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International Journal of Adolescence and Youth Volume 27, 2022 - Issue 1
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Review Article

Positive youth development outcomes and environmental education: a review of research

Nicole M. Ardoina Division of Social Sciences, Stanford Doerr School of Sustainability and Woods Institute for the Environment, Stanford University, Stanford, California, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-3290-8211View further author information
ORCID Icon,
Alison W. Bowersb Division of Social Sciences, Stanford Doerr School of Sustainability, Stanford University, Stanford, California, USAORCID Iconhttps://orcid.org/0000-0002-0667-3092View further author information
ORCID Icon,
Archana Kannanc Curriculum and Teacher Education, Graduate School of Education, Stanford University, Stanford, California, USAView further author information
&
Kathleen O'Connord TCC Group, Philadelphia, Pennsylvania, USAView further author information
Pages 475-492 | Received 29 Aug 2022, Accepted 09 Nov 2022, Published online: 06 Dec 2022

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AppendixBibliography of the 60 Studies in the Final Review Sample

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  • Ampuero, D. A., Miranda, C., & Goyen, S. (2015). Positive psychology in education for sustainable development at a primary-education institution. Local Environment, 20(7), 745–763.
  • Ampuero, D., Miranda, C. E., Delgado, L. E., Goyen, S., & Weaver, S. (2015). Empathy and critical thinking: Primary students solving local environmental problems through outdoor learning. Journal of Adventure Education and Outdoor Learning, 15(1), 64–78.
  • Ardoin, N. M., DiGiano, M., O’Connor, K., & Holthuis, N. (2016). Using online narratives to explore participant experiences in a residential environmental education program. Children’s Geographies, 14(3), 263–281.
  • Barnett, M., Vaughn, M., Strauss, E., & Cotter, L. (2011). Urban environmental education: Leveraging technology and ecology to engage students in studying the environment. International Research in Geographical & Environmental Education, 20(3), 199–214.
  • Birdsall, S. (2013). Reconstructing the relationship between science and education for sustainability: A proposed framework of learning. International Journal of Environmental and Science Education, 8(3), 451–478.
  • Blanchet-Cohen, N., & Di Mambro, G. (2015). Environmental education action research with immigrant children in schools: Space, audience and influence. Action Research, 13(2), 123–140.
  • Blanchet-Cohen, N., & Reilly, R. C. (2017). Immigrant children promoting environmental care: Enhancing learning, agency and integration through culturally-responsive environmental education. Environmental Education Research, 23(4), 553–572.
  • Blythe, C., & Harré, N. (2020). Encouraging transformation and action competence: A theory of change evaluation of a sustainability leadership program for high school students. Journal of Environmental Education, 51(1), 83–96.
  • Breunig, M., Murtell, J., & Russell, C. (2015). Students’ experiences with/in integrated environmental studies programs in Ontario. Journal of Adventure Education and Outdoor Learning, 15(4), 267–283.
  • Briggs, L., Krasny, M., & Stedman, R. C. (2019). Exploring youth development through an environmental education program for rural Indigenous women. Journal of Environmental Education, 50(1), 37–51.
  • Caiman, C., & Lundegård, I. (2014). Pre-school children’s agency in learning for sustainable development. Environmental Education Research, 20(4), 437–459.
  • Ceaser, D. (2012). Our school at Blair Grocery: A case study in promoting environmental action through critical environmental education. Journal of Environmental Education, 43(4), 226.
  • Cincera, J., & Krajhanzl, J. (2013). Eco-Schools: What factors influence pupils’ action competence for pro-environmental behaviour? Journal of Cleaner Production, 61, 117–121.
  • Cincera, J., & Simonova, P. (2017). “I am not a big man”: Evaluation of the issue investigation program. Applied Environmental Education and Communication, 16(2), 84–92.
  • Dale, R. G., Powell, R. B., Stern, M. J., & Garst, B. A. (2020). Influence of the natural setting on environmental education outcomes. Environmental Education Research, 26(5), 613–631.
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  • de Vreede, C., Warner, A., & Pitter, R. (2014). Facilitating youth to take sustainability actions: The potential of peer education. Journal of Environmental Education, 45(1), 37–56.
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  • DuBois, B., Krasny, M. E., & Smith, J. G. (2018). Connecting brawn, brains, and people: An exploration of non-traditional outcomes of youth stewardship programs. Environmental Education Research, 24(7), 937–954.
  • Fröhlich, G., Sellmann, D., & Bogner, F. X. (2013). The influence of situational emotions on the intention for sustainable consumer behaviour in a student-centred intervention. Environmental Education Research, 19(6), 747–764.
  • Gallay, E., Marckini-Polk, L., Schroeder, B., & Flanagan, C. (2016). Place-based stewardship education: Nurturing aspirations to protect the rural commons. Peabody Journal of Education, 91(2), 155–175.
  • Garip, G., Richardson, M., Tinkler, A., Glover, S., & Rees, A. (2021). Development and implementation of evaluation resources for a green outdoor educational program. Journal of Environmental Education, 52(1), 25–39.
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  • Hadjichambis, A. Ch., Paraskeva-Hadjichambi, D., Ioannou, H., Georgiou, Y., & Manoli, C. C. (2015). Integrating sustainable consumption into environmental education: A case study on environmental representations, decision making and intention to act. International Journal of Environmental and Science Education, 10(1), 67–86.
  • Heras, M., & Tàbara, J. D. (2016). Conservation theatre: Mirroring experiences and performing stories in community management of natural resources. Society & Natural Resources, 29(8), 948–964.
  • Heras, R., Medir, R. M., & Salazar, O. (2020). Children’s perceptions on the benefits of school nature field trips. Education 3-13, 48(4), 379–391.
  • Hinds, J. (2011). Woodland adventure for marginalized adolescents: Environmental attitudes, identity and competence. Applied Environmental Education and Communication, 10(4), 228–237.
  • Holley, D., & Park, S. (2020). Integration of science disciplinary core ideas and environmental themes through constructivist teaching practices. EURASIA Journal of Mathematics, Science and Technology Education, 16(5).
  • IDRISSI, H. (2020). Exploring global citizenship learning and ecological behaviour change through extracurricular activities. International Journal of Lifelong Education, 39(3), 272–290.
  • Johnson-Pynn, J. S., Johnson, L. R., Kityo, R., & Lugumya, D. (2014). Students and scientists connect with nature in Uganda, East Africa. International Journal of Environmental and Science Education, 9(3), 311–327.
  • Karahan, E., & Roehrig, G. (2016). Use of web 2.0 technologies to enhance learning experiences in alternative school settings. International Journal of Education in Mathematics, Science and Technology, 4(4), 272–283.
  • Kim, M., & Tan, H. T. (2013). A collaborative problem-solving process through environmental field studies. International Journal of Science Education, 35(3), 357–387.
  • Ladawan, C., Singseewo, A., & Suksringarm, P. (2015). Development of environmental knowledge, team working skills and desirable behaviors on environmental conservation of Matthayomsuksa 6 students using good science thinking moves method with metacognition techniques. Educational Research and Reviews, 10(13), 1846–1850.
  • Lee, E. U. (2017). The eco-club: A place for the becoming active citizen? Environmental Education Research, 23(4), 515–532.
  • Liddicoat, K. R., & Krasny, M. E. (2014). Memories as useful outcomes of residential outdoor environmental education. Journal of Environmental Education, 45(3), 178–193.
  • Lithoxoidou, L. S., Georgopoulos, A. D., Dimitriou, A. Th., & Xenitidou, S. Ch. (2017). “Trees have a soul too!” Developing empathy and environmental values in early childhood. International Journal of Early Childhood Environmental Education, 5(1), 68–88.
  • Littrell, M. K., Tayne, K., Okochi, C., Leckey, E., Gold, A. U., & Lynds, S. (2020). Student perspectives on climate change through place-based filmmaking. Environmental Education Research, 26(4), 594–610.
  • Marques, R. R., Malafaia, C., Faria, J. L., & Menezes, I. (2020). Using online tools in participatory research with adolescents to promote civic engagement and environmental mobilization: The WaterCircle (WC) project. Environmental Education Research, 26(7), 1043–1059.
  • Meza Rios, M. M., Herremans, I. M., Wallace, J. E., Althouse, N., Lansdale, D., & Preusser, M. (2018). Strengthening sustainability leadership competencies through university internships. International Journal of Sustainability in Higher Education, 19(4), 739–755.
  • Papastergiou, M., Antoniou, P., & Apostolou, M. (2011). Effects of student participation in an online learning community on environmental education: A Greek case study. Technology, Pedagogy & Education, 20(2), 127–142.
  • Paraskeva-Hadjichambi, D., Hadjichambis, A. Ch., & Korfiatis, K. (2015). How students’ values are intertwined with decisions in a socio-scientific issue. International Journal of Environmental and Science Education, 10(3), 493–513.
  • Schindel, A., & Tolbert, S. (2017). Critical caring for people and place. Journal of Environmental Education, 48(1), 26–34.
  • Selby, S. T., Cruz, A. R., Ardoin, N. M., & Durham, W. H. (2020). Community-as-pedagogy: Environmental leadership for youth in rural Costa Rica. Environmental Education Research, 26(11), 1594–1620.
  • Skinner, Ellen A, Chi, U., & The Learning-Gardens Educational Assessment Group1. (2012). Intrinsic motivation and engagement as “active ingredients” in garden-based education: Examining models and measures derived from self-determination theory. Journal of Environmental Education, 43(1), 16–36.
  • Smith, J., DuBois, B., & Krasny, M. (2016). Framing for resilience through social learning: Impacts of environmental stewardship on youth in post-disturbance communities. Sustainability Science, 11(3), 441–453.
  • Sperling, E., & Bencze, J. L. (2015). Reimagining non-formal science education: A case of ecojustice-oriented citizenship education. Canadian Journal of Science, Mathematics & Technology Education, 15(3), 261–275.
  • Stapleton, S. R. (2019). A case for climate justice education: American youth connecting to intragenerational climate injustice in Bangladesh. Environmental Education Research, 25(5), 732–750.
  • Stern, M. J., Frensley, B. T., Powell, R. B., & Ardoin, N. M. (2018). What difference do role models make? Investigating outcomes at a residential environmental education center. Environmental Education Research, 24(6), 818–830. https://doi.org/10.1080/13504622.2017.1313391
  • Stern, M. J., Powell, R. B., & Ardoin, N. M. (2010). Evaluating a constructivist and culturally responsive approach to environmental education for diverse audiences. The Journal of Environmental Education.
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