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Citations (68)
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Iikka Oinonen, Tuija Seppälä & Riikka Paloniemi. (2024) How does action competence explain young people’s sustainability action?. Environmental Education Research 30:4, pages 499-518.
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Wanda Sass, Sven De Maeyer, Jelle Boeve-de Pauw & Peter Van Petegem. (2024) Effectiveness of education for sustainability: the importance of an action-oriented approach. Environmental Education Research 30:4, pages 479-498.
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Qudsia Kalsoom. (2024) To have or to be - Reimagining the focus of education for sustainable development. Educational Philosophy and Theory 56:4, pages 381-391.
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Silvie Svobodová & Martin Chvál. (2024) Environmental literacy of lower secondary school pupils in the Czech Republic. Journal of Biological Education 58:2, pages 383-405.
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Jan H. Vikane & Torhild Erika L. Høydalsvik. (2024) Teachers’ expressed understandings concerning sustainability in the Norwegian ECE context. Environmental Education Research 30:3, pages 450-461.
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Eleni Sinakou, Vincent Donche & Peter Van Petegem. (2024) Teachers’ profiles in education for sustainable development: interests, instructional beliefs, and instructional practices. Environmental Education Research 30:3, pages 397-418.
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Minna Maijala, Niklas Gericke, Salla-Riikka Kuusalu, Leena Maria Heikkola, Maarit Mutta, Katja Mäntylä & Judi Rose. (2024) Conceptualising transformative language teaching for sustainability and why it is needed. Environmental Education Research 30:3, pages 377-396.
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Katrien Van Poeck, Ellen Vandenplas & Leif Östman. (2024) Teaching action-oriented knowledge on sustainability issues. Environmental Education Research 30:3, pages 334-360.
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Van Harskamp M.Knippels M. C. P. J.Van Joolingen W. R.. (2024) Environmental Citizenship: Dutch students’ sustainability competences and avenues for science education. The Journal of Environmental Education 0:0, pages 1-22.
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William Finnegan. (2023) Educating for hope and action competence: a study of secondary school students and teachers in England. Environmental Education Research 29:11, pages 1617-1636.
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Phillip G. Payne. (2022) Tbilisi’s “Sounds Of Silence”—(In)action in the policy ≠ embodiments of environmental education. The Journal of Environmental Education 53:6, pages 314-339.
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Elin Biström. (2022) Action competence for sustainable sexuality: an analysis of Swedish lower secondary level textbooks in biology and religious education. Sex Education 22:5, pages 538-551.
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Niklas Gericke & Tomas Torbjörnsson. (2022) Supporting local school reform toward education for sustainable development: The need for creating and continuously negotiating a shared vision and building trust. The Journal of Environmental Education 53:4, pages 231-249.
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Dries Verhelst, Jan Vanhoof, Sven de Maeyer, Wanda Sass & Peter Van Petegem. (2022) Enabling effective education for sustainable development: Investigating the connection between the school organization and students’ action competence. The Journal of Environmental Education 53:4, pages 171-185.
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Jelle Boeve-de Pauw, Daniel Olsson, Teresa Berglund & Niklas Gericke. (2022) Teachers’ ESD self-efficacy and practices: a longitudinal study on the impact of teacher professional development. Environmental Education Research 28:6, pages 867-885.
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Daniel Olsson, N. Gericke & J. Boeve-de Pauw. (2022) The effectiveness of education for sustainable development revisited – a longitudinal study on secondary students’ action competence for sustainability. Environmental Education Research 28:3, pages 405-429.
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Wanda Sass, Ellen Claes, Jelle Boeve-de Pauw, Sven De Maeyer, Wouter Schelfhout, Peter Van Petegem & Maria Magdalena Isac. (2022) Measuring professional action competence in education for sustainable development (PACesd). Environmental Education Research 28:2, pages 260-275.
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Daphne Goldman, Iris Alkaher & Iggy Aram. (2021) “Looking garbage in the eyes”: From recycling to reducing consumerism- transformative environmental education at a waste treatment facility. The Journal of Environmental Education 52:6, pages 398-416.
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Wanda Sass, Jelle Boeve-de Pauw, Sven De Maeyer & Peter Van Petegem. (2021) Development and validation of an instrument for measuring action competence in sustainable development within early adolescents: the action competence in sustainable development questionnaire (ACiSD-Q). Environmental Education Research 27:9, pages 1284-1304.
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Wanda Sass, Amy Quintelier, Jelle Boeve-de Pauw, Sven De Maeyer, Niklas Gericke & Peter Van Petegem. (2021) Actions for sustainable development through young students’ eyes. Environmental Education Research 27:2, pages 234-253.
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Peter Lampert, Daniel Olsson & Niklas Gericke. A research instrument to monitor people's competence to sustain insect biodiversity: the Self-Perceived Action Competence for Insect Conservation scale (SPACIC). International Journal of Science Education, Part B 0:0, pages 1-18.
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Martin Remmele & Petra Lindemann-Matthies. Beautiful and wanted – how young people perceive invasive alien plant species and certain options of their management. International Journal of Science Education, Part B 0:0, pages 1-22.
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Ane Eir Torsdottir, Daniel Olsson, Astrid Tonette Sinnes & Arjen Wals. The relationship between student participation and students’ self-perceived action competence for sustainability in a whole school approach. Environmental Education Research 0:0, pages 1-19.
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Articles from other publishers (45)
Ane Eir Torsdottir, Daniel Olsson & Astrid Tonette Sinnes. (2024) Developing action competence for sustainability – Do school experiences in influencing society matter?. Global Environmental Change 86, pages 102840.
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Yao Li & Yugang He. (2024) Unraveling Korea’s Energy Challenge: The Consequences of Carbon Dioxide Emissions and Energy Use on Economic Sustainability. Sustainability 16:5, pages 2074.
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Peta J White, Nicole M Ardoin, Chris Eames & Martha C Monroe. (2024) Agency in the Anthropocene: education for planetary health. The Lancet Planetary Health 8:2, pages e117-e123.
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Robin Felix Schönstein & Alexandra Budke. (2024) Teaching action competence in education for sustainable development – a qualitative study on teachers’ ideas, opinions, attitudes and self-conceptions. Frontiers in Education 8.
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Xiaojing Xing & Chinaza Solomon Ironsi. (2024) Implementing action competence teaching model as a framework for achieving sustainable development goals: insights from students. International Journal of Sustainability in Higher Education.
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Monica Carlsson. 2024. Handbook of Curriculum Theory, Research, and Practice. Handbook of Curriculum Theory, Research, and Practice
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Susanne Engström & Johanna Blom. (2023) Technical science capital in relation to how students manage within higher technical education. International Journal of Technology and Design Education.
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Annika Forsler, Pernilla Nilsson & Susanne Walan. (2023) Collective pedagogical content knowledge for teaching sustainable development. International Journal of Science and Mathematics Education.
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Iikka Oinonen & Riikka Paloniemi. (2023) Understanding and measuring young people’s sustainability actions. Journal of Environmental Psychology 91, pages 102124.
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Eija Yli-Panula, Eila Jeronen, Sofia Vesterkvist & Laura Mulari. (2023) Subject Student Teachers’ Perceptions of Key Environmental Problems and Their Own Role as Environmental Problem Solvers. Education Sciences 13:8, pages 779.
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Michiel van Harskamp, Marie-Christine P. J. Knippels, Jelle N. A. Boeve-de Pauw & Wouter R. van Joolingen. (2023) The environmental citizenship opinions questionnaire: a self-assessment tool for secondary students. Frontiers in Education 8.
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Peter Lampert, Dave Goulson, Daniel Olsson, John Piccolo & Niklas Gericke. (2023) Sustaining insect biodiversity through Action Competence — An educational framework for transformational change. Biological Conservation 283, pages 110094.
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Young-Joon Shin, Hyunju Park & Hae-Ae Seo. (2023) THE INFLUENCE OF A PROJECT-BASED CLUB PROGRAM ON MIDDLE SCHOOL STUDENTS’ ACTION COMPETENCY IN RESPONDING TO CLIMATE CHANGE. THE INFLUENCE OF A PROJECT-BASED CLUB PROGRAM ON MIDDLE SCHOOL STUDENTS’ ACTION COMPETENCY IN RESPONDING TO CLIMATE CHANGE.
Soňa Priščáková & Alexandra Pančíková. (2023) Building the Environmental Awareness of the University: An Example of the Matej Bel University. ACC JOURNAL 29:2, pages 92-111.
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Sophia Schröder, Arnim Wiek, Steffen Farny & Philip Luthardt. (2022) Toward holistic corporate sustainability—Developing employees' action competence for sustainability in small and medium‐sized enterprises through training. Business Strategy and the Environment 32:4, pages 1650-1669.
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Susan Hanisch & Dustin Eirdosh. (2023) Behavioral Science and Education for Sustainable Development: Towards Metacognitive Competency. Sustainability 15:9, pages 7413.
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Wanda Sass, Sven De Maeyer, Jelle Boeve-de Pauw & Peter Van Petegem. (2022) Honing action competence in sustainable development: what happens in classrooms matters. Environment, Development and Sustainability 25:4, pages 3649-3670.
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Marharyta Radomska, Oleksandra Khalaim, Malgorzata Rusinska, Larysa Cherniak, Anna Wozna & Mara Zeltina. (2023) Pedagogy of Rethinking: Teaching Students to Transform Conventional Professional Practices to Sustainable Ones. Scientific Conference on Economics and Entrepreneurship Proceedings SCEE`2022 Proceedings, pages 77-87.
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Atif Saleem & Philip Saagyum Dare. (2023) Unmasking the Action-Oriented ESD Approach to Acting Environmentally Friendly. Sustainability 15:2, pages 1675.
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Monica Carlsson. 2023. Handbook of Curriculum Theory and Research. Handbook of Curriculum Theory and Research
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Mahima Kalla, Micheal Jerowsky, Benjamin Howes & Ann Borda. (2022) Expanding Formal School Curricula to Foster Action Competence in Sustainable Development: A Proposed Free-Choice Project-Based Learning Curriculum. Sustainability 14:23, pages 16315.
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Bin Bai, Mixue Li & Xinshan Lyu. (2022) Sustainable career and employability of student leaders in China. Frontiers in Psychology 13.
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Eleni Sinakou, Vincent Donche & Peter Van Petegem. (2022) Action-orientation in education for sustainable development: Teachers’ interests and instructional practices. Journal of Cleaner Production 370, pages 133469.
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Jesper Sjöström. (2022) Didaktik modelling illustrated by sustainability teaching arrangements in preschool. Educare:2, pages 249-280.
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Mathilde Vandaele & Sanna Stålhammar. (2022) “Hope dies, action begins?” The role of hope for proactive sustainability engagement among university students. International Journal of Sustainability in Higher Education 23:8, pages 272-289.
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Svanborg Rannveig Jónsdóttir & Marey Allyson Macdonald. (2022) Using framing to foster creativity in learning: Reflective tool to analyze and discuss practice. Frontiers in Education 7.
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H. Husamah, Hadi Suwono, Hadi Nur & Agus Dharmawan. (2022) Action competencies for sustainability and its implications to environmental education for prospective science teachers: A systematic literature review. Eurasia Journal of Mathematics, Science and Technology Education 18:8, pages em2138.
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Merve Yavuzkaya, Paul Clucas & Jesper Sjöström. (2022) ChemoKnowings as Part of 21st Century Bildung and Subject Didaktik. Frontiers in Education 7.
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Julia Günther, Anne K. Overbeck, Sina Muster, Benjamin J. Tempel, Steffen Schaal, Sonja Schaal, Elisa Kühner & Siegmar Otto. (2022) Outcome indicator development: Defining education for sustainable development outcomes for the individual level and connecting them to the SDGs. Global Environmental Change 74, pages 102526.
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Karena Menzie-Ballantyne & Miriam Ham. (2021) School Strike 4 Climate: the intersection of education for sustainable development, education for global citizenship and the Australian Curriculum. Australian Journal of Environmental Education 38:1, pages 85-95.
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Nena Vukelić, Nena Rončević & Sven Toljan. (2022) Student Teachers’ Willingness to Act in the Climate Change Context. Social Sciences 11:2, pages 47.
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Maria Magdalena Isac, Wanda Sass, Jelle Boeve-de Pauw, Sven De Maeyer, Wouter Schelfhout, Peter Van Petegem & Ellen Claes. (2022) Differences in Teachers’ Professional Action Competence in Education for Sustainable Development: The Importance of Teacher Co-Learning. Sustainability 14:2, pages 767.
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Chia-Yu Wang. 2022. Innovative Approaches to Socioscientific Issues and Sustainability Education. Innovative Approaches to Socioscientific Issues and Sustainability Education
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Niklas Gericke. 2022. Education for Sustainable Development in Primary and Secondary Schools. Education for Sustainable Development in Primary and Secondary Schools
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Güliz Karaarslan-Semiz. 2022. Education for Sustainable Development in Primary and Secondary Schools. Education for Sustainable Development in Primary and Secondary Schools
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Eli Munkebye & Niklas Gericke. 2022. Critical Thinking in Biology and Environmental Education. Critical Thinking in Biology and Environmental Education
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Marta Romero Ariza, Jelle Boeve-de Pauw, Daniel Olsson, Peter Van Petegem, Gema Parra & Niklas Gericke. (2021) Promoting Environmental Citizenship in Education: The Potential of the Sustainability Consciousness Questionnaire to Measure Impact of Interventions. Sustainability 13:20, pages 11420.
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Xinqun Yuan, Le Yu & Hao Wu. (2021) Awareness of Sustainable Development Goals among Students from a Chinese Senior High School. Education Sciences 11:9, pages 458.
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Audronė Telešienė, Jelle Boeve-de Pauw, Daphne Goldman & Ralph Hansmann. (2021) Evaluating an Educational Intervention Designed to Foster Environmental Citizenship among Undergraduate University Students. Sustainability 13:15, pages 8219.
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Per J. Sund & Niklas Gericke. (2021) More Than Two Decades of Research on Selective Traditions in Environmental and Sustainability Education—Seven Functions of the Concept. Sustainability 13:12, pages 6524.
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Farhana Borg & Niklas Gericke. (2021) Local and Global Aspects: Teaching Social Sustainability in Swedish Preschools. Sustainability 13:7, pages 3838.
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Johan Öhman & Louise Sund. (2021) A Didactic Model of Sustainability Commitment. Sustainability 13:6, pages 3083.
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Jaana Herranen, Merve Yavuzkaya & Jesper Sjöström. (2021) Embedding Chemistry Education into Environmental and Sustainability Education: Development of a Didaktik Model Based on an Eco-Reflexive Approach. Sustainability 13:4, pages 1746.
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Elin Leirvoll Aschim, Anja Gabrielsen, Martina Tesikova & Mari Bøe. (2020) Å fremme elevers engasjement og handlingskompetansefor bærekraftig utvikling. Norsk pedagogisk tidsskrift 104:3, pages 241-256.
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Annika Manni & Eva Knekta. (2020) “A Little Less Conversation, a Little More Action Please”: Examining Students’ Voices on Education, Transgression, and Societal Change. Sustainability 12:15, pages 6231.
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