Citations (65)
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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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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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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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Eirini Ntona, Alexandros Georgopoulos, Georgios Malandrakis & Polyxeni Ragkou. (2023) Teachers’ barriers dealing with environmental education programs’ implementation in Greek secondary schools. Environmental Education Research 0:0, pages 1-20.
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Eleni Sinakou, Vincent Donche & Peter Van Petegem. (2023) Teachers’ profiles in education for sustainable development: interests, instructional beliefs, and instructional practices. Environmental Education Research 0:0, pages 1-22.
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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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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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Sara Klein, Shefa Watted & Michal Zion. (2021) Contribution of an intergenerational sustainability leadership project to the development of students’ environmental literacy. Environmental Education Research 27:12, pages 1723-1758.
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Konstantinos Korfiatis & Stella Petrou. (2021) Participation and why it matters: children’s perspectives and expressions of ownership, motivation, collective efficacy and self-efficacy and locus of control. Environmental Education Research 27:12, pages 1700-1722.
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Isabel Banos-González, Patricia Esteve-Guirao & Mercedes Jaén. (2021) Future teachers facing the problem of climate change: meat consumption, perceived responsibility, and willingness to act. Environmental Education Research 27:11, pages 1618-1637.
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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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Mercedes Varela-Losada, Uxío Pérez-Rodríguez, María Lorenzo-Rial, Pedro Vega-Marcote & Alan Reid. (2021) Dealing with global environmental change: the design and validation of the GEC attitude scale. Environmental Education Research 27:1, pages 110-131.
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Joacim Rosenlund, Louise Sörme, Elin Voxberg & Anna Augustsson. (2020) When appreciative inquiry guides action research: collaborating to improve waste sorting. Applied Environmental Education & Communication 19:4, pages 349-362.
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Marcia Eugenio-Gozalbo, Raquel Pérez-López & Juan-Carlos Tójar-Hurtado. (2020) Identifying key issues for university practitioners of garden-based learning in Spain. The Journal of Environmental Education 51:3, pages 246-255.
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E. S. Dalampira, A. Papadaki-Klavdianou, S. Nastis, M. Partalidou & A. Michailidis. (2020) Food for thought: an assessment tool for environmental food identities. International Journal of Sustainable Development & World Ecology 27:1, pages 80-95.
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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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Susan Clayton, Sarah M. Bexell, Ping Xu, Ya Fei Tang, Wen Jing Li & Li Chen. (2019) Environmental literacy and nature experience in Chengdu, China. Environmental Education Research 25:7, pages 1105-1118.
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Hiroshi Ito & Nobuo Kawazoe. (2019) Assessing and promoting eco-policies in Toyota City, Japan. Policy Design and Practice 2:1, pages 35-52.
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Alan Reid. (2019) Environmental education research - milestones and celebrations. Environmental Education Research 25:1, pages 1-5.
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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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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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Cameron T. Whitley, Bruno Takahashi, Adam Zwickle, John C. Besley & Alisa P. Lertpratchya. (2018) Sustainability behaviors among college students: an application of the VBN theory. Environmental Education Research 24:2, pages 245-262.
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Articles from other publishers (42)
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Peter Lampert, Dave Goulson, Daniel Olsson, John Piccolo & Niklas Gericke. (2023) Sustaining insect biodiversity through Action Competence — An educational framework for transformational change. Biological Conservation 283, pages 110094.
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Heidi Honegger Rogers, Megan Tucker, Mary Pat Couig & Vanessa Svihla. (2023) Facilitating an Interprofessional Course on Climate Change and Public Health Preparedness. International Journal of Environmental Research and Public Health 20:10, pages 5885.
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Demetra Hadjichambi, Andreas Ch. Hadjichambis, Anastasia Adamou & Yiannis Georgiou. (2023) A systematic literature review of K-12 environmental Citizen Science (CS) initiatives: Unveiling the CS pedagogical and participatory aspects contributing to students’ environmental citizenship. Educational Research Review 39, pages 100525.
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Susan Hanisch & Dustin Eirdosh. (2023) Behavioral Science and Education for Sustainable Development: Towards Metacognitive Competency. Sustainability 15:9, pages 7413.
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Wanda Sass, Sven De Maeyer, Jelle Boeve-de Pauw & Peter Van Petegem. (2022) Honing action competence in sustainable development: what happens in classrooms matters. Environment, Development and Sustainability 25:4, pages 3649-3670.
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Caleb Chidozie Chinedu, Atif Saleem & Wan Hanim Nadrah Wan Muda. (2023) Teaching and Learning Approaches: Curriculum Framework for Sustainability Literacy for Technical and Vocational Teacher Training Programmes in Malaysia. Sustainability 15:3, pages 2543.
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Atif Saleem & Philip Saagyum Dare. (2023) Unmasking the Action-Oriented ESD Approach to Acting Environmentally Friendly. Sustainability 15:2, pages 1675.
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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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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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Jose Antonio Prieto-Saborit, David Méndez-Alonso, Ana Fernández-Viciana, Laxmi J. Dixit Dixit & Paloma Nistal-Hernández. (2022) Implementation of Cooperative Learning and Its Relationship with Prior Training of Teachers, Performance and Equity in Mathematics: A Longitudinal Study. Sustainability 14:23, pages 16243.
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Mercedes Varela-Losada, Uxío Pérez-Rodríguez, María A. Lorenzo-Rial & Pedro Vega-Marcote. (2022) In Search of Transformative Learning for Sustainable Development: Bibliometric Analysis of Recent Scientific Production. Frontiers in Education 7.
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Miguel Leiva-Brondo, Natalia Lajara-Camilleri, Anna Vidal-Meló, Alejandro Atarés & Cristina Lull. (2022) Spanish University Students’ Awareness and Perception of Sustainable Development Goals and Sustainability Literacy. Sustainability 14:8, pages 4552.
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Andrea Okanović, Jelena Ješić, Vladimir Đaković, Simonida Vukadinović & Andrea Andrejević Panić. (2021) Increasing University Competitiveness through Assessment of Green Content in Curriculum and Eco-Labeling in Higher Education. Sustainability 13:2, pages 712.
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Mercedes Varela-Losada, Pedro Vega-Marcote, María Lorenzo-Rial & Uxío Pérez-Rodríguez. (2021) The Challenge of Global Environmental Change: Attitudinal Trends in Teachers-In-Training. Sustainability 13:2, pages 493.
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Tasneem Alsaati, Samir El-Nakla & Darin El-Nakla. (2020) Level of Sustainability Awareness among University Students in the Eastern Province of Saudi Arabia. Sustainability 12:8, pages 3159.
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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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Uxío Pérez-Rodríguez, Mercedes Varela-Losada, María-Asunción Lorenzo-Rial & Pedro Vega-Marcote. (2017) Tendencias actitudinales del profesorado en formación hacia una educación ambiental transformadora. Revista de Psicodidáctica 22:1, pages 60-68.
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