http://orcid.org/0000-0002-0578-7952
Synopsis
This study conceptualizes environmental adult education (EAE) as an engaging, inclusive, and active educational approach influenced and shaped by multiple disciplines and theories, that informs and empowers adult learners. While educators can transform learning experiences into the understanding and action of adults to address the root causes and possible responses that will eliminate triggers of environmental problems, few actual EAE experiences have been examined to date.
A significant gap is research on the reflective experiences of EAE professional development (PD). Needs include understanding what has remained salient following a program (e.g. workshops and field experiences), if participants see their behaviors changing in relation to natural resource conservation years after the EAE PD, and how they share these changes with others. Focusing on adult participants of past EAE PDs and exploring their experiences can also help determine what constitutes an effective EAE PD program. Equally, as environmental literacy, natural resource conservation, and stewardship are desired outcomes of many EE programs, knowing whether the PD influenced the participants, or how it affected the participants’ educational practices, may inform approaches to, and the evaluation of, EAE.
Using a qualitative research design, eight EAE PD participants were interviewed by telephone to explore if and how they saw their behavior changing in relation to natural resources conservation at least 5 years after an EAE PD, and how they shared these changes with others. Analysis through the contextual lens of EAE focusing on outdoor experiential learning and transformative learning theories, led the researcher to uncover five major themes that remained salient as experiences with the EAE PD participants. The themes identified were (a) becoming a more effective educator; (b) growing more aware of the importance of conservation; (c) experiencing positive emotional effects; (d) changing behaviours that impact the environment; and (e) positive experiences of the EAE PD location. These findings support the design of curriculum and workshops that foster heightened attention to conserving natural resources and outdoor experiential learning. Key limitations relate to self-reported data, sampling, and setting in one Midwestern state, USA. The multiple and complex educational goals of diverse programs are also acknowledged.
Conferring University: Walden University
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