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Environment, Sustainability and Education in a Time of Climate and Ecological Emergencies: Principles, Priorities and Approaches

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A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (1 July 2023) | Viewed by 18329

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Special Issue Editors

Prof. Dr. Nicola Walshe

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Guest Editor

Institute of Education, University College London, London WC2R 2LS, UK
Interests: environmental and sustainability education; arts-based pedagogies; the intersection between art, nature and wellbeing; geography education; initial teacher education
Special Issues, Collections and Topics in MDPI journals

Dr. Elizabeth Rushton

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Guest Editor

Institute of Education, University College London, London WC2R 2LS, UK
Interests: education for environmental sustainability; geography education; science education; teacher education and professional development; co-creation and participatory approaches; student engagement in research

Special Issue Information

Dear Colleagues,

In recent years, the role of education as a central part of responding to global ecological and climate crises have been highlighted by global youth movements, national governments and policy makers alike (Bylund et al., 2022; DfE, 2022; Trott, 2021; UN, 2021). Given the implications of these crises for environments and societies around the world (IPCC, 2021), there is a need to clearly articulate the role education has in ensuring environmental sustainability. However, approaches to education which foreground the environment and sustainability have a range of labels and are variously defined and understood (Lumley & Armstrong, 2004; Vogt & Weber, 2019). Indeed, sustainability is a polysemic concept with diverse senses, meanings and uses. This complexity adds to the challenge facing educators and researchers. In this Special Issue, we invite contributions which explore the different principles, priorities and approaches which underpin education, environment and sustainability. As such contributions might draw on a wide range of contexts and experiences relating to education, environment, and sustainability when considering principles, priorities, and approaches including the following:

Meanings, senses and uses of the concept of sustainability in the context of education;
Curriculum making in environment and sustainability education in school and higher education settings;
Pedagogical approaches to environmental and sustainability education, for example, outdoor learning, creativity, transformative learning, authentic learning and co-creation;
Initial teacher education and teacher professional development as spaces for environment and sustainability education;
School and higher education sites as contexts for sustainable operations;
Climate crisis activism in environment and sustainability education;
Promoting connectedness to nature through environment and sustainability education;
Inclusion, justice and citizenship in environment and sustainability education.

We look forward to receiving your contributions.

Prof. Dr. Nicola Walshe
Dr. Elizabeth Rushton
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

sustainability
environment
education
principles
priorities
approaches

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Published Papers (7 papers)

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12 pages, 1196 KiB

Open AccessArticle

School Space and Sustainability in the Tropics: The Case of Thermal Comfort in Brazil

by Ana Angelita Costa Neves da Rocha and Juan Lucas Nachez

Sustainability 2023, 15(18), 13596; https://doi.org/10.3390/su151813596 - 12 Sep 2023

Cited by 1 | Viewed by 1259

Abstract

This work aims to discuss thermal comfort and school architecture in Brazil, within the Anthropocene framework. The objective traverses the fields of school management, curriculum, and educational policy. The importance of the environmental emergency in the context of the Anthropocene is recognized, understanding it as a space-time in which climate change biopolitically impacts both local and global daily life. In this way, we consider that the curricular dimension together with school architecture, in the Anthropocene scenario, tends to respond to the demands of biosecurity. The methodology of this article is the analysis of documentary sources, particularly current Brazilian legislation on school architecture, thermal comfort, and public funding. The initial hypothesis of this work operates with the argument that in Brazilian legislation there is a predominance of HVAC (Heating, Ventilating and Air Conditioning) systems over sustainable forms such as natural ventilation, design of classrooms, placement of windows, use of trees and vegetation and management of the student’s schedule. The assumption of the research lies in the need for reconfigurations of the principles of school architecture, considering both biosecurity and bioclimatic architecture essential for the future in the scenario of climate extremes along the Anthropocene. Full article

(This article belongs to the Special Issue Environment, Sustainability and Education in a Time of Climate and Ecological Emergencies: Principles, Priorities and Approaches)

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21 pages, 2957 KiB

Open AccessArticle

Eco-Capabilities: Arts-in-Nature for Supporting Nature Visibilisation and Wellbeing in Children

by Nicola Walshe, Joy Perry and Zoe Moula

Sustainability 2023, 15(16), 12290; https://doi.org/10.3390/su151612290 - 11 Aug 2023

Cited by 2 | Viewed by 2802

Abstract

Estimates of mental health disorders and poor wellbeing among children and young people in England are escalating. While maintaining a positive relationship with nature is thought to promote personal and collective wellbeing, children and young people are spending less time outdoors, exhibiting a lack of appreciation for the environment and degrees of ‘plant blindness’. As such, there is a pressing need on behalf of schools to address these issues, and to adapt to students’ needs for a deeper and more purposeful connection with nature. This study aimed to explore the potential of one avenue to achieving this: arts-in-nature practice. This involved utilising arts-based research methods, through which 97 children aged 7–10 drew their ‘happy place’, alongside participatory observations, and interviews and focus groups with artists and teachers, as part of the wider Eco-Capabilities project. Findings suggest that following the arts-in-nature sessions there was a significant increase in the number of children’s drawings which featured nature as a main focus. This was achieved in three ways: by drawing newfound attention to nature; by attributing increased value to nature; and by explicitly placing nature within the purview of wellbeing. As such, we argue that creative pedagogies outdoors likely enhance what we term ‘nature visibilisation’ in children, an outcome necessary for their personal wellbeing and sustainability of the environment. This has significant implications for school practice in relation to how to support children’s mental health and wellbeing, alongside boosting interest in environmental sustainability and pro-environmental behaviour. Full article

(This article belongs to the Special Issue Environment, Sustainability and Education in a Time of Climate and Ecological Emergencies: Principles, Priorities and Approaches)

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16 pages, 508 KiB

Open AccessArticle

Reconceptualising Preservice Teachers’ Subject Knowledge in Climate Change and Sustainability Education: A Framework for Initial Teacher Education from England, UK

by Nasreen Majid, Sarah Marston, Jo Anna Reed Johnson and Andrew Happle

Sustainability 2023, 15(16), 12237; https://doi.org/10.3390/su151612237 - 10 Aug 2023

Cited by 1 | Viewed by 2320

Abstract

Climate Change and Sustainability Education (CCSE) has been gaining prominence with the imminent climate emergency humanity is facing. This paper draws upon a conceptual framework created to support the development of preservice teachers’ subject knowledge of CCSE whilst undertaking Initial Teacher Education (ITE) programs in England. The core aims and learning outcomes within the framework, namely knowledge; attitudes, values and behaviours; and competences and capabilities, are defined to illustrate what subject knowledge looks like, in this area, for preservice teachers in England. This paper highlights data gathered from 71 preservice teachers via an initial presurvey from three ITE institutions across England. The data were gathered from Early Years and Primary and Secondary phase trainees across both postgraduate and undergraduate programmes. The presurvey captured a range of qualitative and quantitative responses from preservice teachers to showcase priority areas, from their perspective, in the teaching of CCSE. The responses were coded and then themed according to the three aims and learning outcomes of the framework (knowledge; attitudes, values and behaviours; and competences and capabilities) to understand preservice teachers’ views on CCSE at the start of their courses. The findings suggest that preservice teachers lack key subject knowledge in CCSE to teach it effectively in schools. Hence, this paper recommends further work needs to be carried out to embed CCSE work in ITE courses across England. It is further suggested that the CCSE framework highlighted in this paper can act as a key national document to support ITE institutions to conceptualise the teaching and learning of CCSE across their ITE programmes. Full article

(This article belongs to the Special Issue Environment, Sustainability and Education in a Time of Climate and Ecological Emergencies: Principles, Priorities and Approaches)

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22 pages, 1106 KiB

Open AccessArticle

Development and Validation of the Climate Capability Scale

by Ruth Horry, Jennifer A. Rudd, Helen Ross and R. Lyle Skains

Sustainability 2023, 15(15), 11933; https://doi.org/10.3390/su151511933 - 3 Aug 2023

Cited by 2 | Viewed by 1574

Abstract

Climate change poses a serious existential threat to life on our planet. If we are to mitigate the most damaging impacts of climate change, there is a need for citizens who are willing and able to make changes to their individual behaviours, but who are also politically engaged and motivated to participate in, and advocate for, systemic change; there is a need for citizens who are Climate Capable. However, there is no scale currently available with which to measure the climate capability of adults and adolescents. Through an iterative process across three studies with 849 UK adults, we developed and validated a 24-item Climate Capability Scale. In a further study, with 458 UK adolescent participants (aged 12–15), we validated the scale for use with adolescents. We demonstrate that the scale is internally consistent, has good test–retest reliability, correlates with measures of related constructs such as environmental worldview and scientific literacy, and predicts self-reported pro-environmental behaviour. The Climate Capability Scale may have particular value in educational and public engagement contexts for measuring the effectiveness of programs and interventions designed to increase Climate Capability, as well as similar approaches to heighten engagement with the climate crisis. Full article

(This article belongs to the Special Issue Environment, Sustainability and Education in a Time of Climate and Ecological Emergencies: Principles, Priorities and Approaches)

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14 pages, 2579 KiB

Open AccessArticle

Experiences from a School–University Partnership Climate and Sustainability Education Project in England: The Value of Citizen Science and Practical STEM Approaches

by Meryl Batchelder, Mark Swinney, Tess O’Hara, Alethea Goddard, Elizabeth Lewis, Jo Cox and Hayley J. Fowler

Sustainability 2023, 15(12), 9401; https://doi.org/10.3390/su15129401 - 12 Jun 2023

Cited by 2 | Viewed by 2585

Abstract

Extracurricular citizen science and hands-on STEM (science, technology, engineering, and maths) projects can ensure that climate and sustainability education is not just superficial but truly transformative. Through working under the guidance of academic partners, young people can develop a deep appreciation for climate science and, most importantly, become aware of the real-world sustainable solutions being developed to address the consequences of our changing climate. We present the experiences of four stakeholders from one case study involving middle school students (9–13 years) and their teachers working on a climate change and sustainable drainage system (SuDS) project with academics from Newcastle University and the Schools Engagement programme of the Royal Society. We found that all stakeholders considered it to be a successful project with significant benefits, including engaging learning in the pupils, a challenge for the teachers, and meaningful data collection for the academic team. The funding organisation thought the positive interactions that they try to encourage between students and STEM partners were evidenced in this project perfectly. Young people are future decision makers; this type of project can enable them to develop essential skills and an understanding of a range of STEM careers. Subsequent developments may include refining the way similar projects are run. Full article

(This article belongs to the Special Issue Environment, Sustainability and Education in a Time of Climate and Ecological Emergencies: Principles, Priorities and Approaches)

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12 pages, 261 KiB

Open AccessArticle

Reflecting on Climate Change Education Priorities in Secondary Schools in England: Moving beyond Learning about Climate Change to the Emotions of Living with Climate Change

by Elizabeth A. C. Rushton, Sarah Sharp, Alison Kitson and Nicola Walshe

Sustainability 2023, 15(8), 6497; https://doi.org/10.3390/su15086497 - 11 Apr 2023

Cited by 10 | Viewed by 3196

Abstract

Schools in England remain a valued and important site of climate change education for secondary school pupils (aged 11–18 years). Drawing on focus group data (n = 85) from young people based in eight schools in England, we explored the language pupils used about climate change. We found that young people’s responses to climate change were predominantly focused on content knowledge about climate change, including the concept of global warming and a range of negative impacts, such as biodiversity and habitat loss and extreme and unpredictable weather. In addition, the young people expressed emotions in relation to climate change that were primarily negative and were focused on fear of the future and fear of frustrated youth action. We highlight that school-based climate change education requires support and resources from policy-makers so that young people do not solely learn about climate change, but rather, they are able to live with the emotions of a future shaped by the impacts of climate change. We highlight the need for teacher professional development which enables them to respond to the emotions young people experience in the context of climate change education. Full article

(This article belongs to the Special Issue Environment, Sustainability and Education in a Time of Climate and Ecological Emergencies: Principles, Priorities and Approaches)

17 pages, 285 KiB

Open AccessArticle

Sustainable Outdoor Education: Organisations Connecting Children and Young People with Nature through the Arts

by Nicola Walshe, Hilary Bungay and Anna Dadswell

Sustainability 2023, 15(5), 3941; https://doi.org/10.3390/su15053941 - 21 Feb 2023

Cited by 4 | Viewed by 3100

Abstract

There is an increasing concern regarding the mental health and wellbeing of children and young people; as a result, schools are increasingly expected to provide support, but they have few resources to do so. As such, there is a need for establishing mechanisms for supporting the health and wellbeing of children and young people that are relatively easy and cost-effective and that can be embedded within the school day to ensure sustainability. The overarching aim of our Branching Out project was to understand how successful elements from one such programme that supports children’s mental health through the art-in-nature-based practice can be expanded from school-based approaches that reach small numbers of children to include whole communities. This paper reports on one strand that examined the practice of organisations offering arts and/or nature-based activities outdoors in schools, either as part of the curriculum or as an extra-curricular activity. Survey questions served as an a priori thematic framework around the characteristics of arts-in-nature activities delivered; the perceived impacts of activities; working with volunteers, teachers, and schools; and barriers to expansion and sustainability. Despite extensive searching, identifying, and recruiting relevant arts organisations was difficult; however, respondents strongly supported the notion that the arts-in-nature practice has a positive impact on children and young people’s connection to nature, supports their mental health and wellbeing, and engages them with their local environment. Yet, challenges were identified in engaging teachers and schools and funding such projects, suggesting a need for a multi-professional approach to creating more sustainable and impactful practice for children, young people, and communities. Full article

(This article belongs to the Special Issue Environment, Sustainability and Education in a Time of Climate and Ecological Emergencies: Principles, Priorities and Approaches)

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