is motivated by
the tendency of previous reviews to focus on methodological trends more than research
® ndings. Claims have also been made that environmental education theory and research
have overlooked `the children who are the subjects of environmental education’ (Payne,
1998a, p. 20). This review contends that efforts to address such shortcomings need to be
informed by a thorough and grounded understanding of what studies have, and have not,
been undertaken on students and learning, and what is known, and not known, from the
evidence that these studies have generated.

Learners and Learning in EnvironmentalEducation: a critical review of the evidence

E-waste recycling behaviour: An integration of recycling habits into the theory of planned behaviour

Under the premise that the young generation of teenagers cannot be considered to be uniform, this study identified groups of teenagers based on their level of climate change awareness. Questionnair...

How many young generations are there? – A typology of teenagers’ climate change awareness in Germany and Austria

Advancing Environmental Education Practice

The goal of education for sustainable development is to develop future citizens who can make informed decision and take responsible action to solve the problem. The concept of action competence proposed by Jensen and Schnack in 1997, which emerges as a critical thought from traditional environmental education, gradually attracts the attention with the maturing on the idea of sustainability. This research aims to systematically analyse the peer-reviewed studies published between 1997 and 2017 that embraced the concept of action competence as the instructional approach. After coding 170 articles from two quality databases, some patterns emerge from the year of publication in the resulting 34 empirical studies. Findings on the research design, pathway of intervention, instructional setting, and learning outcome increase our understanding of action competence applied in the authentic context. There is a sharp increase on the inter-disciplinary topic of sustainable development. It reflects the influence of the intergovernmental agreement and the resilience of action competence from environmental education to education for sustainable development. Reviewed studies indicate that action-oriented and transformative pedagogy cultivate students to be active participants, empower their capability of deliberating the causes and effects, and construct their visions for finding strategies toward the problems.

Developing students' action competence for a sustainable future: A review of educational research

The Student Climate and Conservation Congress (SC3) is a joint educational effort between the United States Fish and Wildlife Service and the Green Schools Alliance that aims to develop the next ge ...

Environmental action and student environmental leaders: exploring the influence of environmental attitudes, locus of control, and sense of personal responsibility

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Environmental action and student environmental leaders: exploring the influence of environmental attitudes, locus of control, and sense of personal responsibility