Exploring the environmental value action gap in education research: a semi-systematic literature review

Abstract

Despite rising levels of interest in global environmental challenges, progress towards the widespread adoption of pro-environmental behaviours remains slow and inconsistent. Previous literature identifies the importance of education for working to address this inconsistency between the environmental values people hold and their behaviours, commonly described as the value-action gap. To examine current knowledge in this area we conducted a semi-systematic review of published literature which explicitly brings together value-action gap thinking and environmental education research. Our findings reveal that major areas of focus across this literature are either on the role of specific pedagogical approaches or broader policy and institutional structure. Based on our analysis of the literature, we suggest five priorities for future research. This includes research which contextualises educational visions within existing curricula, research which examines intergenerational learning, research which considers possibilities for collective action, research which studies a greater diversity of global locations, and research which examines the whole school approach.

Keywords:

• Value-action gap
• environmental education
• pedagogy
• policy
• SDG: 4 quality education

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Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 We adopt the definition of ‘pro-environmental behaviour’ provided by Kollmuss and Agyeman (2002, 240), who write that this simply means behaviour “that consciously seeks to minimize the negative impact of one’s actions on the natural and built world (e.g. minimize resource and energy consumption, use of non-toxic substances, reduce waste production)”.

2 Common iterations of this phrase exist as the ‘intention-behaviour gap’, (Gifford, Lacroix, and Chen 2021) and ‘the intention-action gap’ (Gould 2020).

3 On this Heimlich and Ardoin (2008) have completed a vast review.

4 This diagram sets out the two key areas of thought which connect literature writing on the value-action gap and education tools and strategies. Based on the review of literature, the diagram sets out key limitations on transformative pedagogical and policy-based strategies, as well as the other key factors which influence on pathways towards addressing value-action gap issues.

5 We are aware there is a broader literature which examines topics linked to behaviour and education, such as within adult learning theory, without specifically referring to the value-action gap.

Additional information

Funding

In the UK, this work was supported by the UK Economic and Social Research Council [Grant Number ES/V014048/1]. In Ireland, this project is funded under the EPA Research Programme 2021-2030 and co-funded by University of Galway and the JPI Solstice programme. The EPA Research Programme is a Government of Ireland initiative funded by the Department of the Environment, Climate and Communication. In Finland, this work is supported by the Research Council of Finland [Grant Number 337453]. The contributions of the wider CCC-CATAPULT research consortium are also acknowledged. CCC-CATAPULT is a project under SOLSTICE programme – an initiative of Joint Programming Initiative Connecting Climate Knowledge for Europe (JPI Climate).