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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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Denise Quiroz-Martinez. (2024) Chemistry teachers’ perspectives and understanding in integrating sustainability into teaching: the case of Chile. Environmental Education Research 30:3, pages 432-449.
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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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Ayesha Nousheen, Muhammad Abid Zia & Muhammad Waseem. (2024) Exploring pre-service teachers’ self-efficacy, content knowledge, and pedagogical knowledge concerning education for sustainable development. Environmental Education Research 30:3, pages 321-333.
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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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Ásgeir Tryggvason, Johan Öhman & Katrien Van Poeck. (2023) Pluralistic environmental and sustainability education – a scholarly review. Environmental Education Research 29:10, pages 1460-1485.
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Jan Cincera, Roman Kroufek & Franz X. Bogner. (2023) The perceived effect of environmental and sustainability education on environmental literacy of Czech teenagers. Environmental Education Research 29:9, pages 1276-1293.
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Jessica Ostrow Michel. (2022) Charting students’ exposure to promising practices of teaching about sustainability across the higher education curriculum. Teaching in Higher Education 27:6, pages 787-813.
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Andreas Alm Fjellborg & Kajsa Kramming. (2022) Sustainable development: Exploring gender differences in the Swedish national test in geography for grade 9. International Research in Geographical and Environmental Education 31:3, pages 172-187.
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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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Ioanna Kitta & María-Cristina Cardona-Moltó. (2022) Students’ perceptions of gender mainstreaming implementation in university teaching in Greece. Journal of Gender Studies 31:4, pages 457-477.
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Roberta Howard Hunter & Rebecca C. Jordan. (2022) The effects of educator’s level of environmental literacy on their issue identification practices. Environmental Education Research 28:5, pages 767-785.
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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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Teresa Berglund & Niklas Gericke. (2022) Diversity in views as a resource for learning? Student perspectives on the interconnectedness of sustainable development dimensions. Environmental Education Research 28:3, pages 354-381.
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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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Eleni Sinakou, Vincent Donche, Jelle Boeve-de Pauw & Peter Van Petegem. (2021) Development and validation of a questionnaire on teachers’ instructional beliefs and practices in education for sustainable development. Environmental Education Research 27:9, pages 1305-1328.
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Katarina Ottander & Shirley Simon. (2021) Learning democratic participation? Meaning-making in discussion of socioscientific issues in science education. International Journal of Science Education 43:12, pages 1895-1925.
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Elin Biström & Ragnar Lundström. (2021) Textbooks and action competence for sustainable development: an analysis of Swedish lower secondary level textbooks in geography and biology. Environmental Education Research 27:2, pages 279-294.
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Per Sund & Niklas Gericke. (2020) Teaching contributions from secondary school subject areas to education for sustainable development – a comparative study of science, social science and language teachers. Environmental Education Research 26:6, pages 772-794.
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Munkebye, Eldri Scheie, Anja Gabrielsen, Arne Jordet, Stig Misund, Tone Nergård & Anne Bergljot Øyehaug. (2020) Interdisciplinary primary school curriculum units for sustainable development. Environmental Education Research 26:6, pages 795-811.
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Chris Eames & Sally Birdsall. (2019) Teachers’ perceptions of a co-constructed tool to enhance their pedagogical content knowledge in environmental education. Environmental Education Research 25:10, pages 1438-1453.
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Anna Mogren, Niklas Gericke & Hans-Åke Scherp. (2019) Whole school approaches to education for sustainable development: a model that links to school improvement. Environmental Education Research 25:4, pages 508-531.
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Malena Lidar, Martin Karlberg, Jonas Almqvist, Leif Östman & Eva Lundqvist. (2018) Teaching Traditions in Science Teachers’ Practices and the Introduction of National Testing. Scandinavian Journal of Educational Research 62:5, pages 754-768.
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Irmeli Palmberg, Mikaela Hermans, Eila Jeronen, Sirpa Kärkkäinen, Christel Persson & Eija Yli-Panula. (2018) Nordic Student Teachers’ Views on the Importance of Species and Species Identification. Journal of Science Teacher Education 29:5, pages 397-419.
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Kirsti Marie Jegstad, Sigrid Marie Gjøtterud & Astrid Tonette Sinnes. (2018) Science teacher education for sustainable development: a case study of a residential field course in a Norwegian pre-service teacher education programme. Journal of Adventure Education and Outdoor Learning 18:2, pages 99-114.
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Maria Tsakeni. (2018) Opportunities for Teaching Sustainable Development through the Chemistry Component of CAPS Physical Sciences. African Journal of Research in Mathematics, Science and Technology Education 22:1, pages 125-136.
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Daniel Olsson & Niklas Gericke. (2017) The effect of gender on students' sustainability consciousness: A nationwide Swedish study. The Journal of Environmental Education 48:5, pages 357-370.
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Anna Mogren & Niklas Gericke. (2017) ESD implementation at the school organisation level, part 2 – investigating the transformative perspective in school leaders’ quality strategies at ESD schools. Environmental Education Research 23:7, pages 993-1014.
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Anna Mogren & Niklas Gericke. (2017) ESD implementation at the school organisation level, part 1 – investigating the quality criteria guiding school leaders’ work at recognized ESD schools. Environmental Education Research 23:7, pages 972-992.
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Marie Grice & Olof Franck. (2017) Conceptions of ethical competence in relation to action readiness in Education for Sustainable Development. Reflective Practice 18:2, pages 256-267.
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Teresa Berglund & Niklas Gericke. (2016) Separated and integrated perspectives on environmental, economic, and social dimensions – an investigation of student views on sustainable development. Environmental Education Research 22:8, pages 1115-1138.
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D. Olsson, N. Gericke & S.-N. Chang Rundgren. (2016) The effect of implementation of education for sustainable development in Swedish compulsory schools – assessing pupils’ sustainability consciousness. Environmental Education Research 22:2, pages 176-202.
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Daniel Olsson & Niklas Gericke. (2016) The adolescent dip in students' sustainability consciousness—Implications for education for sustainable development. The Journal of Environmental Education 47:1, pages 35-51.
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Karin Rudsberg & Johan Öhman. (2015) The role of knowledge in participatory and pluralistic approaches to ESE. Environmental Education Research 21:7, pages 955-974.
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Kirsti Marie Jegstad & Astrid Tonette Sinnes. (2015) Chemistry Teaching for the Future: A model for secondary chemistry education for sustainable development. International Journal of Science Education 37:4, pages 655-683.
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Teresa Berglund, Niklas Gericke & Shu-Nu Chang Rundgren. (2014) The implementation of education for sustainable development in Sweden: investigating the sustainability consciousness among upper secondary students. Research in Science & Technological Education 32:3, pages 318-339.
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C. Borg, N. Gericke, H.-O. Höglund & E. Bergman. (2014) Subject- and experience-bound differences in teachers’ conceptual understanding of sustainable development. Environmental Education Research 20:4, pages 526-551.
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