Citations (264)
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Magdalena Kersting, Solveig Karlsen, Marianne Ødegaard, Magne Olufsen, Marit Kjærnsli & Mai Lill Suhr Lunde. (2023) Studying the quality of inquiry-based teaching in science classrooms. A systematic video study of inquiry-based science teaching in primary and lower-secondary schools. International Journal of Science Education 45:17, pages 1463-1484.
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Laurence Dedieu & Elisabeth Plé. (2023) A sustainable development project including a role-play: analysis of teachers’ intentions to promote students’ engagement. Environmental Education Research 29:8, pages 1104-1117.
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Iikka Oinonen, Tuija Seppälä & Riikka Paloniemi. (2023) How does action competence explain young people’s sustainability action?. Environmental Education Research 0:0, pages 1-19.
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Wanda Sass, Sven De Maeyer, Jelle Boeve-de Pauw & Peter Van Petegem. (2023) Effectiveness of education for sustainability: the importance of an action-oriented approach. Environmental Education Research 0:0, pages 1-20.
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Ann-Sofie Kall, Ola Uhrqvist & Therese Asplund. (2023) What’s the matter in education for sustainable development? How sustainability stories make matter matter as issues or problems. Environmental Education Research 0:0, pages 1-16.
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Irida Tsevreni, Anna Tigka & Vasilia Christidou. (2023) Exploring children’s participation in the framework of early childhood environmental education. Children's Geographies 21:3, pages 394-409.
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Annelie Ott. (2023) Utopia in environmental and sustainability education: imagination, transformation, and transgression. Environmental Education Research 29:5, pages 675-691.
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Stefan Bengtsson & Jonas Andreasen Lysgaard. (2023) Irony and environmental education: on the ultimate question of environmental education, the universe and everything. Environmental Education Research 29:4, pages 659-674.
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Kishore Mongar, Frances Quinn & Sue Elliott. (2023) Action-oriented approaches to teaching environmental science in Bhutanese secondary schools: Stakeholder perceptions. The Journal of Environmental Education 54:2, pages 132-147.
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Juliane V. Höhle & Stefan L. Bengtsson. (2023) A didactic toolkit for climate change educators: lessons from constructive journalism for emotionally sensitive and democratic content design. Environmental Education Research 0:0, pages 1-19.
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Yared Nigussie Demssie, Harm J. A. Biemans, Renate Wesselink & Martin Mulder. (2023) Fostering students’ systems thinking competence for sustainability by using multiple real-world learning approaches. Environmental Education Research 29:2, pages 261-286.
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Katrien Van Poeck, Ellen Vandenplas & Leif Östman. (2023) Teaching action-oriented knowledge on sustainability issues. Environmental Education Research 0:0, pages 1-26.
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Iida-Maria Koskela & Riikka Paloniemi. (2023) Learning and agency for sustainability transformations: building on Bandura’s theory of human agency. Environmental Education Research 29:1, pages 164-178.
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Salvador Baena-Morales, Alejandro Prieto-Ayuso, Gladys Merma-Molina & Sixto González-Víllora. (2022) Exploring physical education teachers’ perceptions of sustainable development goals and education for sustainable development. Sport, Education and Society 0:0, pages 1-18.
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William Finnegan. (2022) Educating for hope and action competence: a study of secondary school students and teachers in England. Environmental Education Research 0:0, pages 1-20.
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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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Ásgeir Tryggvason, Louise Sund & Johan Öhman. (2022) Schooling and ESE: revisiting Stevenson’s gap from a pragmatist perspective. Environmental Education Research 28:8, pages 1237-1250.
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Jane Spiteri. (2022) Early childhood educators’ conceptions of the environment: a ‘funds of knowledge’ approach. Environmental Education Research 0:0, pages 1-15.
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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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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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Kelsey Tayne. (2022) Buds of collectivity: student collaborative and system-oriented action towards greater socioenvironmental sustainability. Environmental Education Research 28:2, pages 216-240.
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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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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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Beth A. Covitt, Joyce M. Parker, Craig Kohn, May Lee, Qinyun Lin & Charles W. Anderson. (2021) Understanding and responding to challenges students face when engaging in carbon cycle pool-and-flux reasoning. The Journal of Environmental Education 52:2, pages 98-117.
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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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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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Hiroshi Ito & Alan Reid. (2020) Promoting an environmental education project: the eco-picture diary in Yokohama City, Japan. Environmental Education Research 26:11, pages 1656-1675.
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Cathy Dzerefos. (2020) Reviewing education for sustainable development practices in South African eco-schools. Environmental Education Research 26:11, pages 1621-1635.
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Dries Verhelst, Jan Vanhoof, Jelle Boeve-de Pauw & Peter Van Petegem. (2020) Building a conceptual framework for an ESD-effective school organization. The Journal of Environmental Education 51:6, pages 400-415.
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Dorit Kerret, Hod Orkibi, Shira Bukchin & Tammie Ronen. (2020) Two for one: achieving both pro-environmental behavior and subjective well-being by implementing environmental-hope-enhancing programs in schools. The Journal of Environmental Education 51:6, pages 434-448.
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Jonas Andreasen Lysgaard & Stefan Bengtsson. (2020) Dark pedagogy – speculative realism and environmental and sustainability education. Environmental Education Research 26:9-10, pages 1453-1465.
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Laura-Marie U. Schröder, Arjen E. J. Wals & C. S. A. (Kris) van Koppen. (2020) Analysing the state of student participation in two Eco-Schools using Engeström’s Second Generation Activity Systems Model. Environmental Education Research 26:8, pages 1088-1111.
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Ann Quennerstedt. (2020) Educational aims of rights education in primary school – zooming in on teachers and pupils in two classes. Education 3-13 48:5, pages 611-624.
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Wanda Sass, Jelle Boeve-de Pauw, Daniel Olsson, Niklas Gericke, Sven De Maeyer & Peter Van Petegem. (2020) Redefining action competence: The case of sustainable development. The Journal of Environmental Education 51:4, pages 292-305.
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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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Noam Zaradez, Rakefet Sela-Sheffy & Tali Tal. (2020) The identity work of environmental education teachers in Israel. Environmental Education Research 26:6, pages 812-829.
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Eunjung Seo, Jaemyong Ryu & Seyoung Hwang. (2020) Building key competencies into an environmental education curriculum using a modified Delphi approach in South Korea. Environmental Education Research 26:6, pages 890-914.
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Daniel Olsson, Niklas Gericke, Wanda Sass & Jelle Boeve-de Pauw. (2020) Self-perceived action competence for sustainability: the theoretical grounding and empirical validation of a novel research instrument. Environmental Education Research 26:5, pages 742-760.
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C. R. Clark, J. E. Heimlich, N. M. Ardoin & J. Braus. (2020) Using a Delphi study to clarify the landscape and core outcomes in environmental education. Environmental Education Research 26:3, pages 381-399.
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Kamilla Kohn Rådberg, Ulrika Lundqvist, Johan Malmqvist & Oskar Hagvall Svensson. (2020) From CDIO to challenge-based learning experiences – expanding student learning as well as societal impact?. European Journal of Engineering Education 45:1, pages 22-37.
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Charlotte Blythe & Niki Harré. (2020) Encouraging transformation and action competence: A Theory of Change evaluation of a sustainability leadership program for high school students. The Journal of Environmental Education 51:1, pages 83-96.
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Hiroshi Ito & Chisato Igano. (2020) Place-based environmental education to promote eco-initiatives: the case of Yokohama, Japan. Regional Studies, Regional Science 7:1, pages 292-308.
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Ying Zhan, Rongyi He & Winnie Wing Mui So. (2019) Developing elementary school children’s water conversation action competence: a case study in China. International Journal of Early Years Education 27:3, pages 287-305.
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Lynne Wyness & Paul Jones. (2019) Boundary crossing ahead: perspectives of entrepreneurship by sustainability educators in higher education. Journal of Small Business & Entrepreneurship 31:3, pages 183-200.
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Kerry Shephard, Marco Rieckmann & Matthias Barth. (2019) Seeking sustainability competence and capability in the ESD and HESD literature: an international philosophical hermeneutic analysis. Environmental Education Research 25:4, pages 532-547.
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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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Elisabeth Iversen & Guðrún Jónsdóttir. (2019) ‘We did see the lapwing’ – practising environmental citizenship in upper-secondary science education. Environmental Education Research 25:3, pages 411-421.
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Lydia Kater-Wettstädt. (2018) How secondary-school students deal with issues of sustainable development in class. Environmental Education Research 24:11, pages 1565-1580.
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Nanna Jordt Jørgensen, Katrine Dahl Madsen & Jeppe Læssøe. (2018) Waste in education: the potential of materiality and practice. Environmental Education Research 24:6, pages 807-817.
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Chris Eames, Miles Barker & Carol Scarff. (2018) Priorities, identity and the environment: Negotiating the early teenage years. The Journal of Environmental Education 49:3, pages 189-206.
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Flora Bonazzi Piasentin & Lin Roberts. (2018) What elements in a sustainability course contribute to paradigm change and action competence? A study at Lincoln University, New Zealand. Environmental Education Research 24:5, pages 694-715.
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Orana Sandri, Sarah Holdsworth & Ian Thomas. (2018) Vignette question design for the assessment of graduate sustainability learning outcomes. Environmental Education Research 24:3, pages 406-426.
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Irida Tsevreni. (2018) The ignorant environmental education teacher: students get empowered and teach philosophy of nature inspired by ancient Greek philosophy. Environmental Education Research 24:1, pages 67-79.
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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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Kerry Shephard & Kim Brown. (2017) How democratic is higher education for sustainable development?. Discourse: Studies in the Cultural Politics of Education 38:5, pages 755-767.
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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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Jesper Sjöström, Nadja Frerichs, Vânia G. Zuin & Ingo Eilks. (2017) Use of the concept of Bildung in the international science education literature, its potential, and implications for teaching and learning. Studies in Science Education 53:2, pages 165-192.
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Jan Cincera & Petra Simonova. (2017) “I am not a big man”: Evaluation of the issue investigation program. Applied Environmental Education & Communication 16:2, pages 84-92.
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Klaus Rasmussen. (2017) The emergence and institutional co-determination of sustainability as a teaching topic in interdisciplinary science teacher education. Environmental Education Research 23:3, pages 348-364.
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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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Dorit Kerret, Hod Orkibi & Tammie Ronen. (2016) Testing a model linking environmental hope and self-control with students' positive emotions and environmental behavior. The Journal of Environmental Education 47:4, pages 307-317.
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Anders Kruse Ljungdalh. (2016) A Review of Practical Reasoning in Child and Youth Research. Scandinavian Journal of Educational Research 60:5, pages 554-575.
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Katrien Van Poeck & Jonas A. Lysgaard. (2016) The roots and routes of environmental and sustainability education policy research. Environmental Education Research 22:3, pages 305-318.
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Jonas A. Lysgaard, Alan Reid & Katrien Van Poeck. (2016) The roots and routes of environmental and sustainability education policy research – an introduction to a virtual special issue. Environmental Education Research 22:3, pages 319-332.
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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.
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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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Veli-Matti Vesterinen, Sakari Tolppanen & Maija Aksela. (2016) Toward citizenship science education: what students do to make the world a better place?. International Journal of Science Education 38:1, pages 30-50.
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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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Kerry Shephard & Pete Dulgar. (2015) Why It Matters How We Frame “Education” in Education for Sustainable Development. Applied Environmental Education & Communication 14:3, pages 137-148.
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Maria Ojala. (2015) Hope in the Face of Climate Change: Associations With Environmental Engagement and Student Perceptions of Teachers’ Emotion Communication Style and Future Orientation. The Journal of Environmental Education 46:3, pages 133-148.
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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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Katrien Van Poeck, Joke Vandenabeele & Hans Bruyninckx. (2014) Taking stock of the UN Decade of education for sustainable development: the policy-making process in Flanders. Environmental Education Research 20:5, pages 695-717.
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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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Cecilia Caiman & Iann Lundegård. (2014) Pre-school children’s agency in learning for sustainable development. Environmental Education Research 20:4, pages 437-459.
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Mohaeka Raselimo, Pat Irwin & Di Wilmot. (2013) Exploring the congruence between the Lesotho junior secondary geography curriculum and environmental education. International Research in Geographical and Environmental Education 22:4, pages 303-321.
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Nicole Blum, Joanne Nazir, Soren Breiting, Kim Chuan Goh & Erminia Pedretti. (2013) Balancing the tensions and meeting the conceptual challenges of education for sustainable development and climate change. Environmental Education Research 19:2, pages 206-217.
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Nthalivi Silo. (2013) Dialogue—Missing in Action Competence: A Cultural Historical Activity Theory Approach in a Botswana School. The Journal of Environmental Education 44:3, pages 159-179.
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Glynne Mackey. (2012) To know, to decide, to act: the young child’s right to participate in action for the environment. Environmental Education Research 18:4, pages 473-484.
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Katrien Van Poeck & Joke Vandenabeele. (2012) Learning from sustainable development: education in the light of public issues. Environmental Education Research 18:4, pages 541-552.
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MarianneE. Krasny, Cecilia Lundholm & Ryan Plummer. (2010) Resilience in social–ecological systems: the roles of learning and education. Environmental Education Research 16:5-6, pages 463-474.
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Antonia Scholkmann, Tobias Alexander Bang Tretow-Fish, Kathrin Otrel-Cass & Elisabeth Lauridsen Lolle. Researching student competence development through the lens of cultural historical activity theory. Teaching in Higher Education 0:0, pages 1-19.
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Jan H. Vikane & Torhild Erika L. Høydalsvik. Teachers’ expressed understandings concerning sustainability in the Norwegian ECE context. Environmental Education Research 0:0, pages 1-12.
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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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