An attitude of: (1) metaphysics of mastery is a major ecological problem accompanied; with (2) scientism, which considers all reality is understood with one form of knowledge acquisition, that of classical experimental science. In this article, I consider the two ideas of Michael Bonnett from a virtue ethical perspective. I propose that…

In this scholarly review we critically discuss the last 30 years of research on pluralism in environmental and sustainability education (ESE). Pluralism has been a focal point for a vast amount of theoretical and empirical studies in the research field. Since the journal "Environmental Education Research" (EER) was established, 158…

Many educational approaches to the ecological crisis posit fundamental causes that we can conceptually isolate and address. For instance, it is often claimed that a certain kind of manipulative or mechanistic way of thinking is responsible for the destruction underway. However, to say 'mechanistic' thinking caused the crisis itself risks thinking…

In recent years, Forest Education has gained increasing traction around the world. Yet its unique features, as well as their relations with other outdoor environmental education approaches, remain undertheorized. This study explores the pedagogical practices of one emerging strand of Forest Education, and the epistemology underpinning it, in order…

Energy is fundamental to our existence. And yet, energy remains difficult to understand and discuss, particularly the impacts or limitations of certain energy systems and how energy functions in sociocultural contexts. Bridging theory and practice, energy literacy expands what we know about energy and how we may think about it in the world around…

In the critical tradition, environmental education discourse interrogates how knowledge constructs experience. But environmental education also emphasises perceiving, understanding and responding to "more-than-human" beings and processes. These two motivations are in tension. One problem is that the epistemological orientation driving…

Grounded in the relationship between sustainability and epistemological justice, this paper presents a systematic review of literature regarding the incorporation of Indigenous and local knowledge into sustainability and environmental education. The search includes articles published in English and Spanish between 2016 and 2020, with SCOPUS and…

This study uses bibliometric techniques to explore the international knowledge base on climate change education (CCE), which considers education as crucial for addressing the climate emergency through fostering climate-literate citizens. Analyzing two decades of scientific literature on CCE, we identify evolving considerations, foci, trends, and…

In environmental and sustainability education, critical thinking is important for the pluralistic teaching tradition, creating opportunities for student autonomy, deliberation and participation. However, focusing on student participation can also result in relativism or reproduction. Consequently, this article aims to investigate how different…

This article focuses on environmental and sustainability education (ESE) in the context of the topical post-truth debate. It aims to progress theoretical research as well as empirical investigations on how ESE practices can avoid the pitfalls involved in an objectivist as well as a relativist approach to teaching and learning. After elaborating…

This study focuses on the nature of teachers' arguments for and rebuttals to 10 denial theories about anthropogenic climate change that are most commonly encountered in the media and public debates. Through a semi-structured survey, the study collected data from 24 participants who are K-12 teachers in Maryland and Delaware. The deductive coding…

High Leverage Practices (HLPs), as a core set of teaching practices, represent important instructional priorities and provide instructional guidance for students' engagement in practice-based instruction. The goals of this research were to: (1) understand how an epistemic community (the people designing and leading courses and programs) viewed the…

Transformative Learning Theory is instrumental in fostering sustained positive change in adult learners as it explains how critical reflection in crystallization processes results in emancipatory learning. Despite its relevance, there is no reliable approach that can systematically produce Transformational Learning for sustainability purposes.…

Home and Consumer Studies (HCS) is a subject in the Swedish compulsory school that has sustainability issues clearly enrolled in its syllabus. Among other things, students should learn to make sustainable food choices, i.e. they should understand the consequences concerning health, finance and environment of what food they choose to consume. The…

In the current debate, there is no consensus on the relationship between knowledge and values in students' reasoning and argumentation in socio-scientific and sustainability issues, i.e. if these should be addressed as separate entities or rather treated as a whole. In this study, we address this question empirically, with students engaging in two…