The children we teach in school now will spend most of their lives in the 21st century. Those leaving school in the 1990s will become the parents, voters, workers, business people and visionaries of tomorrow. If all education is for the future, where is the future in education? How are we preparing the students for those responsibilities? How are we helping them to think more critically and creatively about the future?

My argument is that as educators, and particularly as environmental educators, we need to engage in the task of ‘reclaiming the future’. I will illustrate this with reference to: i) the approaching millenium; ii) the need to educate more explicitly for the future; iii) the importance of being able to envision more just and sustainable futures; and iv) some thoughts on moving forwards.

Arts education has been part of the United States K-12 educational system for over a century. However, recent administrative policy decisions addressed the economic bottom line and the 1983 report, A Nation at Risk, and complied with the No Child Left Behind (NCLB) Act of 2001 (U.S. Department of Education, 2001). These decisions resulted in standardisation of both core curricula and testing, leaving arts programs to function in a diminished capacity, curtailing both individuality and creative thinking. This study unpacks the role of the arts as change agents with the ability to: address current discourse; question ideologies and culture; convey complex problems in artistic form; engage the viewer in aesthetics; provide a perspective not found in regimented thinking; and empower creative problem solvers. This work also highlights the role of eco-art as a medium for addressing complex environmental challenges. The study also empirically examines, through a self-report survey, K-12 arts educators’ perceptions of integrating eco-arts into curricula. Findings revealed respondents’ desire to integrate eco-arts into the arts curricula and identified the most significantly perceived barriers to integration, as well as the role of policy on practicality. The authors also identify the study's limitations and recommend areas for future research.

In this essay, we argue that postqualitative inquiry is not a useful descriptor for environmental education research and that it is time to consider what comes after the posts. We argue that thinking with theory as a process methodology in the onto-epistemological framings of our research is more generative and opens up opportunities for this research being interdisciplinary/transdisciplinary/cross-disciplinary, intersectional, ecofeminist/more-than-humanist, indigenous, participatory, experimental and transgressive.

At the beginning of the last decade, Silver (1980, p.7) was able to write with assurance that ‘Behind our political and ideological disagreements…lies a crucial, common confidence in the educational process’, a confidence based on education's ability both to maintain the social, political and economic status quo and to change it. Over a decade later, and with our awareness of global environmental crises that those years have brought, the authors have become increasingly convinced of the practical fact that formal education in our society has functioned predominantly to maintain the social, political and economic conditions that have produced environmental crisis and is thereby severely hampered in its ability to make the changes necessary to stop the degradation of our planet, let alone improve its health.

Although we do not propose that the deteriorating state of the planet can be attributed to any single underlying cause, we would suggest that a generic term for many of these causes is the ‘culture of positivism’ (Giroux 1981, p.38) which, in Giroux's words, has a ‘limited focus on objectivity, efficiency, and technique …’. Gough too (1987, p.54) argues that Western industrial society's systems of education rest on ‘an epistemological paradigm’, a particular set of theories about how human beings gain knowledge of themselves and their world as well as the kinds of knowledge that are valued. According to Gough (1987, p.54), the kinds of knowledge which have dominated Western industrial education are those which have been structured by Western society's dominant form of theorising, namely: positivist, empirical science. The idea of a culture which is mechanistic and reductionist, which encourages human beings to dominate and control ‘nature’, and which looks for ever more sophisticated ‘technical fixes’ to overcome the tragic results of its own logic is reflected also throughout the ‘green’ literature. See, for instance, Bookchin (1986 and 1990), Fox (1990), Passmore (1980) and Young (1991). Ways in which this dominant culture adversely affects our relationship with our environment are documented in the same literature.

Today’s youth will inherit the brunt of climate change. Science literacy plays a critical role in raising future adults who commit to climate change mitigation by reducing daily household energy use. The objective of this study was to examine the mediating role of climate change knowledge efficacy on the positive influence of science literacy on engagement in energy conservation at home among Filipino adolescents. Data from the Program for International Student Assessment 2018 which included 7233 15-year-old high school students from 187 schools across 17 regions in the Philippines was used to address the study’s objective. Results showed that climate change knowledge efficacy fully mediated the positive association between science literacy and household energy conservation among Filipino adolescents. The study discussed the importance of emphasizing environmentalism in science education, parenting, and community programs as a viable and long-term climate change mitigation response.

In environmental education research (EER), love is revered as a way to heal or mend the human relationship with nature. However, this interpretation of love rests in a humanist paradigm that considers nonhuman nature as external to the human being. To this end, love has generally been considered as an outward emotion, towards nature, and is less considered an inner movement, towards the human as nature. We were interested in exploring this conceptualisation of nature and love of/as nature and question: Is there potential to locate the concept of love in EER through different theoretical positions to explore the possibilities for its (re)conceptualisation? We aim to stretch academic thinking to (re)consider love through identifying where our own research in environmental education has involved love through the intersection of our journeys at the Australian Association of Environmental Education Research Symposium workshop. In response to the context of this workshop, which explored the concept of diffraction as described by Barad, we have chosen to adopt a diffractive analysis as the methodology to analyse our theoretical perspectives of love in EER. We explore the word love in this article using diffraction to understand the relationality of human and nonhuman nature through our research interests in Steiner, ecosomaesthetics and biophilia. This process cracked our theoretical silos to more openly consider: Where is the love in EER?

This paper attempts to link four themes which are interrelated, but not often discussed together in local sustainability discourses. They are: the tension between achieving both environmental quality and human equality; the possibilities offered by Local Agenda 21 (LA21); what a sustainable community or society might look like and some good practice guidelines for local governments in their pivotal role as key facilitators of local sustainability.

Environmentalists and environmental educators are good on notions of what they perceive as ‘environmental quality’, but are poor, or very poor on notions of ‘human equality’. Human equality has always been an implicit agreement as opposed to an explicit goal, safely tucked away in the notion of ‘quality of life’.

One of the guiding principles of LA21 is that people normally excluded from the decision making process (women, indigenous people and young people) need to be integrally involved in decision making within a framework which stresses the importance of public participation. The reason for this inclusive form of participation is that these groups are seen as having had little impact on the production of local environments, although they are sometimes disproportionately affected by them, by virtue of their social role.

Using a set of 13 themes that were developed by community consultations In Britain that would feature in a sustainable community or society, the paper looks at the potential for integrating quality and equality concerns. The paper finishes by looking at some good practice guidelines or ways that local governments, as decision makers nearest local peoples, could be integrating quality and equality concerns into emerging local sustainability strategies.

Domestic and international tourists have major impacts on Aotearoa/New Zealand, both positive and negative. In 2010, tourism was the biggest export earner and continues to grow. Environmental consequences of tourism are also growing. Ways of addressing the environmental impacts caused by a mobile society continue to be debated from a variety of practical and theoretical positions. Place-based approaches are a logical discussion focus in addressing these types of social and environmental problems but may be associated with environmental myopia. Tourism, mobility and the principles of environmental education programs such as Leave No Trace are all contested topics within the place-based discourse. This article discusses these tensions and proposes an expansion of place-based and cosmopolitan approaches, with the Leave No Trace Aotearoa/New Zealand campaign presented as an example. The article concludes with possible implications of a more bifocal approach for environmental educators.

Critical discourses of sustainability challenge modern rhetoric of economic growth and challenge current modes of social development. Yet sustainability discourses are shaped predominantly by the perspectives and interests of middle-class, tertiary-educated urban policy makers or environmentalists, and have insufficiently engaged people beyond these cohorts, even in the advanced capitalist societies where they have originated. This article shares findings from a study that investigated how people who are not strongly engaged with sustainability discourses understand and engage with many of the underlying concerns that animate these discourses from the context of their situated, everyday experiences. This is important information for sustainability educators, because it challenges dominant ideas of what sustainability is and offers new and alternate ways of engaging different groups of people in actions for sustainability. Bourdieu’s concepts of habitus, field and capital were used to inform the research design that employed focus groups and interviews with people from a range of socio-economic and cultural backgrounds and life stages in Tasmania, Australia. The findings provide insight into the ways in which people who are disengaged from discourses of sustainability may be actively engaged in practices of sustainability that may provide practical guidance for environmentalists and policy makers concerning how current discourses of sustainability reflect specific social contexts and experiences.

There are many examples of environmental courses in tertiary institutions, but the integration of environmental education across the range of courses has generally not occurred. The paper describes a process and strategy to establish environmental literacy in tertiary courses. This strategy was developed from a project to introduce waste minimisation education into four disciplinary based courses. Since waste minimisation was introduced in the context of ecological sustainability, the project provided a framework for the broad principles of environmental literacy. The project began with the assumption that adequate materials were already available, but what was needed was a process that would guide academics in the revision of their course content, and would support them in making changes. The paper reports on the conduct of the project and, based on our experiences, presents a strategy for developing curriculum change. This strategy has been developed to recognise the contexts associated with environmental understanding and tertiary institutions, and the processes needed to facilitate the change.

The importance of the environment is something of a cracked record to many small business owners, as historically any calls to business to change or improve their practices or behaviours were from the ‘environmental’ or ‘green’ perspective, rather than from a business perspective. As a consequence, many small businesses have simply tuned out. This research sought to identify the impact of an education intervention program that encouraged better environmental management practices and provided practical assistance to the businesses. The research was designed to test the effectiveness of the program and record any changes that occurred in the businesses over the duration of the project. To measure changes, it included a pre- and post-intervention survey. Overall, there was an increased awareness in most of the businesses in regard to environmental issues. Participants from many of the businesses also expressed positive changes to both behaviours and attitudes to environmental issues. This demonstrated the value of the program, and also highlighted the challenge to engage small business, even when a business case is apparent, given the cost of implementing this type of intensive and personalised assistance.

This paper seeks to provide a perspective on environmental education in Aotearoa New Zealand. To contextualise this perspective, it illustrates how environmental, socio-cultural and political imperatives have shaped the development of environmental education in this land. These imperatives illuminate the natural history of the country, the connectedness within the worldviews of the indigenous Māori people, the pioneering views of some enlightened European settlers, and tensions between development and conservation. We connect this context with an overview of research in Aotearoa New Zealand into one aspect of environmental education – student learning in schools. Examples from recent research in this area are provided to show how these approaches are contributing to the Aotearoa New Zealand-ness of environmental education.

Science education in the Australian primary school curriculum is a relatively rare event. Several studies over the past twenty five years have all reported disappointingly low amounts of science being taught and the reluctance of primary school teachers to make science a priority in their teaching. Similar outcomes have been reported for environmental education. Even though primary aged children are very interested in science and the environment, primary school teachers often struggle to teach science/environmental education because they are not confident and competent in the content, lack curriculum resources and equipment, have inadequate time to prepare, and have difficulty finding a place for science/environmental education in what they perceive as an already overcrowded curriculum. The purpose of this paper is to discuss the experiences of primary schools involved in the Victorian Science in Schools Research Project which was concerned with improving science teaching and learning strategies but which also unexpectedly led to more environmental (“sustainability”) education occurring. The paper will also suggest a curriculum strategy for achieving more widespread acceptance and implementation of “sustainability education” through primary school science curricula.

While there are many environmental education programs for children, few studies have used an appropriately developed scale for evaluating how such education might have on impact on children's environmental orientations. The research presented in this article adapted the NEP (New Ecological Paradigm) for Children scale to develop a new instrument for measuring children's environmental attitudes: the NEP (Children@School). The NEP (Children@School) has been developed by analysing the impact of the design of physical learning spaces on children's environmental attitudes. Factor analysis indicated that NEP (Children@School) has three dimensions: Children's Environmental Attitudes towards Human Intervention, Children's Environmental Attitudes via ESD at School, and Children's Environmental Attitudes towards Eco-Rights. We argue that NEP (Children@School) can meaningfully measure the impact of learning spaces on children's environmental attitudes. While the instrument was developed for use in Australia, it has been designed for global applicability.

This article strives to open a window on ‘eco-humour’, an umbrella term for diverse forms of humour targeting ecological and environmental issues. It encourages readers to consider eco-humour as a valuable, pedagogical toolkit for environmental education and communication. To this aim, eco-humour is, first, put into perspective of humour scholarship. In particular, I discuss the critical and corrective potential of humour to address and possibly redress environmental issues. Pedagogical benefits of humour are, then, touched upon to pave the way for a discussion of ‘humour-integrated environmental education’. The paper also addresses UNESCO’s 2030 roadmap of education for sustainable development and the ‘sustainability’ component of Australian Curriculum to further justify and contextualise the use of eco-humour. Moreover, several university-based initiatives to integrate echo-humour into environmental education are considered. Likewise, I briefly address ‘humour-integrated language learning’ as an emerging approach in language education that may offer valuable insights into eco-humour curriculum integration. Finally, the article points out several practical considerations and future directions in humour-integrated environmental education.

The aim of the research is to examine the environmental awareness and attitudes towards the environment of 5–6-year-old children attending nature-centred private kindergartens and public kindergartens. The study group of the descriptive research that used a screening model consists of 48 children from nature-centred Private Maki Kindergartens and 48 children from public kindergartens in the province of Balikesir in the 2020–2021 academic year. A Personal Information Form and Environmental Awareness and Attitude Scale for Preschool Children, developed by Soydan and Samur (International Electronic Journal of Environmental Education, 7(1), 78–97, 2017) for 60–72 months old children, were used in the study. The scale consists of two sub-dimensions as Attitude Towards Environment (15 items) and Environmental Awareness (11 Items) and 26 pictures. The Cronbach α coefficients of the Environmental Awareness (.74) and Attitude (.78) Scale for Preschool Children and the overall scale (.82) were calculated. The data were collected by the researcher through one-on-one meetings with each child. The mean, mode, median, skewness and kurtosis values of the variables in the study were calculated. To determine whether the environmental awareness and environmental attitudes of the study group differ according to the school they attend, independent samples t-test was conducted. According to the results of the research, a significant difference was found in environmental attitudes and environmental awareness of children in nature-centred kindergartens compared to children in public kindergartens. Children attending public schools are less exposed to the environment. Preparing the Pre-School Education Program in an environment-friendly manner to increase the environmental awareness of children attending public schools will be effective in terms of making a difference in their attitudes towards the environment.

Marine science picture books have the capacity to shape what young people know and how they think about ocean environments and marine biodiversity. Despite academic scholarship on marine science literacy broadly, relatively little has been done to study the role of picture books in teaching children about this topic. This paper is an attempt to fill that gap, by analysing 100 ocean-themed books against common marine science concepts and the Australian Science Understanding Curriculum streams. A majority of the 100 books analysed were found to link with marine science and the Australian Science Understanding Curriculum (81% and 91%, respectively) where biological concepts were dominant in both cases. Chemical and physical sciences were underrepresented in the 100 books analysed. The study provides examples of books that can be used for teaching marine education in primary schools in Australia and suggest further inquiry into marine science literature for children.

This paper considers the perceptions and teaching practices of Turkish pre-service early childhood education teachers with regard to nature-based teaching. Nature-based activities rarely take place in Turkish early childhood education settings; accordingly, there is a clear need to develop pre-service teachers’ professional experience related to nature-based teaching to empower them to support children’s learning in natural environments. In this study, eight pre-service teachers applied nature-based teaching in a professional experience placement over a period of 10 weeks. Clarke and Peterson’s (1986) model of teachers’ thoughts and actions guided this study in terms of understanding pre-service teachers’ related perceptions and practices. Qualitative data were collected through activity plans and semi-structured interviews, the findings from which revealed that the implementation of various activities using natural materials and the natural environment increased pre-service teachers’ self-confidence related to nature-based teaching. The primary barriers to the implementation of nature-based teaching activities were reported as being the attitudes of families and school management, weather conditions and pre-service teachers’ lack of knowledge of nature-based pedagogies. These barriers could be addressed by supporting pre-service early childhood teachers’ professional development and by affording them more opportunities to perform nature-related activities in early childhood settings.