An exploration of future trends in environmental education research

Abstract

This article describes future trends in environmental education (EE) research based on a mixed-methods study where data were collected through a content analysis of peer-reviewed articles published in EE journals between 2005 and 2010; interviews with experts engaged in EE research and sustainability-related fields; surveys with current EE researchers; and convenings with EE researchers and practitioners. We discuss four core thematic findings: (1) EE researchers are highlighting the importance of collective and community learning and action; (2) EE researchers are placing increased emphasis on the intersection of learning within the context of social-ecological communities (e.g. links between environmental quality and human well-being); (3) a pressing need exists for research conducted with urban and diverse populations; and (4) research around social media and other information technologies is of great interest, yet currently is sparse.Keywords: environmental education research; research agenda; mixed methods; interviews; content analysis; global trends Introduction and study background The urgency and interdependency of environmental and societal issues lead many to believe that immediate actions are necessary to stem the tide of biodiversity loss, climate destabilization, resource overuse, and other concerns (Ehrlich 2010;Orr 2009;Steffen et al. 2011). Environmental education (EE) can engage people of all ages to make informed decisions about these and similar issues, and to undertake actions appropriate to their local context (NAAEE 1996;UNESCO 1978). With application in urban and rural contexts, and drawing from natural and social science, EE is a multidisciplinary, interdisciplinary, and transdisciplinary field (Krasny and Dillon 2012; UNESCO 1997).In the past, EE research has focused on pathways to engagement with environmental issues through such areas as curriculum, which promotes the integration of EE into formal schooling (e.g. Bartosh, Tudor, and Ferguson 2006;Lieberman and Hoody 1998); character development, leadership, and other life skills, which may *Corresponding author. Email: nmardoin@stanford.edu Environmental Education Research, 2013 Vol. 19, No. 4, 499-520, http://dx.doi.org/10.1080/13504622.2012 Low and Altman (1992) described as the move from 'theory development' to 'theory consolidation,' from which we can derive lessons for practice.To build the capacity of the field and help unify what, at times, can seem to be divergent voices, EE researchers and practitioners have become increasingly interested in considering where the field is situated in light of today's cultural, technological, social, and political contexts (Stevenson et al. forthcoming;Strife 2010). This reflexivity, critical to producing relevant scholarship, may also help prepare researchers to pursue agendas that inform emerging societal trends. To this end, numerous EE researchers have suggested potential agendas for research in EE and related fields (e.g. Fleishman et al. 2011).Summaries of EE research in the 1970s (Iozz...

Research-Based Transformative Science/STEM/STES/STESEP Education for “Sustainability Thinking”: From Teaching to “Know” to Learning to “Think”

“…A sound, meaningful and coherent science and education for ensuring global sustainability requires a revolutionized change in the guiding philosophy, rationale, and models of our contemporary thinking, behavior, and action [5][6][7][8][9][10][11]. The related development of students' "sustainability thinking" in the science, technology, environment, society, economy and policy (STESEP) education, requires the development of higher-order cognitive skills (HOCS) such as question asking, system-, critical-evaluative thinking, problem solving, decision making as well as moral thinking, creative thinking and transfer ( Figure 1) in these contexts [5,[9][10][11].…”

“…Furthermore, research based coherent science/STEM/STES/environmental education (SSSEE) constitute the pillars of education for 'sustainability thinking' and sustainability. Their research-based development is here presented [5,[8][9][10][11][12][13][14]. Figure 1.…”

Interfacing Women Participation and Community Environmental Education: A Step towards Education for Sustainable Development

“…The chapter also recognizes the participation of women alongside other groups like youth, the indigenous people among others are essential in its implementation (United Nations, 1992).This chapter advocated for sustainable education to be offered in various settings, including the formally, informally and non-formally, bringing in community environmental education which is a form of environmental education that happens outside the school context in the communities. It is important, to note however that environmental education research has tended to sideline community environmental education (Ardoin, Clark, & Kelsey, 2012). Indeed (Krasny & Dillon, 2012;Stevenson & Dillon, 2010;Waktola, 2009;Scott, 2009) have argued that there is need for a shift of focus in environmental education research from curriculum in the formal to non-formal community environmental education.…”

Multiple environments: South Indian children’s environmental subjectivities in formation

“…Existing literature on the formation is of children's environmental subjectivities focuses on children's lives either at home or at school, or on the role of, for example, socio-cultural factors or friendships (e.g. Ardoin, Clark, and Kelsey 2013;Bartos 2013;Campbell, Skovdal, and Campbell 2013;Linzmayer and Halpenny 2014 and others). In contrast, I focused on children's environmental subjectivities in relation to many aspects of their lives, including their environments at home, at school and in between.…”

“…A large part of the literature on the formation of young people's environmental subjectivities in different parts of the world focuses on environmental education (EE) (e.g. Ardoin, Clark, and Kelsey 2013;Smyth 2006;Pande 2001;Jinliang et al 2004;Ridgers, Knowles, and Sayers 2012). Work on the formation of environmental subjectivities through EE largely takes a normative stance, arguing that children's environmental subjectivities need to be improved through EE (Pande 2001;Jinliang et al 2004;Smyth 2006;Ridgers, Knowles, and Sayers 2012;Bartos 2013).…”