A systematic literature review to identify evidence-based principles to improve online environmental education

Abstract

Many environmental educators shifted to online programs in the midst of the COVID-19 pandemic. We conducted a systematic literature review to identify program characteristics from digital environmental education experiences that are associated with one or more elements of environmental literacy. After reviewing 153 candidate articles, 32 articles that evaluated 47 diverse programs met our selection criteria. For each of these programs, we systematically coded the articles to identify guiding theories, program types, program characteristics, and outcomes assessed. We also identified the authors’ explanations and empirical evidence for program characteristics that led to positive outcomes. In this paper, we synthesize the results and present 12 guiding principles that show promise in enhancing outcomes related to environmental literacy in online programs for K-12 students. These principles, which are defined and illustrated with examples from the literature, include: social-ecological connections, relevance, social interactions, role models, autonomy, active involvement, challenge, use of multiple modalities, positive framing, preparation, feedback and reflection.

Keywords:

• Distance learning
• online learning
• environmental literacy
• virtual field trips
• literature review
• STEM

Disclosure statement

No potential conflict of interest was reported by the authors.

The authors report that there are no competing interests to declare.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

This research was supported with funding from the North American Association for Environmental Education and the National Science Foundation under grant 1906610. The opinions expressed are those of the authors and may not represent views of the funding agencies.

Notes on contributors

Eileen G. Merritt

Eileen G. Merritt is a Research Scientist in the Department of Forest Resources and Environmental Conservation at Virginia Tech. Eileen’s scholarship is broadly focused on environmental and sustainability education, STEM education and digital learning. Her colleagues at Arizona State University helped her to recognize the value and potential of digital learning. Throughout her career, Eileen has worked to advance experiential learning pedagogies such as garden-based and place-based learning, environmental service-learning, and nature journaling through her research, writing and teaching. Eileen developed her passion for environmental education along the banks of the Rivanna River with her students at Stone-Robinson Elementary.

Marc J. Stern

Marc J. Stern is a Professor in the Department of Forest Resources and Environmental Conservation at Virginia Tech where he teaches courses in environmental education and interpretation, social science research methods, sustainability, and the human dimensions of natural resource management. His research applies social science approaches to studying practical issues in environmental education and interpretation, planning, communications, and problem-solving. His recent book, Social Science Theory for Environmental Sustainability: A Practical Guide, published by Oxford University Press, translates social science knowledge for everyday use by people interested in working on environmental problems.

Robert B. Powell

Robert B. Powell is the George B. Hartzog, Jr. Endowed Professor in Philosophy, Parks, and Environmental Ethics in the Department of Parks, Recreation, and Tourism Management at Clemson University. He is also the Director of the Institute for Parks, an interdisciplinary institute focused on providing research, training, and outreach to support park and protected area management. His research and outreach program focuses on environmental education and interpretation, ecotourism, and protected area management.

B. Troy Frensley

B. Troy Frensley is an assistant professor in the Department of Environmental Sciences (EVS) where he teaches courses in environmental education and interpretation, global environmental issues, human dimensions of natural resource management, and environmental nonprofit organizations. He also manages the EVS master’s degree concentrations in environmental education & interpretation and marine & coastal education. His research focuses on environmental education; environmental interpretation; program evaluation; motivation and engagement; and citizen/community science.