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Mulugeta Bekele, Maria Sassi, Kedir Jemal & Beyan Ahmed. (2024) The dynamic linkage between renewable energy consumption and environmental sustainability in Sub-Saharan African countries: Heterogeneous macro-panel data analysis. Cogent Economics & Finance 12:1.
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David R. Cole. (2024) Anti-Oedipus in the Anthropocene: Education and the deterritorializing machine. Educational Philosophy and Theory 56:3, pages 285-297.
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Ignasi Ribó. (2024) From Global Citizenship to Anthropocene Denizenship: The Challenge to Education for Sustainable Development. Critical Studies in Education 65:1, pages 75-92.
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Jorge Garcia-Arias, Silvina Corbetta & Bruno Baronnet. (2023) Decolonizing education in Latin America: critical environmental and intercultural education as an indigenous pluriversal alternative. British Journal of Sociology of Education 44:8, pages 1394-1412.
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Helge Kminek. (2023) About the need for a common and tentatively formal theory of ESD and self-critical reflections. Educational Philosophy and Theory 55:13, pages 1526-1536.
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Daniel Couceiro, Ivona Radoslavova Hristova, Valentina Tassone, Arjen Wals & Camila Gómez. (2023) Exploring environmental stewardship among youth from a high-biodiverse region in Colombia. The Journal of Environmental Education 54:5, pages 306-324.
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Rui Pedro Fonseca & Tânia Regina Vizachri. (2023) Teachers’ views on ‘food’ animals for sustainability education: an exploratory study. Environmental Education Research 29:9, pages 1310-1327.
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Pasi Takkinen & Jani Pulkki. (2023) Discovering earth and the missing masses—technologically informed education for a post-sustainable future. Educational Philosophy and Theory 55:10, pages 1148-1158.
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Justyna Przywojska, Aldona Podgórniak-Krzykacz & I. Warwas. (2023) Environmental education of the elderly – towards an active, inclusive and trust-based ecosystem. Innovation: The European Journal of Social Science Research 36:3, pages 453-480.
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Salvador Baena-Morales & Alberto Ferriz-Valero. (2023) What about physical education and Sustainable Development Goals? A scoping review. Physical Education and Sport Pedagogy 0:0, pages 1-18.
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Thomas Macintyre, Daniele Tubino de Souza & Arjen Evert Jan Wals. (2023) A regenerative decolonization perspective on ESD from Latin America. Compare: A Journal of Comparative and International Education 0:0, pages 1-18.
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Kate Greer, Heather King & Melissa Glackin. (2023) The ‘web of conditions’ governing England’s climate change education policy landscape. Journal of Education Policy 38:1, pages 69-92.
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Mamadou Asngar Thierry, Ongo Nkoa Bruno Emmanuel & Nchofua Protus Biondeh. (2022) Environmental sustainability in Sub-Saharan Africa: Does information and communication technology (ICT) matter?. Cogent Economics & Finance 10:1.
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A. J. Martin, I. Turčová, T. Brtník & J. Neuman. (2022) The development of the Czech concept of education in nature: a tribute to Jan Neuman. Journal of Adventure Education and Outdoor Learning 0:0, pages 1-10.
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Jan-Ole Brandt, Matthias Barth, Annie Hale & Eileen Merritt. (2022) Developing ESD-specific professional action competence for teachers: knowledge, skills, and attitudes in implementing ESD at the school level. Environmental Education Research 28:12, pages 1691-1729.
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Lucía Alcántara-Rubio, Rocío Valderrama-Hernández, Carmen Solís-Espallargas & Jorge Ruiz-Morales. (2022) The implementation of the SDGs in universities: a systematic review. Environmental Education Research 28:11, pages 1585-1615.
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Muhammad Saud & Asia Ashfaq. (2022) NGOs schools are promoting education for sustainable development in rural areas. Globalisation, Societies and Education 20:5, pages 682-694.
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Matthias Kowasch, Janine Oettel, Nicole Bauer & Katharina Lapin. (2022) Forest education as contribution to education for environmental citizenship and non-anthropocentric perspectives. Environmental Education Research 28:9, pages 1331-1347.
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Beatriz Acevedo, Romas Malevicius, Hassiba Fadli & Carmen Lamberti. (2022) Aesthetics and education for sustainability. Culture and Organization 28:3-4, pages 263-278.
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David R. Cole. (2022) Caught between the air and earth: A schizoanalytic critique of the role of the education in the development of a new airport. Educational Philosophy and Theory 54:4, pages 422-433.
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Sharon Stein, Vanessa Andreotti, Rene Suša, Cash Ahenakew & Tereza Čajková. (2022) From “education for sustainable development” to “education for the end of the world as we know it”. Educational Philosophy and Theory 54:3, pages 274-287.
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Vanessa De Oliveira Andreotti. (2021) The task of education as we confront the potential for social and ecological collapse. Ethics and Education 16:2, pages 143-158.
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Jenny Ritchie. (2021) Movement from the margins to global recognition: climate change activism by young people and in particular indigenous youth. International Studies in Sociology of Education 30:1-2, pages 53-72.
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Halil Cokcaliskan, Hasan Zuhtu Okulu & Alper Yorulmaz. Perceptions of the sustainable development goals: a Q-methodology study with Turkish preservice teachers. Environmental Education Research 0:0, pages 1-19.
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Elke Van dermijnsbrugge. Beyond hope and despair: The radical imagination as a collective practice for uprising. Educational Philosophy and Theory 0:0, pages 1-11.
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Jordi Collet-Sabé & Stephen J. Ball. Without School: Education as Common(ing) Activities in Local Social Infrastructures – An Escape from Extinction Ethics. British Journal of Educational Studies 0:0, pages 1-16.
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