Educating for Environmental Citizenship in Non-formal Frameworks for Secondary Level Youth

Abstract

and Frans Van Dam 14.1 Characteristics of Non-formal Education Promoting the Attributes of an Environmental Citizen For the purpose of this chapter, it is valuable to briefly distinguish between nonformal and informal education-terms that are often used interchangeably. Nonformal and informal learning takes place in out-of-school environments and settings (e.g. libraries, exhibits, museums, science centres, zoos, aquaria, botanical gardens and wildlife-based environments, community centres and organisations, etc.).

European Green Deal and Environmental Citizenship: Two Interrelated Concepts

“…The active and catalytic role of citizens and their direct civic participation is essential to address climate change and other environmental problems [11]. Changes in citizens' and consumers' behaviors towards more sustainable patterns can happen through education [12], especially Education for Environmental Citizenship as it is defined by ENEC [1]. This novel type of education can provide citizens with the knowledge, values, attitudes, skills, competencies, and behaviors required for monitoring their environmental impacts, and for deep civic participation in individual and collective spheres and in private and public spheres.…”

Earth system governance and science diplomacy: commonalities of emerging shapers of institutions

“…Recent studies of local environmental considerations show that cities are context-rich intellectual ecosystems (Daneri et al, 2021) where grand narratives on alternatives to the growth paradigm (Görg et al, 2020, p. 53) are articulated in detailed and practical terms. Consumer and company-level observations linked to various sustainability paths, conceptualisation and empirical analysis of individual attitudes towards nature (Balundė et al, 2020;Bauer et al, 2020;Boeve-de Pauw & Halbac-Zamfir, 2020;Činčera et al, 2020;Gericke et al, 2020;Goldman et al, 2020;Kaputa et al, 2020;Paraskeva-Hadjichambi et al, 2020;Parra et al, 2020;Reis, 2020;Smederevac-Lalic et al, 2020;Šulc et al, 2020;Vesely et al, 2021), suggestions for a social behaviour transformation from efficiency to sufficiency (Biermann, 2014, p. 205), as well as local, regional, national and federal requirements for energy transitions (Breetz et al, 2018;Bugge et al, 2021;Mäkitie et al, 2020) and local infrastructure planning (Stokes, 2016) are some examples. There is a notable potential of learning opportunities from these and other streams of scholarly enquiry.…”

Youth Inclusion in Forest Policy Dialogue: Contemplating Human–Forest Relationships through Arts-Based Methods

“…When we are aware of our own relationship to forests, we may be more able to participate with others to achieve environmentally responsible behaviour (Häyrinen and Pynnönen, 2020). Uncovering and nurturing humanforest relationships among young people could help them recognise their own competencies and enhance their capabilities as environmental citizens acting and participating in society as agents of change (Paraskeva-Hadjichambi et al, 2020). For example, in the Finnish Forest Strategy (MoAF, 2019), the human-forest relationship is considered as an individual's direct or indirect living relationship with the forest and as part of the individual's more extensive relationship with its environment and identity.…”