Citations (66)
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Lise Jans, Namkje Koudenburg & Lea Grosse. (2023) Cooking a pro-veg*n social identity: the influence of vegan cooking workshops on children’s pro-veg*n social identities, attitudes, and dietary intentions. Environmental Education Research 29:9, pages 1361-1376.
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Ásgeir Tryggvason, Johan Öhman & Katrien Van Poeck. (2023) Pluralistic environmental and sustainability education – a scholarly review. Environmental Education Research 0:0, pages 1-26.
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Kari Anne Rødnes & Jan Arild Dolonen. (2023) Students’ ideas of contributing to sustainable development: a study of how ideas emerge, travel and expand through classroom microblogging and discussions. Environmental Education Research 29:5, pages 747-765.
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David Olsson. (2023) Educating for the anthropocene: schooling and activism in the face of slow violence. Environmental Education Research 0:0, pages 1-5.
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Carlie D. Trott, Stephanie Lam, Jessica Roncker, Emmanuel-Sathya Gray, R. Hayden Courtney & Trevor L. Even. (2023) Justice in climate change education: a systematic review. Environmental Education Research 0:0, pages 1-38.
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Emily Sein Yue Elim Hui. (2023) Integrating concept mapping of photovoice to investigate elementary students’ perceptions of water pollution in Hong Kong. Education 3-13 0:0, pages 1-11.
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Kristie S. Gutierrez, Margaret R. Blanchard & K. C. Busch. (2022) What effective design strategies do rural, underserved students in STEM clubs value while learning about climate change?. Environmental Education Research 28:7, pages 1043-1069.
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David Olsson. (2022) Facilitating democratic processes for sustainability: the possibilities and limitations of teaching guides for climate change education. Environmental Education Research 28:7, pages 970-985.
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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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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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Carlie D. Trott. (2021) What difference does it make? Exploring the transformative potential of everyday climate crisis activism by children and youth. Children's Geographies 19:3, pages 300-308.
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Jan Cincera, Petra Simonova, Roman Kroufek & Bruce Johnson. (2020) Empowerment in outdoor environmental education: who shapes the programs?. Environmental Education Research 26:12, pages 1690-1706.
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David Rousell & Amy Cutter-Mackenzie-Knowles. (2020) A systematic review of climate change education: giving children and young people a ‘voice’ and a ‘hand’ in redressing climate change. Children's Geographies 18:2, pages 191-208.
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Katalin Dósa & Rosemary S. Russ. (2020) Making sense of carbon footprints: how carbon literacy and quantitative literacy affects information gathering and decision-making. Environmental Education Research 26:3, pages 421-453.
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Lolita Gelinder, Karin Hjälmeskog & Malena Lidar. (2020) Sustainable food choices? A study of students’ actions in a home and consumer studies classroom. Environmental Education Research 26:1, pages 81-94.
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K.C. Busch, Nicole Ardoin, Daniel Gruehn & Kathryn Stevenson. (2019) Exploring a theoretical model of climate change action for youth. International Journal of Science Education 41:17, pages 2389-2409.
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Alan Reid. (2019) Climate change education and research: possibilities and potentials versus problems and perils?. Environmental Education Research 25:6, pages 767-790.
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Martha C. Monroe, Richard R. Plate, Annie Oxarart, Alison Bowers & Willandia A. Chaves. (2019) Identifying effective climate change education strategies: a systematic review of the research. Environmental Education Research 25:6, pages 791-812.
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F. Waldron, B. Ruane, R. Oberman & S. Morris. (2019) Geographical process or global injustice? Contrasting educational perspectives on climate change. Environmental Education Research 25:6, pages 895-911.
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Kathryn T. Stevenson, M. Nils Peterson & Howard D. Bondell. (2019) The influence of personal beliefs, friends, and family in building climate change concern among adolescents. Environmental Education Research 25:6, pages 832-845.
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Simon N. Jorgenson, Jennie C. Stephens & Beth White. (2019) Environmental education in transition: A critical review of recent research on climate change and energy education. The Journal of Environmental Education 50:3, pages 160-171.
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Peter Sutoris. (2019) Politicising ESE in postcolonial settings: the power of historical responsibility, action and ethnography. Environmental Education Research 25:4, pages 601-612.
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Michael Håkansson & Leif Östman. (2019) The political dimension in ESE: the construction of a political moment model for analyzing bodily anchored political emotions in teaching and learning of the political dimension. Environmental Education Research 25:4, pages 585-600.
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Michael Håkansson, David O. Olof Kronlid & Leif Östman. (2019) Searching for the political dimension in education for sustainable development: socially critical, social learning and radical democratic approaches. Environmental Education Research 25:1, pages 6-32.
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Thomas Block, Gert Goeminne & Katrien Van Poeck. (2018) Balancing the urgency and wickedness of sustainability challenges: three maxims for post-normal education. Environmental Education Research 24:9, pages 1424-1439.
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Katrien Van Poeck & Leif Östman. (2018) Creating space for ‘the political’ in environmental and sustainability education practice: a Political Move Analysis of educators’ actions. Environmental Education Research 24:9, pages 1406-1423.
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Pernilla Andersson. (2018) Business as un-usual through dislocatory moments – change for sustainability and scope for subjectivity in classroom practice. Environmental Education Research 24:5, pages 648-662.
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Andrea Drewes, Joseph Henderson & Chrystalla Mouza. (2018) Professional development design considerations in climate change education: teacher enactment and student learning. International Journal of Science Education 40:1, pages 67-89.
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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.
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Erik Andersson & Johan Öhman. (2017) Young people’s conversations about environmental and sustainability issues in social media. Environmental Education Research 23:4, pages 465-485.
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J. Andersson & M. Enghag. (2017) The relation between students’ communicative moves during laboratory work in physics and outcomes of their actions. International Journal of Science Education 39:2, pages 158-180.
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Leigh Wilks & Neil Harris. (2016) Examining the conflict and interconnectedness of young people’s ideas about environmental issues, responsibility and action. Environmental Education Research 22:5, pages 683-696.
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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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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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Erik Andersson. (2015) Situational political socialization: a normative approach to young people's adoption and acquisition of political preferences and skills. Journal of Youth Studies 18:8, pages 967-983.
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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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Per Sund. (2015) Experienced ESD-schoolteachers’ teaching – an issue of complexity. Environmental Education Research 21:1, pages 24-44.
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Louise Sund & Johan Öhman. (2014) On the need to repoliticise environmental and sustainability education: rethinking the postpolitical consensus. Environmental Education Research 20:5, pages 639-659.
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Susanne Klaar & Johan Öhman. (2014) Doing, knowing, caring and feeling: exploring relations between nature-oriented teaching and preschool children's learning. International Journal of Early Years Education 22:1, pages 37-58.
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Articles from other publishers (27)
Minna Maijala, Leena Maria Heikkola, Salla-Riikka Kuusalu, Päivi Laine, Maarit Mutta & Katja Mäntylä. (2023) Pre-service language teachers’ perceptions of sustainability and its implementation in language teaching. Language Teaching Research, pages 136216882311706.
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Mercedes Varela-Losada, Uxío Pérez-Rodríguez, María Lorenzo-Rial & Pedro Vega-Marcote. 2023. Handbook of Sustainability Science in the Future. Handbook of Sustainability Science in the Future
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Maarten B. Eppinga, Eric N. Mijts & Maria J. Santos. (2022) Ranking the sustainable development goals: perceived sustainability priorities in small island states. Sustainability Science 17:4, pages 1537-1556.
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Anne-Katrin Holfelder. (2022) Teaching Sustainability: A Study of Teachers and Conceptual Tensions. Discourse and Communication for Sustainable Education 13:1, pages 77-87.
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Siti Nur Fatehah Radzi, Kamisah Osman & Mohd Nizam Mohd Said. (2022) Progressing towards Global Citizenship and a Sustainable Nation: Pillars of Climate Change Education and Actions. Sustainability 14:9, pages 5163.
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Johanna Kranz, Martin Schwichow, Petra Breitenmoser & Kai Niebert. (2022) The (Un)political Perspective on Climate Change in Education—A Systematic Review. Sustainability 14:7, pages 4194.
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Mercedes Varela-Losada, Uxío Pérez-Rodríguez, María Lorenzo-Rial & Pedro Vega-Marcote. 2022. Handbook of Sustainability Science in the Future. Handbook of Sustainability Science in the Future
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Johan Öhman & Louise Sund. (2021) A Didactic Model of Sustainability Commitment. Sustainability 13:6, pages 3083.
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Erik Andersson. (2019) A transactional and action-oriented methodological approach to young people’s political socialisation. Education, Citizenship and Social Justice 15:3, pages 243-257.
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Niklas Gericke, Annika Manni & Ulrica Stagell. 2020. Green Schools Globally. Green Schools Globally
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Liv Torunn Grindheim, Yvonne Bakken, Kjellrun Hiis Hauge & Marianne Presthus Heggen. (2020) Early Childhood Education for Sustainability Through Contradicting and Overlapping Dimensions. ECNU Review of Education 2:4, pages 374-395.
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Martin Dür & Lars Keller. (2019) Research Collaboration of Austrian and Indian Teenagers in the Context of Education for Sustainable Development. Sustainability 11:18, pages 5094.
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Mercedes Varela-Losada, Azucena Arias-Correa, Uxío Pérez-Rodríguez & Pedro Vega-Marcote. (2019) How Can Teachers Be Encouraged to Commit to Sustainability? Evaluation of a Teacher-Training Experience in Spain. Sustainability 11:16, pages 4309.
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Daniel Musitu-Ferrer, Celeste León-Moreno, Juan Evaristo Callejas-Jerónimo, Macarena Esteban-Ibáñez & Gonzalo Musitu-Ochoa. (2019) Relationships between Parental Socialization Styles, Empathy and Connectedness with Nature: Their Implications in Environmentalism. International Journal of Environmental Research and Public Health 16:14, pages 2461.
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Alexander Hellquist & Martin Westin. (2019) On the Inevitable Bounding of Pluralism in ESE—An Empirical Study of the Swedish Green Flag Initiative. Sustainability 11:7, pages 2026.
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Cecilia Caiman & Britt Jakobson. (2019) The Role of Art Practice in Elementary School Science. Science & Education 28:1-2, pages 153-175.
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Kathryn T. Stevenson, M. Nils Peterson & Howard D. Bondell. (2018) Developing a model of climate change behavior among adolescents. Climatic Change 151:3-4, pages 589-603.
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Hsin-Hui Wang, Zuway-R Hong, Shu-Chiu Liu & Huann-Shyang Lin. (2018) The Impact of Socio-scientific Issue Discussions on Student Environmentalism. EURASIA Journal of Mathematics, Science and Technology Education 14:12.
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Cecilia Caiman & Iann Lundegård. (2017) Young children’s imagination in science education and education for sustainability. Cultural Studies of Science Education 13:3, pages 687-705.
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Mercedes Varela-Losada, Azucena Arias-Correa & Pedro Vega-Marcote. 2018. Climate Literacy and Innovations in Climate Change Education. Climate Literacy and Innovations in Climate Change Education
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Karin Rudsberg, Leif Östman & Elisabeth Aaro Östman. (2016) Students’ meaning making in classroom discussions: the importance of peer interaction. Cultural Studies of Science Education 12:3, pages 709-738.
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Luca Morganti, Federica Pallavicini, Elena Cadel, Antonio Candelieri, Francesco Archetti & Fabrizia Mantovani. (2017) Gaming for Earth: Serious games and gamification to engage consumers in pro-environmental behaviours for energy efficiency. Energy Research & Social Science 29, pages 95-102.
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H. G. Shapiro, K. A. Erickson, M. Nils Peterson, K. N. Frew, K. T. Stevenson & R. B. Langerhans. (2016) Which species to conserve: evaluating children’s species-based conservation priorities. Biodiversity and Conservation 25:3, pages 539-553.
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Leif Östman, Marie Öhman, Eva Lundqvist & Malena Lidar. (2015) Teaching, Learning and Governance in Science Education and Physical Education: A Comparative Approach. Interchange 46:4, pages 369-386.
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Pedro Vega-Marcote, Mercedes Varela-Losada & Pedro Álvarez-Suárez. (2015) Evaluation of an Educational Model Based on the Development of Sustainable Competencies in Basic Teacher Training in Spain. Sustainability 7:3, pages 2603-2622.
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Ulf Leo & Per Wickenberg. (2013) Professional norms in school leadership: Change efforts in implementation of education for sustainable development. Journal of Educational Change 14:4, pages 403-422.
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Maria Ojala. (2014) Emotional Awareness: On the Importance of Including Emotional Aspects in Education for Sustainable Development (ESD). Journal of Education for Sustainable Development 7:2, pages 167-182.
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