Citations (96)
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Melissa Hanke, Angelika Paseka & Sandra Sprenger. (2023) Understanding the meaning of uncertainty in geography education: a systematic review. Teachers and Teaching 0:0, pages 1-27.
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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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Matthew Tessitore. (2023) The prospect of education for sustainable development ameliorating specific abiotic factors in the environment: A Finnish case study. Environmental Education Research 29:5, pages 806-823.
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Minna Maijala, Niklas Gericke, Salla-Riikka Kuusalu, Leena Maria Heikkola, Maarit Mutta, Katja Mäntylä & Judi Rose. (2023) Conceptualising transformative language teaching for sustainability and why it is needed. Environmental Education Research 0:0, pages 1-20.
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Alaric Maude. (2023) Using geography’s conceptual ways of thinking to teach about sustainable development. International Research in Geographical and Environmental Education 32:1, pages 4-19.
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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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Niklas Gericke & Tomas Torbjörnsson. (2022) Identifying capital for school improvement: recommendations for a whole school approach to ESD implementation. Environmental Education Research 28:6, pages 803-825.
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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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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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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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Ezgi Yesilyurt, Ceren Oztekin, Jale Cakiroglu & Hasan Deniz. (2021) Novice and experienced science teachers’ conceptual knowledge of evolutionary theory within the context of micro-and macroevolution. Journal of Biological Education 55:2, pages 109-127.
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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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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.
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Georgios Malandrakis, Stergios Gkitsas & Evagelia-Zoi Bara. (2019) The role of digital stories and civic actions on student-teachers’ understanding about social sustainability in urban settings. Environmental Education Research 25:10, pages 1524-1551.
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Matthias Kowasch & Daniela Franziska Lippe. (2019) Moral impasses in sustainability education? Empirical results from school geography in Austria and Germany. Environmental Education Research 25:7, pages 1066-1082.
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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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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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Dimitrios Stokas, Elena Strezou, George Malandrakis & Penelope Papadopoulou. (2017) Greek primary school children’s representations of the urban environment as seen through their drawings. Environmental Education Research 23:8, pages 1088-1114.
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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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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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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.
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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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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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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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Billiah Nyamoita Gisore & Evelyn Njurai. 2023. Climate Change Education for Sustainable Development. Climate Change Education for Sustainable Development
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Güliz ŞAHİN & Tuğçenur CENGİZ. (2023) In the Light of Current Problems in Education: TÜBİTAK Science Child Magazine and Building a Sustainable FutureEğitimde Güncel Sorunların Aydınlığında: TÜBİTAK Bilim Çocuk Dergisi ve Sürdürülebilir Geleceğin İnşası. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi 17, pages 508-529.
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Pilar Manuela Soto-Solier, Ana María García-López & María Belén Prados-Peña. (2023) Teacher Training and Sustainable Development: Study within the Framework of the Transdisciplinary Project RRREMAKER. Education Sciences 13:8, pages 794.
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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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Sümeyye Aydın Gürler. (2023) Sınıf Öğretmeni Adaylarının Sürdürülebilir Kalkınma Farkındalıkları ve ‘Doğal Kaynaklar’ Kavramına Yönelik Metaforik Algıları. Yaşadıkça Eğitim 37:2, pages 364-387.
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Ahmad Qablan, Khadija Mousa Alblooshi & Fatima Ali Alkaabi. 2023. Restructuring Leadership for School Improvement and Reform. Restructuring Leadership for School Improvement and Reform
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Eliyawati, Ari Widodo, Ida Kaniawati & Hiroki Fujii. (2023) The Development and Validation of an Instrument for Assessing Science Teacher Competency to Teach ESD. Sustainability 15:4, pages 3276.
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Atif Saleem, Sarfraz Aslam, Guoyuan Sang, Philip Saagyum Dare & Tianxue Zhang. (2022) Education for sustainable development and sustainability consciousness: evidence from Malaysian universities. International Journal of Sustainability in Higher Education 24:1, pages 193-211.
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Douglas Bourn & Nese Soysal. 2023. Sustainable Practices in Higher Education. Sustainable Practices in Higher Education
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Andreas Fröberg, Petter Wiklander & Suzanne Lundvall. (2022) Sustainable Development Competencies among More than 1100 Certified Physical Education and Health Teachers in Sweden. International Journal of Environmental Research and Public Health 19:23, pages 15914.
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Bouchta El Batri, Lhoussaine Maskour, Jamal Ksiksou, Eila Jeronen, Jalal Ismaili, Anouar Alami & Mohammed Lachkar. (2022) Teaching Environmental Themes within the “Scientific Awakening” Course in Moroccan Primary School: Approaches, Methods and Difficulties. Education Sciences 12:11, pages 837.
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Dila LEYLAK & Feride ERCAN YALMAN. (2022) Science and Classroom Teachers' Views on Sustainable Environment-Life during Covid-19 Epidemic. Journal of Education and Future:22, pages 99-111.
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Nena Vukelić. (2022) Student Teachers’ Readiness to Implement Education for Sustainable Development. Education Sciences 12:8, pages 505.
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Diego Corrochano, Enzo Ferrari, María Antonia López-Luengo & Vanessa Ortega-Quevedo. (2022) Educational Gardens and Climate Change Education: An Analysis of Spanish Preservice Teachers’ Perceptions. Education Sciences 12:4, pages 275.
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Maria Hofman-Bergholm. (2022) Storytelling as an Educational Tool in Sustainable Education. Sustainability 14:5, pages 2946.
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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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Rieke Ammoneit, Andreas Turek & Carina Peter. (2022) Pre-Service Geography Teachers’ Professional Competencies in Education for Sustainable Development. Education Sciences 12:1, pages 42.
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Rocío Jiménez-Fontana, María Armario, Beatriz Gómez-Chacón, Lourdes Aragón & Natalia Jiménez-Tenorio. 2022. Handbook of Best Practices in Sustainable Development at University Level. Handbook of Best Practices in Sustainable Development at University Level
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Şuheda DAL & Nilüfer OKUR AKÇAY. (2021) Fen bilimleri öğretmenlerinin sürdürülebilir kalkınma ve sıfır atık ile ilgili görüşlerinin belirlenmesiDetermination of science teachers' views on sustainable development and zero waste. e-Kafkas Eğitim Araştırmaları Dergisi 8:3, pages 438-459.
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Nena Vukelić & Nena Rončević. (2021) Student Teachers’ Sustainable Behavior. Education Sciences 11:12, pages 789.
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Savaş PAMUK, Naciye ÖZTÜRK, Deniz KAHRİMAN PAMUK, Rıdvan ELMAS, Tülin GULER YILDIZ & Gelengül HAKTANIR. (2021) A Collaboration Project on Education for Sustainability: Professional Development Needs of Turkish Preschool Teachers. Kuramsal Eğitimbilim 14:4, pages 586-604.
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Yılmaz DEMİR & Emin ATASOY. (2021) ORTAOKUL ÖĞRENCİLERİNİN SÜRDÜRÜLEBİLİR KALKINMAYA YÖNELİK ALGILARININ İNCELENMESİ. Trakya Eğitim Dergisi 11:3, pages 1688-1702.
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Julia Stössel, Rebecca Baumann & Elisabeth Wegner. (2021) Predictors of Student Teachers’ ESD Implementation Intention and Their Implications for Improving Teacher Education. Sustainability 13:16, pages 9027.
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Elin Biström & Ragnar Lundström. (2021) Action Competence for Gender Equality as Sustainable Development: Analyzing Swedish Lower Secondary Level Textbooks in Biology, Civics, and Home and Consumer Studies. Comparative Education Review 65:3, pages 513-533.
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Leire Guerenabarrena-Cortazar, Jon Olaskoaga-Larrauri & Ernesto Cilleruelo-Carrasco. (2021) Integration of Sustainability in Engineering and Architectural Studies in Spanish Universities. Sustainability 13:14, pages 8044.
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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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Teija Koskela & Sirpa Kärkkäinen. (2021) Student Teachers' Change Agency in Education for Sustainable Development. Journal of Teacher Education for Sustainability 23:1, pages 84-98.
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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.
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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.
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Teresa Berglund, Niklas Gericke, Jelle Boeve-de Pauw, Daniel Olsson & Tzu-Chau Chang. (2019) A cross-cultural comparative study of sustainability consciousness between students in Taiwan and Sweden. Environment, Development and Sustainability 22:7, pages 6287-6313.
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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.
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Waleed Mugahed Al-Rahmi, Noraffandy Yahaya, Ahmed A. Aldraiweesh, Uthman Alturki, Mahdi M Alamri, Muhammad Sukri Bin Saud, Yusri Bin Kamin, Abdulmajeed A. Aljeraiwi & Omar Abdulrahman Alhamed. (2019) Big Data Adoption and Knowledge Management Sharing: An Empirical Investigation on their Adoption and Sustainability as a Purpose of Education. IEEE Access, pages 1-1.
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Maria Hofman-Bergholm. (2018) Changes in Thoughts and Actions as Requirements for a Sustainable Future: A Review of Recent Research on the Finnish Educational System and Sustainable Development. Journal of Teacher Education for Sustainability 20:2, pages 19-30.
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Teresa Berglund & Niklas Gericke. (2018) Exploring the Role of the Economy in Young Adults’ Understanding of Sustainable Development. Sustainability 10:8, pages 2738.
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Vasiliki Maria Panatsa & Georgios Malandrakis. (2018) Student teachers’ perceptions about the social pillar of urban sustainability. International Journal of Sustainability in Higher Education 19:5, pages 998-1018.
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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.
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Irmeli Palmberg, Maria Hofman-Bergholm, Eila Jeronen & Eija Yli-Panula. (2017) Systems Thinking for Understanding Sustainability? Nordic Student Teachers’ Views on the Relationship between Species Identification, Biodiversity and Sustainable Development. Education Sciences 7:3, pages 72.
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Lili-Ann Wolff, Pia Sjöblom, Maria Hofman-Bergholm & Irmeli Palmberg. (2017) High Performance Education Fails in Sustainability? —A Reflection on Finnish Primary Teacher Education. Education Sciences 7:1, pages 32.
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