Citations (107)
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Akrivi Krouska, Christos Troussas, Katerina Kabassi & Cleo Sgouropoulou. (2023) An Empirical Investigation of User Acceptance of Personalized Mobile Software for Sustainability Education. International Journal of Human–Computer Interaction 0:0, pages 1-8.
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Denise Minott & Garth Minott. (2023) In pursuit of a sustainable future for Jamaica: values, critical consciousness, and the pre-service teacher. Environmental Education Research 29:7, pages 998-1009.
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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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Kate Greer, Heather King & Melissa Glackin. (2023) The ‘web of conditions’ governing England’s climate change education policy landscape. Journal of Education Policy 38:1, pages 69-92.
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Muhammad Saud & Asia Ashfaq. (2022) NGOs schools are promoting education for sustainable development in rural areas. Globalisation, Societies and Education 20:5, pages 682-694.
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Carine Verschueren. (2022) Multi-layered predictors of ESE policy adoption in large school districts in the United States. Environmental Education Research 28:8, pages 1251-1270.
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Vaille Dawson, Efrat Eilam, Sakari Tolppanen, Orit Ben Zvi Assaraf, Tuba Gokpinar, Daphne Goldman, Gusti Agung Paramitha Eka Putri, Agung Wijaya Subiantoro, Peta White & Helen Widdop Quinton. (2022) A cross-country comparison of climate change in middle school science and geography curricula. International Journal of Science Education 44:9, pages 1379-1398.
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Laura Gutierrez-Bucheli, Alan Reid & Gillian Kidman. (2022) Scoping reviews: Their development and application in environmental and sustainability education research. Environmental Education Research 28:5, pages 645-673.
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Leire Agirreazkuenaga. (2022) Environmental and sustainability education: A critical analysis of evaluation instruments through a research–practice partnership. Environmental Education Research 28:5, pages 695-714.
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Igor Schutz-dos-Santos & Ariane Kuhnen. (2022) Measuring functions and structure of environmental attitudes from environmental educators in public sanitation (Medición de las funciones y la estructura de las actitudes ambientales de los educadores ambientales en el ámbito del saneamiento público). PsyEcology 13:1, pages 1-28.
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Linus Bylund, Sofie Hellberg & Beniamin Knutsson. (2022) ‘We must urgently learn to live differently’: the biopolitics of ESD for 2030
. Environmental Education Research 28:1, pages 40-55.
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Dafna Gan. (2021) Environmental education leadership – the perceptions of elementary school principals as expressed in their drawings and explanations. Environmental Education Research 27:10, pages 1440-1466.
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Henry James Evans & Marianne Achiam. (2021) Sustainability in out-of-school science education: identifying the unique potentials. Environmental Education Research 27:8, pages 1192-1213.
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Gunnar Breivik. (2021) ‘Richness in Ends, Simpleness in Means!’ on Arne Naess’s Version of Deep Ecological Friluftsliv and Its Implications for Outdoor Activities. Sport, Ethics and Philosophy 15:3, pages 417-434.
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Ying-Syuan (Elaine) Huang, Blane Harvey & Anila Asghar. (2021) Bureaucratic exercise? Education for sustainable development in Taiwan through the stories of policy implementers. Environmental Education Research 27:7, pages 1099-1114.
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Mark Rickinson & Marcia McKenzie. (2021) The research-policy relationship in environmental and sustainability education. Environmental Education Research 27:4, pages 465-479.
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Oren Pizmony-Levy, Meredith McDermott & Thaddeus T. Copeland. (2021) Improving ESE policy through research-practice partnerships: Reflections and analysis from New York City. Environmental Education Research 27:4, pages 595-613.
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Aravella Zachariou & Konstantinos Korfiatis. (2021) Sustainability education research and policy in Cyprus: an investigation into their roles and relationships. Environmental Education Research 27:4, pages 614-629.
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Mandy Singer-Brodowski, Antje Brock, Julius Grund & Gerhard de Haan. (2021) Reflections on the science–policy interface within education for sustainable development in Germany. Environmental Education Research 27:4, pages 554-570.
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Mark Rickinson & Marcia McKenzie. (2021) Understanding the research-policy relationship in ESE: insights from the critical policy and evidence use literatures. Environmental Education Research 27:4, pages 480-497.
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María Angélica Mejía-Cáceres, Alejandra Huérfano, Alan Reid & Laísa María Freire. (2021) Colombia’s national policy of environmental education: a critical discourse analysis. Environmental Education Research 27:4, pages 571-594.
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Louise Shaxson & Annette Boaz. (2021) Understanding policymakers’ perspectives on evidence use as a mechanism for improving research-policy relationships. Environmental Education Research 27:4, pages 518-524.
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Heila Lotz-Sisitka, Eureta Rosenberg & Presha Ramsarup. (2021) Environment and sustainability education research as policy engagement: (re-) invigorating ‘politics as potentia’ in South Africa. Environmental Education Research 27:4, pages 525-553.
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Carine Verschueren. (2021) Local and global (f)actors in environmental and sustainability education policies: the case of New York City public schools. Environmental Education Research 27:3, pages 402-417.
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Kristín Norðdahl. (2021) National policy guidelines and early childhood sustainability education: an analysis of match and gaps in preschool curricula plans. Environmental Education Research 27:3, pages 338-353.
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Constantinos Xenofontos, Sally Fraser, Andrea Priestley & Mark Priestley. (2021) Mathematics teachers and social justice: a systematic review of empirical studies. Oxford Review of Education 47:2, pages 135-151.
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Kathleen Aikens†Marcia McKenzie. (2021) A comparative analysis of environment and sustainability in policy across subnational education systems. The Journal of Environmental Education 52:2, pages 69-82.
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Naama Sadan & Iris Alkaher. (2021) Development and formation of ESE policy: learning from teachers and local authorities. Environmental Education Research 27:2, pages 192-216.
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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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Jeremy Rappleye & Hikaru Komatsu. (2020) Towards (comparative) educational research for a finite future. Comparative Education 56:2, pages 190-217.
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Melissa Glackin & Heather King. (2020) Taking stock of environmental education policy in England – the what, the where and the why. Environmental Education Research 26:3, pages 305-323.
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Adam Cheeseman, Tarah Sharon Alexandra Wright, Jaylene Murray & Marcia McKenzie. (2019) Taking stock of sustainability in higher education: a review of the policy literature. Environmental Education Research 25:12, pages 1697-1712.
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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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Asli Sezen-Barrie, Nicole Shea & Jenna Hope Borman. (2019) Probing into the sources of ignorance: science teachers’ practices of constructing arguments or rebuttals to denialism of climate change. Environmental Education Research 25:6, pages 846-866.
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Mandy Singer-Brodowski, Antje Brock, Nadine Etzkorn & Insa Otte. (2019) Monitoring of education for sustainable development in Germany – insights from early childhood education, school and higher education. Environmental Education Research 25:4, pages 492-507.
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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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Nicolas Stahelin & Marcia McKenzie. (2023) The Impact of Meetings on the Network Governance and Mobility of UN Policy Programs on Environment and Education. ECNU Review of Education 6:4, pages 597-622.
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Fi Belcher. (2023) Settler futurity in the local and global: Problematising education for sustainable development in the Australian curriculum. Policy Futures in Education.
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Jessica Ostrow Michel, Peter Siciliano, Michaela Zint & Sarah Collins. (2023) Toward diversifying higher education sustainability competency scholarship: findings and implications from a bibliometric analysis. International Journal of Sustainability in Higher Education.
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Kate Greer, Heather King & Melissa Glackin. (2023) ‘Standing back’ or ‘stepping up’? Exploring climate change education policy influence in England. British Educational Research Journal.
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Maria Eftychia Angelaki, Theodoros Karvounidis & Christos Douligeris. (2023) Sustainability-Oriented Schools in Greece: Analyzing Pupils' Opinions and Perceptions about Sustainability and Redesign Computer Science Curricula towards Green Informatics. Sustainability-Oriented Schools in Greece: Analyzing Pupils' Opinions and Perceptions about Sustainability and Redesign Computer Science Curricula towards Green Informatics.
Letizia Lo Presti, Giulio Maggiore, Vittoria Marino & Riccardo Resciniti. (2023) Inclusion and social justice in sustainable higher education: An integrated perspective through the lens of public engagement. Journal of Management and Governance.
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Maria Vamvalis. (2023) “We’re fighting for our lives”: Centering affective, collective and systemic approaches to climate justice education as a youth mental health imperative. Research in Education, pages 003452372311600.
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Ylva UgglaLinda Soneryd. (2023) Possibilities and Challenges in Education for Sustainable Development: The Case of Higher Education. Journal of Education for Sustainable Development 17:1, pages 63-77.
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Igor Schutz dos Santos & Ariane Kuhnen. (2022) Revisão integrativa sobre atitudes ambientais e educação ambiental. Psico 53:1, pages e38779.
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Susanne Ress, Nancy Kendall, Sophia Friedson-Ridenour & Yaa Oparebea Ampofo. (2022) Representations of Humans, Climate Change, and Environmental Degradation in School Textbooks in Ghana and Malawi. Comparative Education Review 66:4, pages 599-619.
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