Environmental and sustainability education: A critical analysis of evaluation instruments through a research–practice partnership

Abstract

Research is needed on environmental and sustainability education (ESE) programs implemented by public administrations. This study expands knowledge on ESE policy and instrument evaluation. Following the theory of change approach, semi-quantitative analysis of the evaluation questionnaire was used to examine the principles (organizational culture) of the Basque Country’s School Agenda 21 (SA21) program. Questionnaire answer options identified only partly responded to theory of change objectives. Results emphasized the need to address weaknesses of the questionnaire and SA21 program, particularly future modifications related to higher family and society engagement, focus on attitudes and behaviors, and an integrated sustainability concept. Regarding organizational context, program evaluation can be improved if the program coordinator is not solely responsible for answering the questionnaire. Further, students should have a more active role in evaluation. Research conducted with and in public administrations can improve evaluation processes and the educational system by highlighting virtues and proposing specific improvements.

Keywords:

• Education policy
• environmental and sustainability education
• evaluation tools/instruments
• organizational culture
• research-practice partnership
• School Agenda 21
• theory of change

Acknowledgements

Thank you to all members of the Basque administration Ingurugela (Beatriz Anton, Jose Manuel Gutierrez, Jose Ignacio de Guzman, Joseba Martinez) and all the people involved in making this research possible. Moreover, I particularly would like to thank the anonymous referees who have contributed to significantly improve this paper and to Dr. Oren Pizmony-Levy for his guidance and ideas to develop the paper.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 The Basque Autonomous Community (BAC) is a formerly industrialized region with a population of 2,188,017 (Eustat 2019: https://www.eustat.eus/indice.html) and a density of 300 inhabitants/km2. Despite being a highly urbanized territory, it is characterized by a culture closely linked to the natural environment and local gastronomy, which are aspects that constitute significant potential in the territory as elements in the transition towards sustainability. The BAC is part of Spain; however, a particular characteristic worth highlighting is its independent competencies in terms of education, since it is the Department of Education of the Basque Government that has the competency in the educational centers of the BAC.

2 https://www.slideshare.net/Ihobe/ecobarmetro-social-2011-valoracin-de-la-poblacin-vasca-sobre-el-medio-ambiente

Additional information

Funding

It was possible to develop this research thanks to a grant for PhD researchers provided by the University of the Basque Country (UPV/EHU).

Notes on contributors

Leire Agirreazkuenaga

Leire Agirreazkuenaga PhD Environmental and Sustainability Education, University of the Basque Country (UPV/EHU). Currently part of KideOn Research Group UPV/EHU and post-doctoral researcher University of California Los Angeles.