http://orcid.org/0000-0001-7976-4860
Citations (40)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (14)
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.
Read now
Read now
Chinaza Solomon Ironsi & Hanife Bensen Bostanci. (2023) Applying modified TATE framework in equipping learners with action competence on future skills: Towards learners’ future-readiness. Asia Pacific Journal of Education 43:3, pages 775-789.
Read now
Read now
Ane Eir Torsdottir, Astrid Tonette Sinnes, Daniel Olsson & Arjen Wals. (2023) Do students have anything to say? Student participation in a whole school approach to sustainability. Environmental Education Research 0:0, pages 1-25.
Read now
Read now
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.
Read now
Read now
Travis T. Fuchs. (2023) A framework for climate change education in critical geography. Geography 108:2, pages 95-100.
Read now
Read now
Katrien Van Poeck, Ellen Vandenplas & Leif Östman. (2023) Teaching action-oriented knowledge on sustainability issues. Environmental Education Research 0:0, pages 1-26.
Read now
Read now
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.
Read now
Read now
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.
Read now
Read now
Misol Kim, Alan Reid & Mark Rickinson. (2022) Measuring environmental locus of control: An analysis of instruments and their psychometric properties. Environmental Education Research 28:4, pages 614-636.
Read now
Read now
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.
Read now
Read now
Dries Verhelst, Jan Vanhoof & Peter Van Petegem. (2022) Development and validation of the education for sustainable development school organisation questionnaire. Environmental Education Research 28:2, pages 241-259.
Read now
Read now
Karen Hutchins Bieluch, Alexandra Sclafani, Douglas T. Bolger & Michael Cox. (2021) Emergent learning outcomes from a complex learning landscape. Environmental Education Research 27:10, pages 1467-1486.
Read now
Read now
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.
Read now
Read now
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.
Read now
Read now
Articles from other publishers (26)
Rebecca Collins. (2023) The intimate socialities of going carbon neutral. Transactions of the Institute of British Geographers.
Crossref
Crossref
Olusiji Adebola Lasekan, Claudia Myrna Méndez-Alarcón, Blessy Sarah Mathew & Evelyn Solange Campos. (2023) Exploring the Potential of a Popular EFL Textbook to Foster Both Sustainability Awareness and Competencies among ESD Learners: A Content Analysis Approach. Sustainability 15:16, pages 12640.
Crossref
Crossref
Uroš Zabukovšek, Polona Tominc & Samo Bobek. (2023) Business IT Alignment Impact on Corporate Sustainability. Sustainability 15:16, pages 12519.
Crossref
Crossref
Michiel van Harskamp, Marie-Christine P. J. Knippels, Jelle N. A. Boeve-de Pauw & Wouter R. van Joolingen. (2023) The environmental citizenship opinions questionnaire: a self-assessment tool for secondary students. Frontiers in Education 8.
Crossref
Crossref
Chuang Yang & Qi Xiu. (2023) A Bibliometric Review of Education for Sustainable Development, 1992–2022. Sustainability 15:14, pages 10823.
Crossref
Crossref
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.
Crossref
Crossref
Roosa Karvonen, Ilkka Ratinen & Ulla Kemi. (2023) Promoting sustainability competency and self-efficacy in class teacher education. Frontiers in Sustainability 4.
Crossref
Crossref
Jie Sun, Yanan Wang, Wei Miao, Wei Wei, Chun Yang, Jiangjie Chen, Fangfang Yang, Longfei Ren & Chao Gu. (2023) A study on how to improve users' perceived playfulness in and continuance intention with VR technology to paint in virtual natural landscapes. Heliyon 9:5, pages e16201.
Crossref
Crossref
Sophia Schröder, Arnim Wiek, Steffen Farny & Philip Luthardt. (2022) Toward holistic corporate sustainability—Developing employees' action competence for sustainability in small and medium‐sized enterprises through training. Business Strategy and the Environment 32:4, pages 1650-1669.
Crossref
Crossref
James Loparics & Florian Sobanski. (2023) „Derzeit mangels geeignetem Indikator nicht messbar““Currently not measurable due to lack of a suitable indicator”. Zeitschrift für Bildungsforschung 13:1, pages 75-86.
Crossref
Crossref
Xushan Sheng, Xiaoling Zhang & Xinyue Zhou. (2023) Show me the impact: Communicating “behavioral impact message” to promote pro-environmental consumer behavior. Sustainable Production and Consumption 35, pages 709-723.
Crossref
Crossref
Anthony Samuel, Robert J. Thomas, Cathy McGouran & Gareth R. T. White. (2021) Experiencing the Macromarketing Dimensions of Sustainability: Lessons Learned From Field Trips to the Ultra Novel. Journal of Marketing Education 44:3, pages 322-336.
Crossref
Crossref
Sara Moreno Pires, Mahsa Mapar, Mariana Nicolau, Nicoletta Patrizi, Georgios Malandrakis, Federico M. Pulselli, Paula Bacelar Nicolau, Sandra Caeiro, Valentina Niccolucci, Nicolaos P. Theodossiou, Maria Serena Mancini & Alessandro Galli. (2022) Teaching sustainability within the context of everyday life: Steps toward achieving the Sustainable Development Goals through the EUSTEPs Module. Frontiers in Education 7.
Crossref
Crossref
H. Husamah, Hadi Suwono, Hadi Nur & Agus Dharmawan. (2022) Action competencies for sustainability and its implications to environmental education for prospective science teachers: A systematic literature review. Eurasia Journal of Mathematics, Science and Technology Education 18:8, pages em2138.
Crossref
Crossref
Ilkka Ratinen & Lassi Linnanen. (2022) Exploring Systems Thinking Competence of Finns in Fostering Sustainable Transformation. World 3:2, pages 287-298.
Crossref
Crossref
Enzo Ferrari, Fernando Martínez-Abad & Camilo Ruiz. (2022) Examining the Relationship between the Dimensions of the Climate-Change Competence (C3): Testing for Mediation and Moderation. Sustainability 14:3, pages 1895.
Crossref
Crossref
Nena Vukelić, Nena Rončević & Sven Toljan. (2022) Student Teachers’ Willingness to Act in the Climate Change Context. Social Sciences 11:2, pages 47.
Crossref
Crossref
Niklas Gericke. 2022. Education for Sustainable Development in Primary and Secondary Schools. Education for Sustainable Development in Primary and Secondary Schools
153
166
.
Eli Munkebye & Niklas Gericke. 2022. Critical Thinking in Biology and Environmental Education. Critical Thinking in Biology and Environmental Education
249
266
.
Marta Romero Ariza, Jelle Boeve-de Pauw, Daniel Olsson, Peter Van Petegem, Gema Parra & Niklas Gericke. (2021) Promoting Environmental Citizenship in Education: The Potential of the Sustainability Consciousness Questionnaire to Measure Impact of Interventions. Sustainability 13:20, pages 11420.
Crossref
Crossref
Josephat Paul Nkaizirwa, Florien Nsanganwimana & Catherine Musalagani Aurah. (2021) Reexamining the Measurement of Pro-Environmental Attitudes and Behaviors to Promote Sustainable Development: A Systematic Review. Eurasia Journal of Mathematics, Science and Technology Education 17:9, pages em2001.
Crossref
Crossref
Jianbo Han, Edwin Hon Wan Chan, Queena Kun Qian & Esther Hiu Kwan Yung. (2021) Achieving Sustainable Urban Development with an Ageing Population: An “Age-Friendly City and Community” Approach. Sustainability 13:15, pages 8614.
Crossref
Crossref
Michiel van Harskamp, Marie-Christine P. J. Knippels & Wouter R. van Joolingen. (2021) Secondary Science Teachers’ Views on Environmental Citizenship in The Netherlands. Sustainability 13:14, pages 7963.
Crossref
Crossref
Ingrid Molderez. (2021) How transformative learning nurtures ecological thinking. Evidence from the Students Swap Stuff project. International Journal of Sustainability in Higher Education 22:3, pages 635-658.
Crossref
Crossref
Elin Leirvoll Aschim, Anja Gabrielsen, Martina Tesikova & Mari Bøe. (2020) Å fremme elevers engasjement og handlingskompetansefor bærekraftig utvikling. Norsk pedagogisk tidsskrift 104:3, pages 241-256.
Crossref
Crossref
Antonia Lozano-Díaz & Juan S. Fernández-Prados. (2020) Educating Digital Citizens: An Opportunity to Critical and Activist Perspective of Sustainable Development Goals. Sustainability 12:18, pages 7260.
Crossref
Crossref