Citations (87)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (30)
Agnieszka Jeziorski, Marco Barroca-Paccard & Faouzia Kalali. (2023) How do students at the end of secondary school consider the challenges of sustainable development of the Seine in France? What avenues for education?. Environmental Education Research 29:8, pages 1088-1103.
Read now
Read now
Obaidullah Nadeem & Mariyum Nawaz. (2023) Climate change and sustainable development perceptions of university students in Lahore, Pakistan. International Research in Geographical and Environmental Education 32:3, pages 181-196.
Read now
Read now
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.
Read now
Read now
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.
Read now
Read now
Jana-Michaela Timm & Matthias Barth. (2021) Making education for sustainable development happen in elementary schools: the role of teachers. Environmental Education Research 27:1, pages 50-66.
Read now
Read now
Nicola Walshe & Victoria Tait. (2019) Making connections: a conference approach to developing transformative environmental and sustainability education within initial teacher education. Environmental Education Research 25:12, pages 1731-1750.
Read now
Read now
Henna Rouhiainen & Timo Vuorisalo. (2019) Higher education teachers’ conceptions of sustainable development: implications for interdisciplinary pluralistic teaching. Environmental Education Research 25:12, pages 1713-1730.
Read now
Read now
Hanna Sjögren. (2019) More of the same: A critical analysis of the formations of teacher students through education for sustainable development. Environmental Education Research 25:11, pages 1620-1634.
Read now
Read now
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.
Read now
Read now
Yannes Tsz-Yan Cheung, Cheuk-Fai Chow & Winnie Wing-Mui So. (2018) A train-the-trainer design for green ambassadors in an environmental education programme on plastic waste recycling. International Research in Geographical and Environmental Education 27:1, pages 24-42.
Read now
Read now
Nicola Walshe. (2017) An interdisciplinary approach to environmental and sustainability education: developing geography students’ understandings of sustainable development using poetry. Environmental Education Research 23:8, pages 1130-1149.
Read now
Read now
Klas Andersson. (2017) Starting the pluralistic tradition of teaching? Effects of education for sustainable development (ESD) on pre-service teachers’ views on teaching about sustainable development. Environmental Education Research 23:3, pages 436-449.
Read now
Read now
Michele Biasutti & Sara Frate. (2017) A validity and reliability study of the Attitudes toward Sustainable Development scale. Environmental Education Research 23:2, pages 214-230.
Read now
Read now
Sarah Holdsworth & Ian Thomas. (2016) A sustainability education academic development framework (SEAD). Environmental Education Research 22:8, pages 1073-1097.
Read now
Read now
Mercedes Varela-Losada, Pedro Vega-Marcote, Uxío Pérez-Rodríguez & María Álvarez-Lires. (2016) Going to action? A literature review on educational proposals in formal Environmental Education. Environmental Education Research 22:3, pages 390-421.
Read now
Read now
Sally Birdsall. (2015) Analysing teachers’ translation of sustainability using a PCK framework. Environmental Education Research 21:5, pages 753-776.
Read now
Read now
Michele Biasutti. (2015) An intensive programme on education for sustainable development: the participants’ experience. Environmental Education Research 21:5, pages 734-752.
Read now
Read now
Li-Ching Ho & Tricia Seow. (2015) Teaching Controversial Issues in Geography: Climate Change Education in Singaporean Schools. Theory & Research in Social Education 43:3, pages 314-344.
Read now
Read now
Sally Birdsall. (2014) Measuring student teachers’ understandings and self-awareness of sustainability. Environmental Education Research 20:6, pages 814-835.
Read now
Read now
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.
Read now
Read now
Raquel Garde Sánchez, Manuel Pedro Rodríguez Bolívar & Antonio M. López-Hernández. (2013) Online disclosure of university social responsibility: a comparative study of public and private US universities. Environmental Education Research 19:6, pages 709-746.
Read now
Read now
Nicola Walshe. (2013) Exploring and developing student understandings of sustainable development. The Curriculum Journal 24:2, pages 224-249.
Read now
Read now
Ahmet Kilinc & Abdullah Aydin. (2013) Turkish Student Science Teachers’ Conceptions of Sustainable Development: A phenomenography. International Journal of Science Education 35:5, pages 731-752.
Read now
Read now
Carola Borg, Niklas Gericke, Hans-Olof Höglund & Eva Bergman. (2012) The barriers encountered by teachers implementing education for sustainable development: discipline bound differences and teaching traditions. Research in Science & Technological Education 30:2, pages 185-207.
Read now
Read now
Pilar Aznar Minguet, M. Pilar Martinez‐Agut, Belen Palacios, Albert Piñero & M. Angeles Ull. (2011) Introducing sustainability into university curricula: an indicator and baseline survey of the views of university teachers at the University of Valencia. Environmental Education Research 17:2, pages 145-166.
Read now
Read now
Seyoung Hwang. (2011) Narrative Inquiry for Science Education: Teachers’ repertoire‐making in the case of environmental curriculum. International Journal of Science Education 33:6, pages 797-816.
Read now
Read now
Aravella Zachariou & Chrysanthi Kadji‐Beltran. (2009) Cypriot primary school principals’ understanding of education for sustainable development key terms and their opinions about factors affecting its implementation. Environmental Education Research 15:3, pages 315-342.
Read now
Read now
Petra Lindemann‐Matthies, Constantinos Constantinou, Xenia Junge, Karlheinz Köhler, Jürgen Mayer, Ueli Nagel, George Raper, Diane Schüle & Chrysanthi Kadji‐Beltran. (2009) The integration of biodiversity education in the initial education of primary school teachers: four comparative case studies from Europe. Environmental Education Research 15:1, pages 17-37.
Read now
Read now
Nicola Walshe. (2008) Understanding students’ conceptions of sustainability. Environmental Education Research 14:5, pages 537-558.
Read now
Read now
Jutta Nikel. (2007) Making sense of education ‘responsibly’: findings from a study of student teachers' understanding(s) of education, sustainable development and Education for Sustainable Development. Environmental Education Research 13:5, pages 545-564.
Read now
Read now
Articles from other publishers (57)
Mikyung Kim. (2023) A Study on the Effectiveness of PBL Classes Focusing on Solving Community Problems for Education for Sustainable Development. The Korean Association of General Education 17:3, pages 217-228.
Crossref
Crossref
Atif Saleem & Philip Saagyum Dare. (2023) Unmasking the Action-Oriented ESD Approach to Acting Environmentally Friendly. Sustainability 15:2, pages 1675.
Crossref
Crossref
Douglas Bourn & Nese Soysal. 2023. Sustainable Practices in Higher Education. Sustainable Practices in Higher Education
73
91
.
Daniel Fischer, Jordan King, Marco Rieckmann, Matthias Barth, Alexander Büssing, Ingrid Hemmer & Detlev Lindau-Bank. (2022) Teacher Education for Sustainable Development: A Review of an Emerging Research Field. Journal of Teacher Education 73:5, pages 509-524.
Crossref
Crossref
Shaikha R. Al-Nuaimi & Sami G. Al-Ghamdi. (2022) Assessment of Knowledge, Attitude and Practice towards Sustainability Aspects among Higher Education Students in Qatar. Sustainability 14:20, pages 13149.
Crossref
Crossref
Rieke Ammoneit, Andreas Turek & Carina Peter. (2022) Pre-Service Geography Teachers’ Professional Competencies in Education for Sustainable Development. Education Sciences 12:1, pages 42.
Crossref
Crossref
Jordan King, Marco Rieckmann, Daniel Fischer, Matthias Barth, Alexander Georg Büssing, Ingrid Hemmer & Detlev Lindau-Bank. 2022. Encyclopedia of Teacher Education. Encyclopedia of Teacher Education
885
890
.
Jordan King, Marco Rieckmann, Daniel Fischer, Matthias Barth, Alexander Georg Büssing, Ingrid Hemmer & Detlev Lindau-Bank. 2020. Encyclopedia of Teacher Education. Encyclopedia of Teacher Education
1
6
.
Nese Soysal & Ahmet Ok. 2022. Engagement with Sustainable Development in Higher Education. Engagement with Sustainable Development in Higher Education
183
198
.
Fatih ŞEKER & Bahattin AYDINLI. (2021) Fen bilgisi öğretmenlerinin perspektifinden sürdürülebilir kalkınma için eğitim ve yeterlikleriEducation and competencies for sustainable development from the perspective of science teachers. e-Kafkas Eğitim Araştırmaları Dergisi 8:3, pages 460-479.
Crossref
Crossref
Nese SOYSAL & Ahmet OK. (2021) ATTITUDES OF PRE-SERVICE CLASSROOM TEACHERS TOWARDS SUSTAINABLE DEVELOPMENTSınıf Öğretmeni Adaylarının Sürdürülebilir Kalkınmaya Yönelik Tutumları. Uluslararası Bilim ve Eğitim Dergisi 4:1, pages 28-42.
Crossref
Crossref
Leyla Yılmaz Fındık, İlknur Bayram & Özlem Canaran. (2021) Pre-service English language teachers’ conceptions of sustainable development: a case from Turkish higher education context. International Journal of Sustainability in Higher Education 22:2, pages 423-456.
Crossref
Crossref
Agnieszka Jeziorski, Geneviève Therriault & Émilie Morin. (2021) Représentations sociales, rapports aux savoirs et pratiques enseignantes autour de questions socialement vives environnementales : quels croisements, quelles tensions ?. Phronesis 10:2-3, pages 176-193.
Crossref
Crossref
Madhubari Vathulya, Shalinee Rao, Rajesh Kathrotia, Manisha Naithani, Manisha Bisht, Saurabh Varshney, Gita Negi, Latika Mohan, Pratima Gupta & Ravi Kant. (2021) Factors influencing the success of faculty development programme: Our experience and future recommendations. Journal of Medical Evidence 2:2, pages 125.
Crossref
Crossref
Jan-Ole Brandt, Matthias Barth, Eileen Merritt & Annie Hale. (2021) A matter of connection: The 4 Cs of learning in pre-service teacher education for sustainability. Journal of Cleaner Production 279, pages 123749.
Crossref
Crossref
Eleni Sinakou. 2021. Storied Doctorates. Storied Doctorates
49
58
.
Bach Quang Ho & Yuki Inoue. (2020) Driving Network Externalities in Education for Sustainable Development. Sustainability 12:20, pages 8539.
Crossref
Crossref
Zhenwen Liu, Hsi-Chi Yang & Yan-Chyuan Shiau. (2020) Investigation on Evaluation Framework of Elementary School Teaching Materials for Sustainable Development. Sustainability 12:9, pages 3736.
Crossref
Crossref
Philip Hallinger & Vien-Thong Nguyen. (2020) Mapping the Landscape and Structure of Research on Education for Sustainable Development: A Bibliometric Review. Sustainability 12:5, pages 1947.
Crossref
Crossref
E Hartadiyati, Wiyanto, A Rusilowati & APB Prasetyo. (2020) Pedagogical content knowledge (PCK) of prospective biology teacher on respiratory system material to education for sustainable development. Journal of Physics: Conference Series 1521:4, pages 042034.
Crossref
Crossref
Margarita Pacis & Robert VanWynsberghe. (2020) Key sustainability competencies for education for sustainability. International Journal of Sustainability in Higher Education 21:3, pages 575-592.
Crossref
Crossref
Xingyu Tao. 2020. Advances in Industrial Design. Advances in Industrial Design
418
425
.
Figen Akça. (2019) Sustainable Development in Teacher Education in Terms of Being Solution Oriented and Self-Efficacy. Sustainability 11:23, pages 6878.
Crossref
Crossref
Antonia Condeza-Marmentini & Luis Flores-González. (2019) Teachers’ Transgressive Pedagogical Practices in Context: Ecology, Politics, and Social Change. Sustainability 11:21, pages 6145.
Crossref
Crossref
Sinakou, Donche, Boeve-de Pauw & Van Petegem. (2019) Designing Powerful Learning Environments in Education for Sustainable Development: A Conceptual Framework. Sustainability 11:21, pages 5994.
Crossref
Crossref
Anna Mróz & Iwona Ocetkiewicz. (2019) Co nauczyciele wiedzą o edukacji dla zrównoważonego rozwoju? Analiza wyników badań. Problemy Opiekuńczo-Wychowawcze 582:7, pages 38-51.
Crossref
Crossref
Piyapong Janmaimool & Samattaphong Khajohnmanee. (2019) Roles of Environmental System Knowledge in Promoting University Students’ Environmental Attitudes and Pro-Environmental Behaviors. Sustainability 11:16, pages 4270.
Crossref
Crossref
Sánchez-Hernández & Maldonado-Briegas. (2019) Sustainable Entrepreneurial Culture Programs Promoting Social Responsibility: A European Regional Experience. Sustainability 11:13, pages 3625.
Crossref
Crossref
Jan-Ole Brandt, Lina Bürgener, Matthias Barth & Aaron Redman. (2019) Becoming a competent teacher in education for sustainable development. International Journal of Sustainability in Higher Education 20:4, pages 630-653.
Crossref
Crossref
Woonsun Kang. (2019) Perceived Barriers to Implementing Education for Sustainable Development among Korean Teachers. Sustainability 11:9, pages 2532.
Crossref
Crossref
Thomas Dahl. (2019) Prepared to Teach for Sustainable Development? Student Teachers’ Beliefs in Their Ability to Teach for Sustainable Development. Sustainability 11:7, pages 1993.
Crossref
Crossref
Caleb Chidozie Chinedu, Wan Azlinda Wan Mohamed, Abdurrahman Ogbonnia Ajah & Yalwa A. Tukur. (2018) Prospects of a technical and vocational education program in preparing pre-service teachers for sustainability: a case study of a TVE program in Kuala Lumpur, Malaysia. Curriculum Perspectives 39:1, pages 33-46.
Crossref
Crossref
Emily Graham & Georgia Warren-Myers. (2019) Investigating the efficacy of a professional education program in promoting sustainable residential construction practices in Australia. Journal of Cleaner Production 210, pages 1238-1248.
Crossref
Crossref
Eleni Sinakou, Jelle Boeve-de Pauw & Peter Van Petegem. (2017) Exploring the concept of sustainable development within education for sustainable development: implications for ESD research and practice. Environment, Development and Sustainability 21:1, pages 1-10.
Crossref
Crossref
Fengtao Guo, Joseph Lane, Yushan Duan, Joseph Stoltman, Olga Khlebosolova, Hao Lei & Weiguo Zhou. (2018) Sustainable Development in Geography Education for Middle School in China. Sustainability 10:11, pages 3896.
Crossref
Crossref
Luis Miguel Fonseca, Ana Rita Portela, Beatriz Duarte, João Queirós & Luis Paiva. (2018) Mapping higher education for sustainable development in Portugal. Management & Marketing 13:3, pages 1064-1075.
Crossref
Crossref
Eveline O. Anyolo, Sirpa Kärkkäinen & Tuula Keinonen. (2018) Implementing Education for Sustainable Development in Namibia: School Teachers’ Perceptions and Teaching Practices. Journal of Teacher Education for Sustainability 20:1, pages 64-81.
Crossref
Crossref
Eleni Sinakou, Jelle Boeve-de Pauw, Maarten Goossens & Peter Van Petegem. (2018) Academics in the field of Education for Sustainable Development: Their conceptions of sustainable development. Journal of Cleaner Production 184, pages 321-332.
Crossref
Crossref
Geneviève Therriault, Agnieszka Jeziorski, Barbara Bader & Émilie Morin. (2018) Étude croisée du rapport aux savoirs à l’égard des sciences naturelles et des sciences humaines et sociales : portraits d’élèves de la fin du secondaire au QuébecCross case study of the relationship to knowledge regarding the natural sciences and the humanities and social sciences: portraits of secondary school students in Quebec. Recherches en éducation:32.
Crossref
Crossref
Tomonori Ichinose. (2017) An Analysis of Transformation of Teaching and Learning of Japanese Schools that Significantly Addressed Education for Sustainable Development. Journal of Teacher Education for Sustainability 19:2, pages 36-50.
Crossref
Crossref
Rob Hales & Gayle Jennings. (2017) Transformation for sustainability: The role of complexity in tourism students' understanding of sustainable tourism. Journal of Hospitality, Leisure, Sport & Tourism Education 21, pages 185-194.
Crossref
Crossref
Uxío Pérez-Rodríguez, Mercedes Varela-Losada, Francisco-Javier Álvarez-Lires & Pedro Vega-Marcote. (2017) Attitudes of preservice teachers: Design and validation of an attitude scale toward environmental education. Journal of Cleaner Production 164, pages 634-641.
Crossref
Crossref
Mandy Singer-Brodowski. (2017) Pedagogical content knowledge of sustainability. International Journal of Sustainability in Higher Education 18:6, pages 841-856.
Crossref
Crossref
Neus (Snowy) Evans, Robert B. Stevenson, Michelle Lasen, Jo-Anne Ferreira & Julie Davis. (2017) Approaches to embedding sustainability in teacher education: A synthesis of the literature. Teaching and Teacher Education 63, pages 405-417.
Crossref
Crossref
Patrick Baughan. 2017. Sustainable Development Research at Universities in the United Kingdom. Sustainable Development Research at Universities in the United Kingdom
313
325
.
Carolina Dube. 2017. Schooling for Sustainable Development in Africa. Schooling for Sustainable Development in Africa
93
105
.
Sarah Holdsworth & Kathryn Hegarty. (2016) From praxis to delivery: a Higher Education Learning Design Framework (HELD). Journal of Cleaner Production 122, pages 176-185.
Crossref
Crossref
Sungchae MOON. (2015) Understanding and Attitude to Sustainable Development of College Students for a Nuclear Power Plant Construction in Education for Sustainable Development through Panel Discussion. Journal of Fisheries and Marine Sciences Education 27:5, pages 1236-1251.
Crossref
Crossref
Hani Sewilam, Orla McCormack, Marlene Mader & Mohamed Abdel Raouf. (2014) Introducing education for sustainable development into Egyptian schools. Environment, Development and Sustainability 17:2, pages 221-238.
Crossref
Crossref
Rita Hagevik, Corinne Jordan & David Wimert. 2015. Educating Science Teachers for Sustainability. Educating Science Teachers for Sustainability
17
29
.
M.Angeles Ull, M. Pilar Martínez-Agut, Albert Piñero & Pilar Aznar-Minguet. (2014) Perceptions and Attitudes of Students of Teacher-training towards Environment and Sustainability. Procedia - Social and Behavioral Sciences 131, pages 453-457.
Crossref
Crossref
Franziska Bertschy, Christine Künzli & Meret Lehmann. (2013) Teachers’ Competencies for the Implementation of Educational Offers in the Field of Education for Sustainable Development. Sustainability 5:12, pages 5067-5080.
Crossref
Crossref
Luciane Fernandes de Goes, Sérgio Henrique Leal, Paola Cono & Carmen Fernandez. (2013) Aspectos do conhecimento pedagógico do conteúdo de química verde em professores universitários de química. Educación Química 24, pages 113-123.
Crossref
Crossref
Matthias Barth & Gerd Michelsen. (2012) Learning for change: an educational contribution to sustainability science. Sustainability Science 8:1, pages 103-119.
Crossref
Crossref
Sarah Brooks-Wilson & Carolyn Snell. (2012) “Hard to Reach” or “Accessible When Approached”? Sustainable Development Discussions with Marginalized Pupil Groups. Children, Youth and Environments 22:2, pages 1.
Crossref
Crossref
Ian Thomas, Kathryn Hegarty & Sarah Holdsworth. (2012) The Education for Sustainability Jig-Saw Puzzle: Implementation in Universities. Creative Education 03:06, pages 840-846.
Crossref
Crossref
Seyoung Hwang. (2010) Rethinking the Contribution of Science Education for AddressingEnvironmental Issues: A Literature Review. BIOLOGY EDUCATION 38:1, pages 26-38.
Crossref
Crossref