Learning experiences that produce environmentally active and informed minds

Highlights

•	We examine significant life experiences that influenced Slovene teachers’ care for nature.
•	We examine teachers views on the development of environmental education.
•	Outdoor experiences in childhood and parents are the most significan life experiences for teachers.
•	Environmental education based on direct experience of nature is the most commonly mentioned teaching strategy.

Abstract

This study provides evidence of the significant life experiences that have influenced teachers’ attitudes towards the environment and present their teaching practices within environmental education. Three groups of teachers (preschool, primary school and biology), working in preschools and in nine-year long compulsory basic schools in Slovenia completed questionnaires. Findings were generalised against bodies of research discussing significant life experiences and recomendations concerning environmental education improvement. Enjoyment of the outdoors, especially in the childhood, attitudes of parents, life in the countryside, experiences with animals and plants, solitude of remote places, education and experiencing negative environmental changes, all had an influence on the teachers’ care for nature. Experiences with organisms and education were more influential life experiences for biology teachers then for preschool or primary school teachers. Teachers emphasised four teaching practices important for environmental education: direct experience of nature, discussions about environmental problems, active participation of students in environmental activities and the importance of teachers as role models. The importance of student's inter-active participation in environmental activities has been under-emphasized, particularly among biology teachers. They have encouraged them to analyze and discuss environmental problems rather than to empower them in the extension of collective pro-environmental actions, which would provide them with necessary experiences in governing processes enabling them to take an active societal role.

Keywords:

• environmental education
• teacher
• nature
• significant life experiences
• participation

1 Introduction

Understanding the way learning occurs and what stimulates environmental behaviour is as important as environmental information [1]. The United Nations Educational, Scientific, and Cultural Organization (UNESCO) workshop in Belgrade (1975) produced a statement of environmental education aims, which still defines the field mainstream [2]. “The goal of environmental education is to develop a world population that is aware of, and concerned about, the environment and its associated problems, and which has the knowledge, skills, attitudes, motivations, and commitment to work individually and collectively toward solutions of current problems and prevention of new ones.” The ultimate objective of environmental education is to encourage actions towards the resolution of environmental problems. If environmental education is meant to help children learn and care for the environment, then those responsible for implementing these aims (e.g. teachers) must know the forms of learning experience that encourage and produce active and informed minds [3]. In order to study young people's environmental behaviour researchers compare behavioural outcomes from different types of environmental programmes. Another approach used by reasearchers has been a retrospective, composed of research on the significant life experiences of environmental activists and educators.

1.1 Types of environmental education

Research reviewed demonstrated that, in order to effectively address environmental problems, different types of environmental initiatives should be implemented. Stern [4], distinguished between private and public environmental actions. Environmental education has traditionally promoted private pro-environmental behaviour [5], where individuals consume less resourses by using technological innovations (e.g., energy efficient appliences) and alternative behaviours (e.g., using public transport) or by reducing consumption of resources (e.g., reduction in purchasing) [2]. Each individual must decide in order to change their behaviour, but changes must also occur on a broader level in order to have a significant environmental impact. Jensen and Schnack [6] emphasised that environmental action is intentional and contributes directly to solving confrontional problems (people-environment relations) or influence others to contribute to solving the problem on inter-relational questions (people-to-people relationships).

Environmental actions are most effective when people organize to pressure Goverment and industry in order to act for the common good [7]. Collective pro-environmental actions can force major actors, such as busineses and goverments, to take responsibility for the environment and make sustainable choices available for individuals (e.g., energy efficient cars, bikeways) [5]. Environmental education should also foster young people's interest and engagement in public issues and democratic principles in order to effectively address environmental issues. Wals et al. [8] highlighted this concept by dividing environmental education into: (i) instrumental, which seeks to change pre-determined environmental behaviours, and (ii) emancipatory, which seeks to engage participants in an active dialogue in order to establish individual objectives and plans for environmental action. Similarly, Sterling [9] defined intrinsic and instrumental learning in sustainable education. In doing so, Sterling added a third educational category which focused on personal growth or competencies associated with healthy development and lifestyle success (e.g., social competence, sense of purpose, interest in learning) [9]. Schusler and Krasny [10] reported that environmental action is a valuable context for positive adolescent development.

1.2 Significant life experiences and environmental education

Environmental education ascertains the platform that knowledge is socially constructed, that there are cognitive, economic, moral and philosophical aspects that must be considered although there are no certainties in theory or in practice [11]. This transformation of perception also calls for dismissal of the dominant mechanistic perception of seeing the world [12]. No science teaching can avoid communicating messages concerning human conceptual or interaction with nature [13]. These messages influence young people's attitudes toward nature [14]. Furthermore, the social learning theory recognizes that people learn from observing an external role model and following their lead, not merely from verbal interaction [15]. Teachers are aware of impressionable social pressures to act as model citizens and that their actions help establish the next generational moral compass [16].

Three decades ago, Tanner [17] conducted a study that investigated the significant life experiences (SLEs) of conservationists in the United States. His attempt was to understand what motivated them to dedicate their lives to environmental issues. Other researchers [e.g.,18,19,20,21,22,23,24,25,26,27] have carried on where Tanner left regarding SLEs research. Research then focused on the study of SLEs of environmentalist and environmental educators. Key life experiences in raising environmental awareness were consided: (a) frequent interaction with natural and rural environments; followed by (b) the influencial experiences that occurred during childhood, involving events within the natural environment and countryside; (c) role models, particularly family members and teachers; and (d) educational emphasis [17,19,20,24,25]. Bajd et al. [27] compared teachers from science disciplines in Slovenia and the UK. They found similar results; however, the second strongest influence among Slovenian teachers was their view on environmental destruction and pollution. In addition, researchers also highlighted the impact of membership in organisations, friends and peer groups, literature,the media, religious beliefs, travelling abroad and parenting.

Neal and Palmer [28] emphasize that environmental education should be core orientated and implemented into fundamental school subjects and related to cross-curricular themes. In accoradance with findings from the field of significant life experiences Neal and Plamer also point out that students should not be presented only with environmental information; they should build on their natural experiences–their personal interactions with the environment–and the learning they thus bring from their experience and environmental interaction. In the Tibilisi recommendations [29] it was stressed that environmental education is a lifelong process, interdisciplinary and holistic, encompassing the encouragement of young people's participation, practical activities and first-hand experiences, which should lead to the development of an environmental ethic.

Palmer et al. [25] also suggest that there is a need for establishing comprehensive programs inclusive of the formal and informal educational system. According to Palmer et al. [25], formal programs in environmental education alone are ineffective in educating children and adolescents on how to save the planet. Palmer and Birch [5] stressed the importance of informal environmental education, including communication and information, that results from living and interacting in a particular locality and community, from newspapers, television, radio, other media forms, ‘events’ in an individual's life and the wider world while interacting with other people and the natural world. Chawla and Flanders Cushing [30] reviewed four bodies of research that shed light on promotional active care for the environment in children and adolescents. According to their review, children and adolescents require personal ownership of the studied issues, choosing personally significant goals and integrating action for the common good according to their sense of identity. They also need opportunities for direct experience, beginning with intimately known natural areas, and extending into participation in managing projects through their school and local community where they can see for themselves how local government functions and feel that they are making meaningful contributions. In the course of these experiences, adolescents need opportunities for discussion, analyzing public issues together, determining shared goals, resolving conflicts and articulating strategies for overcoming challenges and achieving success. During this process, children and adolescents become successful role models for each other. Seeing similar others (i.e. peers) perform successfully can raise perceived self-efficiency expectations in observers and teach them effective strategies for dealing with challenging or threatening situations [15].

1.3 Purpose and objectives

The purpose of this study was to examine Slovenian teacher's significant life experiences that have influenced their environmental attitudes and concerns and to invastigate their teaching practices in environmental education. Significant life experiences and teaching practices of three different groups of teachers, found to be the most responsible for environmental education in prescool and compulsory basic education in Slovenia, were compared. Findings were generalised against different bodies of research through discussing significant life experiences and recommendations for environmental education.

2 Material and methods

Teachers were given a questionnaire questioning them about their significant life experiences, teaching practices in environmental education and basic demographic questions (gender, age, teaching profession). The questionnaire format is a widely used and useful instrument for collecting survey information [31]. The research technique involves retrospective analysis of the memorable life experiences encountered by teachers. Then teachers were asked to describe teaching practices they used to develop environmental awareness and responsible behaviour in children and adolescents. Participants were presented with open questions, “Which life experiences influenced your attitudes towards nature?” and “How do you develop young peoples’ care for the environment and nature?” and were asked to express themselves freely.

Based on the knowledge of the population and the purpose of the study a purposive sampling technique was applied. In purposive samples, researchers select the sample cases to be included on the basis of their judgment of typically or posession of the particular characteristics being sought and in this way build up the sample that is satisfactory to their specific needs. It can be used to access those who have in-depth knowledge about particular issues [31]. Three groups of teachers were selected into the sample based on their teaching profession. Slovene teachers are expected to assist children and adolescents in order to develop their knowledge, concern and responsible behaviour towards the environment and nature [32–34^[32][33][34]]. The objective was to compare significant life experiences and teaching practices of three groups of teachers who were, according to the national curriculum, the most relevant teachers for environmental education in prescool and compulsory basic education in Slovenia. The three groups of teachers identified were preschool teachers, primary school teachers and biology teachers. Preschool teachers in Slovenia teach children between the age of 1 and 6. In Slovenia, primary and lower secondary education are unified and called compulsory basic education, which is divided into three, three-year cycles. Primary school teachers teach students in the first and second three-year cycle (students aged 6-11) the majority of school subjects. Biology teachers teach biology and/or natural science subjects at the end of the second and through the third three-year cycle (students aged 11-14).

Altogether 106 preschool, 111 primary school and 100 biology teachers working in preschools and compulsory basic schools in Slovenia completed the questionnaire before the predetermained date. The sample included three male and 314 female teachers; all males were biology teachers. Gender proportions in the sample are normal for Slovenian schools. In the school year 2010/2011 only 1,9% of care and educational staff in Slovenian preschools were males [35]. Slovenia is also one of the leading EU countries with high proportion of women among elementary teachers, 97.5% [36].

Eleven schools and preschools were randomly selected from the list of Slovenian basic schools and preschools provided at the webpage of Ministry of Education, Science and Sports (http://www.mizs.gov.si/en/). First, the administration of selected schools and kindergartens were contacted by phone to confirm or refuse their participation in the survey. In the selection process only one school refused to participate. Respondents completed the questionnaire during regular staff meetings in their preschools or schools. Some respondents completed the questionnaire during regional staff meetings and workshops for those teaching specific professional subjects (e.g. biology and natural science) These teachers meet occasionally to exchange their professional experiences. The author was present at all meetings in order to provide introductory remarks concerning the purpose of the study. On some occasions, teachers completed the questionnaire at home and then mailed it to the author's address. A stamped, self addressed envelope was provided. Seventy four point four percent of teachers returned the questionaire before a predetermained date.

Literal transcriptions of the open-ended questions were made and ideas contained in responses were coded into categories. In order to reduce bias two other researchers together with the author were involved in coding the responses. Categories of significant life experiences were defined based upon earlier published work. Ideas with the same meaning were coded together. Low-frequency ideas with the same meanings as high-frequency ideas were coded together. For example, ideas such as “Chernobyl” or “polluted air in our town” were replaced by the coding “Negative experiences: pollution, degradation, radiation”. Ideas that appeared less than five times or could not be coded with others were put into the category “Other”. The ideas and their frequency gave an indication of the meaning teachers assigned to the question. Since each participant answered the questions with more than one idea, the total frequency of the written ideas was unequal to the number of participants. For the second open-question some examples of ideas contained in responses were also given.

3 Results

3.1 Teachers’ significant life experiences that influence the development of their attitudes toward nature

The data regarding the responses to the open questions is presented in the tables below. Table 1 represents the categorisation of the teachers’ responses about significant life experiences. Participants’ ideas contained in the responses (a total of 810) were put into 15 different categories. Seventy-six (9.95%) ideas appeared less than five times or could not be coded with others and were as a result put into category ‘Other’. Results in Table 1 indicate that participants believed parents and childhood outdoors activities were the most influential categories. Participants often gave examples of how parents influenced them, particularly during childhood. A large number of teachers made detailed reference to memorable experiences outdoors as a child, including playing in the open air, going to the seaside and mountains, or being raised in the countryside.

Table 1 Significant life experiences that influenced development of teachers’ attitudes toward nature.

Categories	Kindergarten teachers		Elementary school teachers		Biology teachers		Total sample
	F	%	f	%	f	%	f	%
1. Parents as role models	34	32.1	44	39.6	34	34.0	112	35.3
2. Childhood outdoors	38	35.8	34	30.6	35	35.0	107	33.8
3. Countryside: farming, gardening	31	29.2	33	29.7	34	34.0	98	30.9
4. Outdoor recreation and sport activities	25	23.6	34	30.6	19	19.0	78	24.6
5. Experience of animals and plants	20	18.9	17	15.3	38	38.0	75	23.7
6. Negative experiences: pollution, degradation, radiation	25	23.6	23	20.7	23	23.0	71	22.4
7. Education	16	15.1	12	10.8	29	29.0	57	18.0
8. Experience of solitude and freedom	14	13.2	22	19.8	16	16.0	52	16.4
9. Grandparents as role models	10	9.4	4	3.6	7	7.0	21	6.6
10. Organisations and camps	7	6.6	3	2.7	7	7.0	17	5.4
11. Illness and personal crisis	5	4.7	7	6.3	4	4.0	16	5.0
12. Media	2	1.9	6	5.4	6	6.0	14	4.4
13. Teachers and others as role models and mentors	3	2.8	3	2.7	3	3.0	9	2.8
14. Books	3	2.8	3	2.7	1	1.0	7	2.2
15. Other	26	24.5	25	22.5	25	25.0	76	24.0
	259		270		281		810

The importance of other categories should not be neglected, such as current life in the countryside, recreation and sports, and experiencing animals and plants. Looking more generally on the results it becomes very clear that outdoor experiences were the most important for participants (categories 2, 3, 4, 5, 8 in Table 1). Among key life experiences were also role models and mentors. In addition to parents, grandparents, teachers other persons were also mentioned (categories 1, 9, 13 in Table 1). Among frequently mentioned categories were also ‘Negative experiences: pollution, disasters, radiation’, ‘Education’ and ‘Experience of solitude and freedom in nature’. Some participating teachers (16 responses) reported that severe illness and personal crisis (e.g. death of a loved one, alcoholism in the family) have changed their lives. They found comfort and personal meaning in natural areas.

Among the preschool, primary school and biology teachers there were some considerable differences in significant life experiences. Category ‘Experience of animals and plants’ was much more frequently mentioned by biology teachers (38%) then by preschool (18.9%) or primary school teachers (15.3%). Second considerable difference was in category ‘Education’. It was more often mentioned by biology teachers (29%) than by preschool (15.1%) or primary school teachers (10.8%). Many participants mentioned the positive influence of school courses (e.g. biology, geography) and higher education, particularly biology teachers. Other differences were not substantial and therfore not commented.

3.2 Teachers’ views on how to develop young peoples’ care for the environment and nature

Table 2 represents the categorisation and frequencies from respondants. Responses (a total of 545) were arranged in six categories. Results indicated that there are two most important categories. Teachers frequently mentioned experiential learning and outdoor education. They gave examples of numerous outdoor activities (Table 3). Teachers were taking students on nature walks, where they can observe and interact with biota they cannot encounter in school settings or apply what they have been learning. The form of outdoor activities depended on the age of the children with whom teachers worked. Preschool teachers reported on regular walks to natural areas near the preschools. Many primary school teachers also mentioned regular visits to natural areas, but this often depends on the location of schools. Biology teachers mentioned excursions to natural areas (e.g. forest, lake and river environments) and nature parks, and provided specific examples of outdoor activities, for example, learning to recognize animal tracks in the snow. The results in Table 2 show that biology teachers practiced outdoor education and experiential learning less often than preschool and primary school teachers.

Table 2 Teachers’ views on how to educate children and youth for the environment and nature.

Categories	Kindergarten teachers		Elementary school teachers		Biology teachers		Total sample
	f	%	f	%	f	%	f	%
1. Outdoor education and experiential learning	62	58.5	67	60.4	32	32.0	161	50.8
2. Discussion	39	36.8	45	40.5	56	56.0	140	44.2
3. Active participation	34	32.1	37	33.3	25	25.0	96	30.3
4. Teacher as role model	18	17.0	24	21.6	25	25.0	67	21.1
5. No answer	14	13.2	8	7.2	6	6.0	28	8.8
6. Other	25	18.9	19	14.4	18	18.0	62	16.7
	187		197		161		545

Table 3 Examples of responses on how to educate children and youth for the environment and nature.

Kindergarten teachers	Elementary school teachers	Biology teachers
Category 1. Outdoor education and experiential learning
- We are regularly going on walks to natural areas. - We go for walks and talk about nature. - Observing animals, their behaviour and housing.	- We go outside and observe nature with all our senses. - I teach in a rural area where it is possible to visit natural areas on a daily basis. We always find something new and interesting.	- Organizing excursions to natural areas. - We learn how to recognize animal traces in the snow. - We visit protected areas and …
Category 2. Discussion
- We talk about different things that we observe in the environment. Positive and negative. - We talk about nature, animals and plants.	- We talk a lot about endangered species. - I try to develop pupils’ responsibility towards environment through discussion. - Much attention is devoted to problems of over-fertilization and spraying of crops, which is a problem in our municipality.	- We are talking about cruelty to animals, killing animals for fur and environmental pollution. - We are talking about alternative energy resources. - From examples, where nature has been destroyed, we try to determine human activities that have led to this.
Category 3. Active participation
- We collect our garbage after being outdoors. - When children found spider in the classroom, we collected it with a broom and took the spider outside. - Children are not allowed to tear the flowers.	- Caring for birds in winter. - Students clean the area around the school. - Saving electricity and water supply and waste collection (glass, paper, plastics).	- Students care for animals in the school vivarium. - Students observe weather conditions and water quality. The results are recorded in the graphs. - Students plant flowers and donate them for special occasions.
Category 4. Teacher as role model
- To be a good role model. I don’t tear flowers and justify why. - My behaviour is very important.	- I want to be an example to children therefore I behave responsibly. - I want to be a good role model, therefore I walk to school or I use public transport.	- … and at the same time I realize that the easiest and best way is to teach by example. - I behave responsibly.
Category 5. No answer
Category 6. Other

Teachers also emphasized the importance of classroom discussions concerning nature, pollution, degradation, endangered species etc. Teachers mostly discussed fauna, flora and natural areas with younger students. When students became older more attention was devoted to environmental problems. Biology teachers more often engaged their students in discussions concerning nature, pollution, degradation, endangered species and nature protection more so than preschool and primary school teachers (see Table 2).

Some teachers also emphasized the importance of active participation of children and adolescents in environmental protection and nature conservation. Frequently mentioned activities were recycling, sustainable energy use, feeding birds in winter and keeping the surrounding school grounds clean. In addition, biology teachers also reported on activities such as caring for fauna in the school vivarium, measuring water quality, assisting amphibians to cross roads in spring, and growing plants in the school garden. Results in Table 2 show that preschool and primary school teachers practice this more frequently than biology teachers.

In the category ‘Teachers as role models’ they emphasize the importance of their personal example in the environmental education of children and adolescents. Teachers aim to be a good example for students. However, some have also said that the main responsibility in developing a child's relationship with nature and the environment lies in the hands of parents who have the greatest overall influence on them.

It is also evident from Table 2 that a considerable number of teachers gave no answer to the question posed. Sixtytwo (16.7%) ideas appeared less than five times or could not be coded with others and were as a result put into category ‘Other’. Teachers were e.g. mentioning the importance of reading environmental books, joining different non-governmental organisations (e.g. mountain society, scouts), watching documentary films.

4 Discussion

Enjoyment of the outdoors and experiential learning, especially in the childhood, attitudes of parents, living in the countryside, solitude of remote places, education and experiencing negative environmental changes, all instilled in respondents a care for the environment and nature. Recalled experiences by teachers were similar to those found in previous studies [e.g. 17-19,25- 27] and confirm that teachers’ attitudes toward nature are more influenced by factors like personal attributes and the environment in which person grew up, than the educational programmes [37]. However, a comparison of results between preschool, primary school and biology teachers revealed that there are considerable differences between teaching professions, particularly in their experiences with animals and plants, and educational system. For biology teachers education is a more influential experience. In the course of education they gained greater knowledge on the field of biology and ecology. Biology teachers’ training system is specialized to teach biology school subjects. The importance of ecological knowledge for pro-environmental attitudes and behaviour is supported by research findings [38,39].

These findings indicate the direction of teachers’ views on the development of environmental education. Participating teachers especially emphasised the importance of memorable experiences outdoors as children or being raised in the countryside. Findings support Tanner's hypothesis [40] that children must first come to know and love the natural world before they can become concerned with its care. Teachers also see experiential learning in the outdoors as the most important educational approach for the development of young peoples’ care for the environment and nature. Extensive research has documented the important role of time spent in the outdoors for raising environmental awareness [e.g. 1,3,17]. In Tibilisi declaration [29] and Chawla and Flanders Cushing's article [30] direct experiences with the environment have an important place among recommendations for the development of young people's care and concern for the environment. However, in modern society less quality time is spent outdoors. Louv [41] described the growing phenomenon he labeled “nature deficit disorder”. Participants most commonly emphasize the importance of outdoor education and experiential learning as a form of teaching students about nature and raising their environmental awareness. Preschool teachers and primary school teachers reported more frequent visiting to natural environments with students than biology teachers, most likely due to the school curriculum, which varies throughout the period of preschool and compulsory basic school. Sobel [42] suggested that children in preschool and elementary school years need to focus on local environmental actions, i.e. actions in the classroom, the school yard and the local environment. They should not be burdened with distant environmental problems beyond their level of direct experiences.

Discussions enable young people to consider a range of perspectives, integrate what they instructed, share their opinion and rethink their own positions [30]. Results show that preschool and primary school teachers encouraged their students to discuss nature, fauna, floras and changes observed within the local environment. While biology teachers, who are working with older students aged 11 to 14, encouraged students to discuss topics such as environmental pollution, degradation, endangered species, alternative energy resources and nature protection. Biology teachers more frequently used discussion techniques to encourage students to reflect on more distant and complex environmental problems which is well in line with recommendations for environmental education [29,30]. This is also in line with Sobel's [42] proposal that students don’t discuss environmental catastrophes before fourth grade.

So far, the discussion mainly provides confirmation of the findings in the field of significant life experiences and recommendations for environmental education. Worth of further discussion are teachers’ views on action and active participation of students which was set as one of the important recommendations for environmental education [29,30]. Analysis reveals that teachers under-emphasize the meaning of recruiting young people into pro-environmental actions taking place in the school and/or local community. Results showed that in particular biology teachers encouraged students to analyse and discuss environmental problems, but rarely empowered them for collective pro-environmental actions, which could provide them with experiences on how governing processes work and how they can themselves take an active role in the society. Teachers through their significant life experiences, with the exception of the few mentions of memberships in non-governmental organizations, did not mention any form of activism or participatory actions where, as Gardner and Stern [7] pointed out, people organize to act for the common good. Low awareness of the importance of active participation by students in environmental education may be at least partially attributted to a teacher's own experience with participation. Being raised in a Slovenian society, where democratic decision-making system was uncommon in the past (post-communist country), the importance of active participation in community issues was not perceived as relevent and, therefore, not encouraged among students. Additionally, it would be valuable to strengthen the communication and collaboration between schools and nongovernmental organisations (NGOs) whose competence could enrich students’ environmental knowledge and awareness. Collaboration with organisations outside schools was rarely mentioned by participating teachers. Palmer and Birch [5] were convinced that NGOs can have an important role in influencing policy and decision-making at the highest levels, nationally and internationally.

Last but not least, teachers also highlighted the importance of role models, such as parents and teachers. They expressed their awareness of the significance of personal example and behaviour, which affect young people's attitudes toward nature and the environment. Teachers are continually observed and judged by students, therefore, a teacher's strong moral position must be an implicit part of the message the teacher wants youth to absorb [43].

5 Conclusions

This paper investigated how Slovene preschool, primary school and biology teachers’ significant life experiences influenced teachers’ care for the environment and nature, and what are their teaching practices in environmental education. Generalisation of findings against different bodies of research confirmed that the studied groups of Slovenian teachers had similar significant life experiences and teaching practices in environmental education comparable with those in other studies. However, analysis of groups of teachers revealed that education is a more influentially significant life experience among biology teachers, who in the course of the teacher training system gain greater knowledge in the fields of biology and ecology. The analysis of teaching practices in environmental education also revealed that teachers under-emphasize the meaning of recruiting young people in pro-environmental actions taking place in the school and local community. In particular biology teachers encourage students to analyze and discuss environmental problems rather than to empower them toward collective pro-environmental actions. In the discussion the interconnection between significant life experiences that influenced teachers’ attitudes toward nature as well as their teaching practices in how to educate children and youth for the environment was highlited. Lack of incentives to students for active participation at least partially a result of teacher's own lack of experience with participation, but there is still a need for further research.

It is important that all young people have the opportunity to learn how to actively participate in their society. Youth participation is a central feature in the development of citizenship and youth development [44,45]. Participatory models such as Hart's Ladder of participation [46] can enable teachers to plan teaching activities for more meaningful participation of students in environmental issues.