Responsible environmental education in the anthropocene: understanding and Responding to young people’s experiences of nature disconnection, eco-anxiety and ontological insecurity

References

• Acton, K. S., and D. Saxe. 2020. “A Discussion of Critical Issues in Environmental Education: An Interview with Dianne Saxe.” Journal of Philosophy of Education 54 (4): 808–816. https://doi.org/10.1111/1467-9752.12460.
   Web of Science ®Google Scholar
• Ajaps, S. 2023. “Deconstructing the Constraints of Justice-Based Environmental Sustainability in Higher Education.” Teaching in Higher Education 28 (5): 1024–1038. https://doi.org/10.1080/13562517.2023.2198639.
   Web of Science ®Google Scholar
• Ali, N., B. Samnani, A. W. Khan, N. Khatoon, B. Ali, S. Asfundyar, M. Aslam, and S. Amirali. 2019. “Decolonizing Nature/Knowledge: Indigenous Environmental Thought and Feminist Praxis.” Scholarship of Teaching and Learning in the South 3 (1): 77–91. https://doi.org/10.36615/sotls.v3i1.80.
   Google Scholar
• Amprazis, A., and P. Papadopoulou. 2020. “Plant Blindness: A Faddish Research Interest or a Substantive Impediment to Achieve Sustainable Development Goals?” Environmental Education Research 26 (8): 1065–1087. https://doi.org/10.1080/13504622.2020.1768225.
   Web of Science ®Google Scholar
• Anastacio, M. R. 2020. “Proposals for Teacher Training in the Face of the Challenge of Educating for Sustainable Development: Beyond Epistemologies and Methodologies.” In Universities and Sustainable Communities: Meeting the Goals of the Agenda 2030, edited by W. L. Filho, U. Tortato, and F. Frankenberger, 548–561. Cham: Springer Nature Switzerland.https://doi.org/10.1007/978-3-030-30306-8_33.
   Google Scholar
• Arafah, B., H. Abbas, and N. Hikmah. 2021. “Saving the Environment: Environmental Lessons in Colin Thiele’s February Dragon.” Journal of Language Teaching and Research 12 (6): 935–941. https://doi.org/10.17507/jltr.1206.09.
   Google Scholar
• Ardoin, N. M., A. W. Bowers, A. Kannan, and K. O’Connor. 2022. “Positive Youth Development Outcomes and Environmental Education: A Review of Research.” International Journal of Adolescence and Youth 27 (1): 475–492. https://doi.org/10.1080/02673843.2022.2147442.
   Web of Science ®Google Scholar
• Ardoin, N. M., A. W. Bowers, N. W. Roth, and N. Holthuis. 2018. “Environmental Education and K-12 Student Outcomes: A Review and Analysis of Research.” The Journal of Environmental Education 49 (1): 1–17. https://doi.org/10.1080/00958964.2017.1366155.
   Web of Science ®Google Scholar
• Ärlemalm-Hagsér, E. 2013. “Respect for nature - A Prescription for Developing Environmental Awareness in Preschool.” Center for Educational Policy Studies Journal 3 (1): 25–44.
   Google Scholar
• Aruta, J. J. B. R., and P. D. Simon. 2022. “Addressing Climate Anxiety among Young People in the Philippines.” The Lancet Planetary Health 6 (2): E 81–e82. https://doi.org/10.1016/S2542-5196(22)00010-9.
   Google Scholar
• Aruta, J. J. B. R. 2022. “Letter to the Editor: Mental Health Efforts Should Pay Attention to Children and Young People in Climate-Vulnerable Countries.” Child and Adolescent Mental Health 27 (3): 321–322. https://doi.org/10.1111/camh.12549.
   PubMed Web of Science ®Google Scholar
• Askerlund, P., E. Almers, M. Tuvendal, and S. Waite. 2022. “Growing Nature Connection through Greening Schoolyards: Preschool Teachers’ Response to Ecosystem Services Innovations.” Education: 1–12. https://doi.org/10.1080/03004279.2022.2148485.
   Web of Science ®Google Scholar
• Baker, C., S. Clayton, and E. Bragg. 2021. “Educating for Resilience: Parent and Teacher Perceptions of Children’s Emotional Needs in Response to Climate Change.” Environmental Education Research 27 (5): 687–705. https://doi.org/10.1080/13504622.2020.1828288.
   Web of Science ®Google Scholar
• Bandura, A., and L. Cherry. 2020. “Enlisting the Power of Youth for Climate Change.” American Psychologist 75 (7): 945–951. https://doi.org/10.1037/amp0000512.
   PubMed Web of Science ®Google Scholar
• Bang, M., A. Marin, D. Medin, and K. Washinawatok. 2015. “Learning by Observing, Pitching in, and Being in Relations in the Natural World.” In Advances in Child Development and Behavior, Science Direct, edited by M. Correa-Chávez, R. Mejía-Arauz, and B. Rogoff, 303–313. Waltham, San Diego, Oxford and London: Academic Press.https://doi.org/10.1016/bs.acdb.2015.10.004.
   Google Scholar
• Barchielli, Benedetta, Clarissa Cricenti, Francesca Gallè, Elita Anna Sabella, Fabrizio Liguori, Giovanna Da Molin, Giorgio Liguori, et al. 2022. “Climate Changes, Natural Resources Depletion, COVID-19 Pandemic, and Russian-Ukrainian War: What is the Impact on Habits Change and Mental Health?” International Journal of Environmental Research and Public Health 19 (19): 11929. https://doi.org/10.3390/ijerph191911929.
   PubMed Web of Science ®Google Scholar
• Barragan-Jason, G., C. de Mazancourt, C. Parmesan, M. C. Singer, and M. Loreau. 2022. “Human–Nature Connectedness as a Pathway to Sustainability: A Global Meta-Analysis.” Conservation Letters 15 (1): E 12852. https://doi.org/10.1111/conl.12852.
   Web of Science ®Google Scholar
• Basch, C. H., B. Yalamanchili, and J. Fera. 2021. “#Climate Change on TikTok: A Content Analysis of Videos.” Journal of Community Health 47 (1): 163–167. https://doi.org/10.1007/s10900-021-01031-x.
   PubMed Web of Science ®Google Scholar
• Basham, S. L., V. P. Radcliff, and S. L. Bryson. 2023. “How to Write an Annotated Bibliography.” Journal of Criminal Justice Education 34 (2): 289–297. https://doi.org/10.1080/10511253.2022.2131859.
   Web of Science ®Google Scholar
• Bashan, D., A. Colléony, and A. Shwartz. 2021. “Urban versus Rural? The Effects of Residential Status on Species Identification Skills and Connection to Nature.” People and Nature 3 (2): 347–358. https://doi.org/10.1002/pan3.10176.
   Google Scholar
• Bauer, N., A. Wallner, and M. Hunziker. 2009. “The Change of European Landscapes: Human-Nature Relationships, Public Attitudes towards Rewilding, and the Implications for Landscape Management in Switzerland.” Journal of Environmental Management 90 (9): 2910–2920. https://doi.org/10.1016/j.jenvman.2008.01.021.
   PubMed Web of Science ®Google Scholar
• Baumber, A. 2022. “Transforming Sustainability Education through Transdisciplinary Practice.” Environment, Development and Sustainability 24 (6): 7622–7639. https://doi.org/10.1007/s10668-021-01731-3.
   PubMed Web of Science ®Google Scholar
• Beeman, C., and L. Sims. 2019. “From Relationship to Something More: Environmental and Sustainability Education and a New Ontological Position.” In International Explorations in Outdoor and Environmental Education, edited by Annette Gough and Noel Gough, 193–208. Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-030-25016-4_12.
   Google Scholar
• Benoit, L., I. Thomas, and A. Martin. 2022. “Review: Ecological Awareness, Anxiety, and Actions among Youth and Their Parents – A Qualitative Study of Newspaper Narratives.” Child and Adolescent Mental Health 27 (1): 47–58. https://doi.org/10.1111/camh.12514.
   PubMed Web of Science ®Google Scholar
• Berlant, L. G. 2011. Cruel Optimism, Duke University Press, Durham.
   Google Scholar
• Bhullar, N., M. Davis, R. Kumar, P. Nunn, and D. Rickwood. 2022. “Climate Anxiety Does Not Need a Diagnosis of a Mental Health Disorder.” The Lancet Planetary Health 6 (5): e383-e383. may https://doi.org/10.1016/S2542-5196(22)00072-9.
   Google Scholar
• Boluda-Verdú, I., M. Senent-Valero, M. Casas-Escolano, A. Matijasevich, and M. Pastor-Valero. 2022. “Fear for the Future: Eco-Anxiety and Health Implications, a Systematic Review.” Journal of Environmental Psychology 84: 101904. https://doi.org/10.1016/j.jenvp.2022.101904.
   Web of Science ®Google Scholar
• Boyle, A., E. Wilson, and K. Dimmock. 2015. “Transformative Education and Sustainable Tourism: The Influence of a Lecturer’s Worldview.” Journal of Teaching in Travel & Tourism 15 (3): 252–263. https://doi.org/10.1080/15313220.2015.1059303.
   Web of Science ®Google Scholar
• Bright, M. L., and C. Eames. 2020. “From Apathy through Anxiety to Action: Emotions as Motivators for Youth Climate Strike Leaders.” Australian Journal of Environmental Education 38 (1): 13–25. https://doi.org/10.1017/aee.2021.22.
   Web of Science ®Google Scholar
• Cairns, K. 2021. “Feeling Environmental Justice: Pedagogies of Slow Violence.” Curriculum Inquiry 51 (5): 522–541. https://doi.org/10.1080/03626784.2021.1985925.
   Web of Science ®Google Scholar
• Cao, B. 2019. “Environment and Citizenship: Rethinking What It Means to Be a Citizen in the 21st Century.” In The Citizen in the 21st Century, edited by J. Arvanitakis and I. Mattherws, 155–166. Oxford: Brill.
   Google Scholar
• CBD. 2020. Global Biodiversity Outlook 5. Montreal: Convention on Biological Diversity.
   Google Scholar
• Chalupka, S., L. Anderko, and E. Pennea. 2020. “Climate Change, Climate Justice, and Children’s Mental Health: A Generation at Risk?” Environmental Justice 13 (1): 10–14. https://doi.org/10.1089/env.2019.0034.
   Web of Science ®Google Scholar
• Chang, D. 2020. “Separation and Unity: Zen Koan in Environmental Theory and Education.” Australian Journal of Environmental Education 37 (1): 19–28. https://doi.org/10.1017/aee.2020.20.
   Web of Science ®Google Scholar
• Charles, C., and R. Louv. 2020. “Wild Hope: The Transformative Power of Children Engaging with Nature.” In Research Handbook on Childhood nature, edited by A. Cutter-Mackenzie-Knowles, K. Malone, and E. Hacking, 395–415. Cham: Springer Nature Switzerland.
   Google Scholar
• Clarke, D. A. G. 2017. “Educating beyond the Cultural and the Natural: (Re)Framing the Limits of the Possible in Environmental Education.” In Reimagining Sustainability in Precarious Times, edited by K. Malone, S. Truong, and T. Gray, 305–319. Singapore: Springer Nature Singapore. https://doi.org/10.1007/978-981-10-2550-1_21.
   Google Scholar
• Clayton, S., C. Manning, M. Speiser, and A. N. Hill. 2021. Mental Health and Our Changing Climate: Impacts, Inequities, Responses, American Psychological Association, and ecoAmerica, Washington DC
   Google Scholar
• Cohn, I. 2011. “Indigenous Ways-Fruits of Our Ancestors.” Journal of Adventure Education & Outdoor Learning 11 (1): 15–34. https://doi.org/10.1080/14729679.2010.532992.
   Google Scholar
• Colding, J., and S. Barthel. 2017. “An Urban Ecology Critique on the “Smart City” Model.” Journal of Cleaner Production 164: 95–101. https://doi.org/10.1016/j.jclepro.2017.06.191.
   Web of Science ®Google Scholar
• Colding, J., M. Giusti, A. Haga, M. Wallhagen, and S. Barthel. 2020. “Enabling Relationships with Nature in Cities.” Sustainability 12 (11): 4394. https://doi.org/10.3390/su12114394.
   Web of Science ®Google Scholar
• Collado, S., L. Íñiguez-Rueda, and J. A. Corraliza. 2016. “Experiencing Nature and Children’s Conceptualizations of the Natural World.” Children’s Geographies 14 (6): 716–730. https://doi.org/10.1080/14733285.2016.1190812.
   Web of Science ®Google Scholar
• Cossman, B. 2013. “Anxiety Governance.” Law & Social Inquiry 38 (04): 892–919. https://doi.org/10.1111/lsi.12027.
   Google Scholar
• Crandon, T. J., J. G. Scott, F. J. Charlson, and H. J. Thomas. 2022. “A Social–Ecological Perspective on Climate Anxiety in Children and Adolescents.” Nature Climate Change 12 (2): 123–131. https://doi.org/10.1038/s41558-021-01251-y.
   Web of Science ®Google Scholar
• D’Amore, C. 2018. “Women’s Leadership of Family Nature Clubs: Furthering the Movement to Reconnect People with Nature.” In Palgrave Studies in Gender and Education, edited by Y. Taylor, Cham: Palgrave Macmillan. 595–606.
   Google Scholar
• Dasgupta, R., M. Basu, S. Hashimoto, R. C. Estoque, P. Kumar, B. A. Johnson, B. K. Mitra, and P. Mitra. 2022. “Residents’ Place Attachment to Urban Green Spaces in Greater Tokyo Region: An Empirical Assessment of Dimensionality and Influencing Socio-Demographic Factors.” Urban Forestry & Urban Greening 67: 127438. https://doi.org/10.1016/j.ufug.2021.127438.
   Web of Science ®Google Scholar
• De-Abreu, S., K. A. Vogt, A. Schreier, P. Fawcett, M. E. Marchand, D. J. Vogt, M. Tulee, W. George, L. Martin, and K. Matsumoto. 2022. “Teaching Holistic Environmental Thought: A Classroom Approach.” Thinking Skills and Creativity 46: 101141. https://doi.org/10.1016/j.tsc.2022.101141.
   Web of Science ®Google Scholar
• Dickinson, E. 2013. “The Misdiagnosis: Rethinking "Nature-Deficit Disorder.” Environmental Communication 7 (3): 315–335. https://doi.org/10.1080/17524032.2013.802704.
   Google Scholar
• Diffey, J., S. Wright, J. O. Uchendu, S. Masithi, A. Olude, D. O. Juma, L. H. Anya, et al. 2022. “Not about us without us”–the Feelings and Hopes of Climate-Concerned Young People around the World.” International Review of Psychiatry 34 (5): 499–509. https://doi.org/10.1080/09540261.2022.2126297.
   PubMed Web of Science ®Google Scholar
• Dornhoff, M., J. N. Sothmann, F. Fiebelkorn, and S. Menzel. 2019. “Nature Relatedness and Environmental Concern of Young People in Ecuador and Germany.” Frontiers in Psychology 10: 453. https://doi.org/10.3389/fpsyg.2019.00453.
   PubMed Web of Science ®Google Scholar
• Dreamson, N., and S. Kim. 2022. “Human–Nature Relationships in Early Childhood Education for Sustainability: Metaphysical Analysis and Reshaping.” Australasian Journal of Early Childhood 47 (2): 121–134. https://doi.org/10.1177/18369391211061187.
   Web of Science ®Google Scholar
• Eastwood, A., A. Juárez-Bourke, S. Herrett, and A. Hague. 2021. “Connecting Young People with Greenspaces: The Case for Participatory Video.” People and Nature 5 (2): 357–367. https://doi.org/10.1002/pan3.10236.
   Google Scholar
• Edwards, R. C., and B. M. H. Larson. 2020. “When Screens Replace Backyards: Strategies to Connect Digital-Media-Oriented Young People to Nature.” Environmental Education Research 26 (7): 950–968. https://doi.org/10.1080/13504622.2020.1776844.
   Web of Science ®Google Scholar
• Eichinger, M., M. Bechtoldt, I. T. M. Bui, J. Grund, J. Keller, A. G. Lau, S. Liu, et al. 2022. “Evaluating the Public Climate School—a School-Based Programme to Promote Climate Awareness and Action in Students: Protocol of a Cluster-Controlled Pilot Study.” International Journal of Environmental Research and Public Health 19 (13): 8039. https://doi.org/10.3390/ijerph19138039.
   PubMed Web of Science ®Google Scholar
• Ejdus, F. 2018. “Critical Situations, Fundamental Questions and Ontological Insecurity in World Politics.” Journal of International Relations and Development 21 (4): 883–908. https://doi.org/10.1057/s41268-017-0083-3.
   Web of Science ®Google Scholar
• Ferrari, R. 2015. “Writing Narrative Style Literature Reviews.” Medical Writing 24 (4): 230–235. https://doi.org/10.1179/2047480615Z.000000000329.
   Google Scholar
• Freeman, L., F. Harris, and C. Loynes. 2021. “Nature Connection.” In International Explorations in Outdoor and Environmental Education, edited by A. Gough and N. Gough. Cham: Springer. https://doi.org/10.1007/978-3-030-75980-3_16.
   Google Scholar
• Gabrielsen, L. E., and N. J. Harper. 2017. “The Role of Wilderness Therapy for Adolescents in the Face of Global Trends of Urbanization and Technification.” International Journal of Adolescence and Youth 23 (4): 1–13. https://doi.org/10.1080/02673843.2017.1406379.
   Google Scholar
• Gallay, E., M. Furlan Brighente, C. Flanagan, and E. Lowenstein. 2022. “Place-Based Civic Science—Collective Environmental Action and Solidarity for Eco-Resilience.” Child and Adolescent Mental Health 27 (1): 39–46. https://doi.org/10.1111/camh.12537.
   PubMed Web of Science ®Google Scholar
• Gao, L. F., Y. W. Zhang, H. D. Chen, X. W. Li, W. J. Li, and Y. Chen. 2022. “Problematic Mobile Phone Use Inhibits Aesthetic Emotion with Nature: The Roles of Presence and Openness.” Current Psychology 42 (24): 21085–21096. https://doi.org/10.1007/s12144-022-03175-y.
   Web of Science ®Google Scholar
• Giddens, A. 1984. The Constitution of Society. Cambridge: Polity Press.
   Google Scholar
• Gislason, M. K., A. M. Kennedy, and S. M. Witham. 2021. “The Interplay between Social and Ecological Determinants of Mental Health for Children and Youth in the Climate Crisis.” International Journal of Environmental Research and Public Health 18 (9): 4573. https://doi.org/10.3390/ijerph18094573.
   PubMed Web of Science ®Google Scholar
• Giusti, M. 2019. “Human-Nature Relationships in Context. Experiential, Psychological, and Contextual Dimensions That Shape Children’s Desire to Protect Nature.” PloS One 14 (12): e0225951. https://doi.org/10.1371/journal.pone.0225951.
   PubMed Web of Science ®Google Scholar
• Giusti, M., U. Svane, C. M. Raymond, and T. H. Beery. 2017. “A Framework to Assess Where and How Children Connect to Nature.” Frontiers in Psychology 8: 2283. https://doi.org/10.3389/fpsyg.2017.02283.
   PubMed Web of Science ®Google Scholar
• Greenhalgh, Trisha, Sally Thorne, and Kirsti Malterud. 2018. “Time to Challenge the Spurious Hierarchy of Systematic over Narrative Reviews?” European Journal of Clinical Investigation 48 (6): e12931. https://doi.org/10.1111/eci.12931.
   PubMed Web of Science ®Google Scholar
• Grimwood, B. S. R., M. Gordon, and Z. Stevens. 2018. “Cultivating Nature Connection: Instructor Narratives of Urban Outdoor Education.” Journal of Experiential Education 41 (2): 204–219. https://doi.org/10.1177/1053825917738267.
   Web of Science ®Google Scholar
• Gugssa, M. A., J. Aasetre, and M. L. Debele. 2021. “Views of “Nature”, the “Environment” and the “Human-Nature” Relationships in Ethiopian Primary School Textbooks.” International Research in Geographical and Environmental Education 30 (2): 148–163. https://doi.org/10.1080/14616688.2020.1763564.
   Web of Science ®Google Scholar
• Gunasiri, H., R. Patrick, T. Snell, R. Garad, J. Enticott, G. Meadows, and C. Henderson-Wilson. 2022. “Young People’s Mental Health in a Changing Climate.” The Lancet Planetary Health 6: S1. https://doi.org/10.1016/S2542-5196(22)00263-7.
   Google Scholar
• Hammond, R. L. 2020. “Bird Feeders Increase Connection to Nature in Parents but Not in Their Children.” Ecopsychology 12 (1): 44–53. https://doi.org/10.1089/eco.2019.0036.
   Google Scholar
• Harrison, N., F. Bodkin, G. Bodkin-Andrews, and E. Mackinlay. 2017. “Sensational Pedagogies: Learning to Be Affected by Country.” Curriculum Inquiry 47 (5): 504–519. https://doi.org/10.1080/03626784.2017.1399257.
   Web of Science ®Google Scholar
• Hatala, A. R., D. Morton, C. Njeze, K. Bird-Naytowhow, and T. Pearl. 2019. “Re-Imagining Miyo-Wicehtowin: Human-Nature Relations, Land-Making, and Wellness among Indigenous Youth in a Canadian Urban Context.” Social Science & Medicine 230: 122–130. https://doi.org/10.1016/j.socscimed.2019.04.012.
   PubMed Web of Science ®Google Scholar
• Hatcher, A. 2012. “Building Cultural Bridges with Aboriginal Learners and Their ‘Classmates’ for Transformative Environmental Education.” Journal of Environmental Studies and Sciences 2 (4): 346–356. https://doi.org/10.1007/s13412-012-0088-6.
   Google Scholar
• Hawley, E. 2022. “Young Explorers in Virtual Ecosystems: Environmental Empathy in Animated and Digital Worlds.” In Palgrave Studies in Media and Environmental Communication, 155–187. Cham: Palgrave Macmillan. https://doi.org/10.1007/978-3-031-04691-9_6.
   Google Scholar
• Helm, S., J. A. Kemper, and S. K. White. 2021. “No Future, No Kids–No Kids, No Future?: an Exploration of Motivations to Remain Childfree in Times of Climate Change.” Population and Environment 43 (1): 108–129. https://doi.org/10.1007/s11111-021-00379-5.
   Web of Science ®Google Scholar
• Hickman, C. 2020. “We Need to (Find a Way to) Talk about … Eco-Anxiety.” Journal of Social Work Practice 34 (4): 411–424. https://doi.org/10.1080/02650533.2020.1844166.
   Web of Science ®Google Scholar
• Hickman, C., E. Marks, P. Pihkala, S. Clayton, R. E. Lewandowski, E. E. Mayall, B. Wray, C. Mellor, and L. van Susteren. 2021. “Climate Anxiety in Children and Young People and Their Beliefs about Government Responses to Climate Change: A Global Survey.” The Lancet Planetary Health 5 (12): e863–e873. https://doi.org/10.1016/S2542-5196(21)00278-3.
   PubMedGoogle Scholar
• Hill, A., and M. Brown. 2014. “Intersections between Place, Sustainability and Transformative Outdoor Experiences.” Journal of Adventure Education and Outdoor Learning 14 (3): 217–232. https://doi.org/10.1080/14729679.2014.918843.
   Google Scholar
• Hill, A. 2013. “The Place of Experience and the Experience of Place: Intersections between Sustainability Education and Outdoor Learning.” Australian Journal of Environmental Education 29 (1): 18–32. https://doi.org/10.1017/aee.2013.13.
   Google Scholar
• Hines, E., B. Daniel, and A. J. Bobilya. 2020. “Environmental Views of the Eastern Band of Cherokee Indians.” Ecopsychology 12 (2): 118–127. https://doi.org/10.1089/eco.2019.0051.
   Google Scholar
• Howe, C., and J. Kennedy. 2021. “Journeying Together Virtually on Country: Building a Relational Poetics and Pedagogy in the Middle of a Pandemic.” 64 (25): 1–17.
   Google Scholar
• Huhmarniemi, M., T. Jokela, and M. Hiltunen. 2021. “Paradigm Shifts in Northern Art, Community and Environment Studies for Art Teacher Education.” Social Sciences & Humanities Open 4 (1): 100181. https://doi.org/10.1016/j.ssaho.2021.100181.
   Google Scholar
• Hurley, E. A., S. L. Dalglish, and E. Sacks. 2022. “Supporting Young People with Climate Anxiety: Mitigation, Adaptation, and Resilience.” The Lancet Planetary Health 6 (3): e190. https://doi.org/10.1016/S2542-5196(22)00015-8.
   PubMedGoogle Scholar
• IPBES. 2019. Global Assessment Report on Biodiversity and Ecosystem Services of the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services. Bonn: IPBES Secretariat.
   Google Scholar
• IPCC. 2018. Global Warming of 1.5 °C. An IPCC Special Report on the Impacts of Global Warming of 1.5 °C above Pre-Industrial Levels and Related Global Greenhouse Gas Emission Pathways, in the Context of Strengthening the Global Response to the Threat of Climate Change, Sustainable Development, and Efforts to Eradicate Poverty. Cambridge and New York: Cambridge University Press.
   Google Scholar
• Jimenez, J., and L. Moorhead. 2021. “Don’t Say It’s Going to Be Okay’: How International Educators Embrace Transformative Education to Support Their Students Navigating Our Global Climate Emergency.” Education Sciences 11 (10): 593. https://doi.org/10.3390/educsci11100593.
   Web of Science ®Google Scholar
• Jones, C. A., and A. Davison. 2021. “Disempowering Emotions: The Role of Educational Experiences in Social Responses to Climate Change.” Geoforum 118: 190–200. https://doi.org/10.1016/j.geoforum.2020.11.006.
   Web of Science ®Google Scholar
• Jones, V., and S. Whitehouse. 2021. “It Makes Me Angry. REALLY Angry”: Exploring Emotional Responses to Climate Change Education.” Journal of Social Science Education 20 (4): 93–120.
   Google Scholar
• Kawas, S., N. S. Kuhn, M. Tari, A. Hiniker, and K. Davis. 2020. Otter This World: Can a Mobile Application Promote Children’s Connectedness to Nature C3 - Proceedings of the Interaction Design and Children Conference, IDC 2020, 444–457, https://doi.org/10.1145/3392063.3394434.
   Google Scholar
• Keith, R. J., L. M. Given, J. M. Martin, and D. F. Hochuli. 2022. “Urban Children and Adolescents’ Perspectives on the Importance of Nature.” Environmental Education Research 28 (10): 1547–1563. https://doi.org/10.1080/13504622.2022.2080810.
   Web of Science ®Google Scholar
• Kellert, S. R. 2008. “Biophilia.” In Five-Volume of Encyclopedia of Ecology, edited by Jørgensen, SE and Fath, BD, 462–466. 1st, ed. Amsterdam: Elsevier.
   Google Scholar
• Kelly, R., L. G. Elsler, A. Polejack, S. van der Linden, K. Tönnesson, S. E. Schoedinger, F. Santoro, et al. 2022. “Empowering Young People with Climate and Ocean Science: Five Strategies for Adults to Consider.” One Earth 5 (8): 861–874. https://doi.org/10.1016/j.oneear.2022.07.007.
   Google Scholar
• Kemper, J. A., P. W. Ballantine, and C. M. Hall. 2019. “Combining the ‘Why’ and ‘How’ of Teaching Sustainability: The Case of the Business School Academics.” Environmental Education Research 25 (12): 1751–1774. https://doi.org/10.1080/13504622.2019.1667959.
   Web of Science ®Google Scholar
• Kim, G., R. T. Vaswani, and D. Lee. 2017. “Social-Ecological Memory in an Autobiographical Novel: ecoliteracy, Place Attachment, and Identity Related to the Korean Traditional Village Landscape.” Ecology and Society 22 (2): 27 https://doi.org/10.5751/ES-09284-220227.
   Web of Science ®Google Scholar
• Kouppanou, A. 2020. “Environmental Education and Children’s Agency at the Time of the Anthropocene.” Journal of Philosophy of Education 54 (4): 944–959. https://doi.org/10.1111/1467-9752.12483.
   Web of Science ®Google Scholar
• Larson, L. R., R. Szczytko, E. P. Bowers, L. E. Stephens, K. T. Stevenson, and M. F. Floyd. 2019. “Outdoor Time, Screen Time, and Connection to Nature: Troubling Trends among Rural Youth?” Environment and Behavior 51 (8): 966–991. https://doi.org/10.1177/0013916518806686.
   Web of Science ®Google Scholar
• Léger-Goodes, T., C. Malboeuf-Hurtubise, T. Mastine, M. Généreux, P. O. Paradis, and C. Camden. 2022. “Eco-Anxiety in Children: A Scoping Review of the Mental Health Impacts of the Awareness of Climate Change.” Frontiers in Psychology 13: 872544. https://doi.org/10.3389/fpsyg.2022.872544.
   PubMed Web of Science ®Google Scholar
• Lehtonen, A., and P. Pihkala. 2021. “Encounters with Climate Change and Its Psychosocial Aspects through Performance Making among Young People.” Environmental Education Research 27 (5): 743–761. https://doi.org/10.1080/13504622.2021.1923663.
   Web of Science ®Google Scholar
• Lemoni, R., A. Lefkaditou, A. G. Stamou, D. Schizas, and G. P. Stamou. 2013. “Views of Nature and the Human-Nature Relations: An Analysis of the Visual Syntax of Pictures about the Environment in Greek Primary School Textbooks-Diachronic Considerations.” Research in Science Education 43 (1): 117–140. https://doi.org/10.1007/s11165-011-9250-5.
   Web of Science ®Google Scholar
• Lemoni, R., A. G. Stamou, and G. P. Stamou. 2011. “Romantic", "Classic" and "Baroque" Views of Nature: An Analysis of Pictures about the Environment in Greek Primary School Textbooks-Diachronic Considerations.” Research in Science Education 41 (5): 811–832. https://doi.org/10.1007/s11165-010-9191-4.
   Web of Science ®Google Scholar
• Lewis, S., and M. A. Maslin. 2015. “Defining the Anthropocene.” Nature 519 (7542): 171–180. https://doi.org/10.1038/nature14258.
   PubMed Web of Science ®Google Scholar
• Li, J., and J. Ernst. 2015. “Exploring Value Orientations toward the Human–Nature Relationship: A Comparison of Urban Youth in Minnesota, USA and Guangdong, China.” Environmental Education Research 21 (4): 556–585. https://doi.org/10.1080/13504622.2014.910499.
   Web of Science ®Google Scholar
• Li, W., and G. Lang. 2015. “Effects of Green School and Parents on Children’s Perceptions of Human-Nature Relationships in China.” Child Indicators Research 8 (3): 587–604. https://doi.org/10.1007/s12187-014-9265-3.
   Web of Science ®Google Scholar
• Liefländer, A. K., G. Fröhlich, F. X. Bogner, and P. W. Schultz. 2013. “Promoting Connectedness with Nature through Environmental Education.” Environmental Education Research 19 (3): 370–384. https://doi.org/10.1080/13504622.2012.697545.
   Web of Science ®Google Scholar
• Löfström, E., C. A. Klöckner, and I. H. Nesvold. 2020. “Nature in Your Face – Disruptive Climate Change Communication and Eco-Visualization as Part of a Garden-Based Learning Approach Involving Primary School Children and Teachers in Co-Creating the Future.” Frontiers in Psychology 11: 568068. https://doi.org/10.3389/fpsyg.2020.568068.
   PubMed Web of Science ®Google Scholar
• Löfström, E., I. Richter, and I. H. Nesvold. 2021. “Disruptive Communication as a Means to Engage Children in Solving Environmental Challenges: A Case Study on Plastic Pollution.” Frontiers in Psychology 12: 635448. https://doi.org/10.3389/fpsyg.2021.635448.
   PubMed Web of Science ®Google Scholar
• Louv, R. 2009. “Do Our Kids Have Nature-Deficit Disorder?” Educational Leadership 67 (4): 24–30.
   Web of Science ®Google Scholar
• Loynes, C. 2018. “Leave More Trace.” Journal of Outdoor Recreation, Education, and Leadership 10 (3): 179–186. https://doi.org/10.18666/JOREL-2018-V10-I3-8444.
   Google Scholar
• MacKay, M., B. Parlee, and C. Karsgaard. 2020. “Youth Engagement in Climate Change Action: Case Study on Indigenous Youth at COP24.” Sustainability 12 (16): 6299. https://doi.org/10.3390/su12166299.
   Web of Science ®Google Scholar
• Maller, C. J., C. Henderson-Wilson, and M. Townsend. 2009. “Rediscovering Nature in Everyday Settings: Or How to Create Healthy Environments and Healthy People.” EcoHealth 6 (4): 553–556. https://doi.org/10.1007/s10393-010-0282-5.
   PubMed Web of Science ®Google Scholar
• Marin, A., D. Medin, and B. Ojalehto. 2017. “Conceptual Change, Relationships, and Cultural Epistemologies.” In Converging Perspectives on Conceptual Change: Mapping an Emerging Paradigm in the Learning Sciences, edited by A. Marin, D. Medin and B. Ojalehto, 43–50. London: Routledge.
   Google Scholar
• McLean, S. 2013. “The Whiteness of Green: Racialization and Environmental Education.” The Canadian Geographer 57 (3): 354–362. https://doi.org/10.1111/cag.12025.
   Web of Science ®Google Scholar
• Mcphie, J., and D. A. G. Clarke. 2015. “A Walk in the Park: Considering Practice for Outdoor Environmental Education through an Immanent Take on the Material Turn.” The Journal of Environmental Education 46 (4): 230–250. https://doi.org/10.1080/00958964.2015.1069250.
   Web of Science ®Google Scholar
• Mellor, C., K. Speedy, N. Barnes, and A. Kellas. 2022. “Debate: If Not us, Then Who?” Child and Adolescent Mental Health 27 (1): 80–81. https://doi.org/10.1111/camh.12539.
   PubMed Web of Science ®Google Scholar
• Meltzer, N. W., A. J. Bobilya, D. Mitten, W. B. Faircloth, and R. M. Chandler. 2020. “An Investigation of Moderators of Change and the Influence of the Instructor on Outdoor Orientation Program Participants’ Biophilic Expressions.” Journal of Outdoor and Environmental Education 23 (2): 207–224. https://doi.org/10.1007/s42322-020-00051-w.
   Google Scholar
• Mercer, J. A. 2022. “Children and Climate Anxiety: An Ecofeminist Practical Theological Perspective.” Religions 13 (4): 302. https://doi.org/10.3390/rel13040302.
   Web of Science ®Google Scholar
• Morton, D., K. Bird-Naytowhow, T. Pearl, and A. R. Hatala. 2020. “Just Because They Aren’t Human Doesn’t Mean They Aren’t Alive": the Methodological Potential of Photovoice to Examine Human-Nature Relations as a Source of Resilience and Health among Urban Indigenous Youth.” Health & Place 61: 102268. https://doi.org/10.1016/j.healthplace.2019.102268.
   PubMed Web of Science ®Google Scholar
• Moula, Z., K. Palmer, and N. Walshe. 2022. “A Systematic Review of Arts-Based Interventions Delivered to Children and Young People in Nature or Outdoor Spaces: Impact on Nature Connectedness, Health and Wellbeing.” Frontiers in Psychology 13: 858781. https://doi.org/10.3389/fpsyg.2022.858781.
   PubMed Web of Science ®Google Scholar
• Moula, Z., N. Walshe, and E. Lee. 2021. “Making Nature Explicit in Children’s Drawings of Wellbeing and Happy Spaces.” Child Indicators Research 14 (4): 1653–1675. https://doi.org/10.1007/s12187-021-09811-6.
   PubMed Web of Science ®Google Scholar
• Nairn, K. 2019. “Learning from Young People Engaged in Climate Activism: The Potential of Collectivizing Despair and Hope.” YOUNG 27 (5): 435–450. https://doi.org/10.1177/1103308818817603.
   Web of Science ®Google Scholar
• Nisbet, E. K., J. M. Zelenski, and S. A. Murphy. 2011. “Happiness is in Our Nature: Exploring Nature Relatedness as a Contributor to Subjective Well-Being.” Journal of Happiness Studies 12 (2): 303–322. https://doi.org/10.1007/s10902-010-9197-7.
   Web of Science ®Google Scholar
• Ojala, M. 2019. “Eco-Anxiety.” RSA Journal 146 (4): 10–15. https://doi.org/10.2307/26798430.
   Google Scholar
• Parry, S., S. R. McCarthy, and J. Clark. 2022. “Young People’s Engagement with Climate Change Issues through Digital Media – A Content Analysis.” Child and Adolescent Mental Health 27 (1): 30–38. https://doi.org/10.1111/camh.12532.
   PubMed Web of Science ®Google Scholar
• Patrick, R., T. Snell, H. Gunasiri, R. Garad, G. Meadows, and J. Enticott. 2023. “Prevalence and Determinants of Mental Health Related to Climate Change in Australia.” Australian & New Zealand Journal of Psychiatry 57 (5): 710–724. https://doi.org/10.1177/00048674221107872.
   PubMed Web of Science ®Google Scholar
• Pautasso, M. 2020. “The Structure and Conduct of a Narrative Literature Review.” In A Guide to the Scientific Career: Virtues, Communication, Research, and Academic Writing, edited by M. M. Shoja, A. Arynchyna, M. Loukas, A. V. D’Antoni, S. M. Buerger, M. Karl and R. S. Tubbs, 299–310. Hoboken: Wiley. https://doi.org/10.1002/9781118907283.ch31.
   Google Scholar
• Payne, P. G. 2015. “Critical Curriculum Theory and Slow Ecopedagogical Activism.” Australian Journal of Environmental Education 31 (2): 165–193. https://doi.org/10.1017/aee.2015.32.
   Web of Science ®Google Scholar
• Pihkala, P. 2020. “Eco-Anxiety and Environmental Education.” Sustainability 12 (23): 10149. https://doi.org/10.3390/su122310149.
   Web of Science ®Google Scholar
• Pinsky, E. 2020. “The Earth Can Never Die, Right Mama? Eco-Anxiety and Climate Grief as Essential Stops on the Path to Climate Activism.” Journal of the American Academy of Child & Adolescent Psychiatry 59 (10): S16. https://doi.org/10.1016/j.jaac.2020.07.074.
   Web of Science ®Google Scholar
• Pollitt, J., M. Blaise, and T. Rooney. 2021. “Weather Bodies: experimenting with Dance Improvisation in Environmental Education in the Early Years.” Environmental Education Research 27 (8): 1141–1151. https://doi.org/10.1080/13504622.2021.1926434.
   Web of Science ®Google Scholar
• Prasad, A., P. Lal, B. Wolde, M. Smith, M. Zhu, B. K. Samanthula, and N. Panorkou. 2022. “Exploring the Human-Nature Connection and the Perceived Risk of Nature in Children.” Applied Environmental Education & Communication 21 (1): 87–101. https://doi.org/10.1080/1533015X.2021.1991508.
   Google Scholar
• Raatikainen, K. J., K. Juhola, M. Huhmarniemi, and H. Peña-Lagos. 2020. “Face the Cow”: Reconnecting to Nature and Increasing Capacities for Pro-Environmental Agency.” Ecosystems and People 16 (1): 273–289. https://doi.org/10.1080/26395916.2020.1817151.
   Web of Science ®Google Scholar
• Ray, S. 2020. A Field Guide to Climate Anxiety: How to Keep Your Cool on a Warming Planet. Oakland: Univeristy of California Press.
   Google Scholar
• Ray, S. 2019. “Coming of Age at the End of the World: The Affective Arc of Undergraduate Environmental Studies Curricula.” In Affective Ecocriticism: Emotion, Embodiment, Environment, edited by K. Bladow and J. Ladino, 219–399, Lincoln and London: University of Nebraska Press.
   Google Scholar
• Reese, R. F. 2018. “EcoWellness: Contextualizing Nature Connection in Traditional Clinical and Educational Settings to Foster Positive Childhood Outcomes.” Ecopsychology 10 (4): 289–300. https://doi.org/10.1089/eco.2018.0031.
   Google Scholar
• Rodrigues, C. 2018. “MovementScapes as Ecomotricity in Ecopedagogy.” The Journal of Environmental Education 49 (2): 88–102. https://doi.org/10.1080/00958964.2017.1417222.
   Web of Science ®Google Scholar
• Rooney, T. 2019. “Weathering Time: Walking with Young Children in a Changing Climate.” Children’s Geographies 17 (2): 177–189. https://doi.org/10.1080/14733285.2018.1474172.
   Web of Science ®Google Scholar
• Rosa, C. D., S. Collado, C. C. Profice, and L. R. Larson. 2019. “Nature-Based Recreation Associated with Connectedness to Nature and Leisure Satisfaction among Students in Brazil.” Leisure Studies 38 (5): 682–691. https://doi.org/10.1080/02614367.2019.1620842.
   Web of Science ®Google Scholar
• Sanson, A. V., J. V. Hoorn, and S. E. L. Burke. 2019. “Responding to the Impacts of the Climate Crisis on Children and Youth.” Child Development Perspectives 13 (4): 201–207. https://doi.org/10.1111/cdep.12342.
   Web of Science ®Google Scholar
• Savelyeva, T. 2017. “Vernadsky Meets Yulgok: A non-Western Dialog on Sustainability.” Educational Philosophy and Theory 49 (5): 501–520. https://doi.org/10.1080/00131857.2016.1138851.
   Web of Science ®Google Scholar
• Schwartz, S. E. O., L. Benoit, S. Clayton, M. F. Parnes, L. Swenson, and S. R. Lowe. 2022. “Climate Change Anxiety and Mental Health: Environmental Activism as Buffer.” Current Psychology 42 (20): 16708–16721. https://doi.org/10.1007/s12144-022-02735-6.
   Web of Science ®Google Scholar
• Sciberras, E., and J. W. Fernando. 2022. “Climate Change-Related Worry among Australian Adolescents: An Eight-Year Longitudinal Study.” Child and Adolescent Mental Health 27 (1): 22–29. https://doi.org/10.1111/camh.12530.
   PubMed Web of Science ®Google Scholar
• Senay, E., R. Levine, J. M. Shepherd, A. Rizzo, M. Yitshak-Sade, D. Carrion, B. Liu, et al. 2022. “Mental Health and Well-Being for Patients and Clinicians Proceedings of the Fourth Annual Clinical Climate Change Meeting, January 7, 2022.” Journal of Occupational and Environmental Medicine 64 (10): e661–e666. https://doi.org/10.1097/JOM.0000000000002655.
   PubMed Web of Science ®Google Scholar
• Simon, P. D., K. A. Pakingan, and J. J. B. R. Aruta. 2022. “Measurement of Climate Change Anxiety and Its Mediating Effect between Experience of Climate Change and Mitigation Actions of Filipino Youth.” Educational and Developmental Psychologist 39 (1): 17–27. https://doi.org/10.1080/20590776.2022.2037390.
   Web of Science ®Google Scholar
• Sidiropoulos, Elizabeth. 2018. “The Personal Context of Student Learning for Sustainability: Results of a Multi-University Research Study.” Journal of Cleaner Production 181: 537–554. https://doi.org/10.1016/j.jclepro.2018.01.083.
   Web of Science ®Google Scholar
• Skilling, P., F. Hurd, M. Lips-Wiersma, and P. McGhee. 2022. “Navigating Hope and Despair in Sustainability Education: A Reflexive Roadmap for Being with Eco-Anxiety.” Management Learning 54 (5): 655–679. https://doi.org/10.1177/13505076221098957.
   Web of Science ®Google Scholar
• Stern, M. J., R. B. Powell, and D. Hill. 2014. “Environmental Education Program Evaluation in the New Millennium: What Do we Measure and What Have we Learned?” Environmental Education Research 20 (5): 581–611. https://doi.org/10.1080/13504622.2013.838749.
   Web of Science ®Google Scholar
• Sternudd, H. T. 2020. “Climate Anxiety on YouTube: Young People Reflect on How to Handle the Climate Crisis.” Ekphrasis. Images, Cinema, Theory, Media 24 (2): 97–123. https://doi.org/10.24193/ekphrasis.24.6.
   Google Scholar
• Taylor, A. 2017. “Beyond Stewardship: Common World Pedagogies for the Anthropocene.” Environmental Education Research 23 (10): 1448–1461. https://doi.org/10.1080/13504622.2017.1325452.
   Web of Science ®Google Scholar
• Thompson, R., H. L. Fisher, L. H. Dewa, T. Hussain, Z. Kabba, and M. B. Toledano. 2022. “Thoughts and Feelings about the Local and Global Environment: A Qualitative Interview Study.” Child and Adolescent Mental Health 27 (1): 4–13. https://doi.org/10.1111/camh.12529.
   PubMed Web of Science ®Google Scholar
• To, P. T., and D. Grierson. 2020. “An Application of Measuring Visual and Non-Visual Sensorial Experiences of Nature for Children within Primary School Spaces: Child–Nature–Distance Case Studies in Glasgow, Scotland.” Archnet-IJAR: International Journal of Architectural Research 14 (2): 167–186. https://doi.org/10.1108/ARCH-05-2019-0139.
   Web of Science ®Google Scholar
• Tomasso, L. P., J. G. C. Laurent, J. T. Chen, and J. D. Spengler. 2022. “Implications of Disparities in Social and Built Environment Antecedents to Adult Nature Engagement.” PloS One 17 (9): e0274948. https://doi.org/10.1371/journal.pone.0274948.
   PubMed Web of Science ®Google Scholar
• Tsevreni, I. 2022. “Encounters among Environmental Education and Eco-Art in the Anthropocene.” International Journal of Art & Design Education 41 (3): 482–495. https://doi.org/10.1111/jade.12417.
   Web of Science ®Google Scholar
• Tulloch, L. 2016. “The Transnational State, Neoliberalism and Environmental Education Policy: A New Zealand Case Study.” Contemporary Readings in Law and Social Justice 8 (2): 170–195. https://doi.org/10.22381/CRLSJ8220167.
   Google Scholar
• Uchendu, J. O. 2022. “Eco-Anxiety and Its Divergent Power Holds: A Youth Climate Activist’s Perspective.” South African Journal of Psychology 52 (4): 545–547. https://doi.org/10.1177/00812463221130586.
   Web of Science ®Google Scholar
• UNEP. 2022. Emissions Gap Report 2022: The Closing Window – Climate Crisis Calls for Rapid Transformation of Societies. United Nations Environment Programme: Nairobi.
   Google Scholar
• UNESCO. 2021. Reimagining Our Futures Together: A New Social Contract for Education. Paris: United Nations Educational, Scientific and Cultural Organization.
   Google Scholar
• Verlie, B. 2021. Learning to Live with Climate Change: From Anxiety to Transformation. Oxon: Routledge. https://doi.org/10.4324/9780367441265.
   Google Scholar
• Verlie, B., E. Clark, T. Jarrett, and E. Supriyono. 2020. “Educators’ Experiences and Strategies for Responding to Ecological Distress.” Australian Journal of Environmental Education 37 (2): 132–146. https://doi.org/10.1017/aee.2020.34.
   Web of Science ®Google Scholar
• Wallin, J. J. 2022. “The Holocene Simulacrum.” Educational Philosophy and Theory 54 (3): 238–250. https://doi.org/10.1080/00131857.2020.1835644.
   Web of Science ®Google Scholar
• Whitmarsh, L., L. Player, A. Jiongco, M. James, M. Williams, E. Marks, and P. Kennedy-Williams. 2022. “Climate Anxiety: What Predicts It and How is It Related to Climate Action?” Journal of Environmental Psychology 83: 101866. https://doi.org/10.1016/j.jenvp.2022.101866.
   Web of Science ®Google Scholar
• Wild, K., and A. Woodward. 2021. “The Bicycle as ‘Constructive Hope’: Children, Climate and Active Transport.” Journal of Paediatrics and Child Health 57 (11): 1785–1788. https://doi.org/10.1111/jpc.15754.
   PubMed Web of Science ®Google Scholar
• Wortzel, J. D., L. K. Champlin, J. R. Wortzel, J. Lewis, E. Haase, and B. Mark. 2022b. “Reframing Climate Change: Using Children’s Literature as a Residency Training Tool to Address Climate Anxiety and Model Innovation.” Academic Psychiatry 46 (5): 584–585. https://doi.org/10.1007/s40596-022-01651-y.
   PubMed Web of Science ®Google Scholar
• Wortzel, J. R., J. Lee, L. Benoit, A. Rubano, and E. G. Pinsky. 2022a. “Perspectives on Climate Change and Pediatric Mental Health: A Qualitative Analysis of Interviews with Researchers in the Field.” Academic Psychiatry 46 (5): 562–568. https://doi.org/10.1007/s40596-022-01707-z.
   PubMed Web of Science ®Google Scholar
• Wu, J., G. Snell, and H. Samji. 2020. “Climate Anxiety in Young People: A Call to Action.” The Lancet Planetary Health 4 (10): e435–e436. https://doi.org/10.1016/S2542-5196(20)30223-0.
   PubMedGoogle Scholar
• Yarova, A. 2020. “I Am the Eternal Green Man”: Holistic Ecology in Reading Patrick Ness’s a Monster Calls.” Children’s Literature in Education 51 (4): 466–479. https://doi.org/10.1007/s10583-019-09388-3.
   Web of Science ®Google Scholar
• Yoneyama, S. 2019. Animism in Contemporary Japan: Voices for the Anthropocene from Post-Fukushima Japan. New York & London: Routledge.
   Google Scholar
• Yoneyama, S. 2020. “Rethinking Human-Nature Relationships in the Time of Coronavirus: Postmodern Animism in Films by Miyazaki Hayao & Shinkai Makoto.” Asia-Pacific Journal: Japan Focus 18 (16): 6–1–6-16.
   Web of Science ®Google Scholar
• Yoneyama, Shoko. 2021. “Miyazaki Hayao’s Animism and the Anthropocene.” Theory, Culture and Society 38 (7-8): 251–266. https://doi.org/10.1177/02632764211030550.
   Web of Science ®Google Scholar
• Zahoor, M., and F. Janjua. 2020. “Green Contents in English Language Textbooks in Pakistan: An Ecolinguistic and Ecopedagogical Appraisal.” British Educational Research Journal 46 (2): 321–338. https://doi.org/10.1002/berj.3579.
   Web of Science ®Google Scholar
• Zwierzchowska, I., and P. Lupa. 2021. “Providing Contact with Nature for Young generation – A Case Study of Preschools in the City of Poznań, Poland.” Urban Forestry & Urban Greening 65: 127346. https://doi.org/10.1016/j.ufug.2021.127346.
   Web of Science ®Google Scholar