| Identifying effective climate change education strategies: a systematic review of the research |
47 |
| Sustainability behaviors among college students: an application of the VBN theory |
17 |
| Bearing worlds: learning to live-with climate change |
14 |
| The influence of personal beliefs, friends, and family in building climate change concern among adolescents |
12 |
| Broadening epistemologies and methodologies in climate change education research |
12 |
| The impact of development education and education for sustainable development interventions: a synthesis of the research |
11 |
| Weather worlding: learning with the elements in early childhood |
10 |
| Integrating problem- and project-based learning opportunities: assessing outcomes of a field course in environment and sustainability |
10 |
| Geographical process or global injustice? Contrasting educational perspectives on climate change |
10 |
| Exploring the essential psychological factors in fostering hope concerning climate change |
10 |
| A case for climate justice education: American youth connecting to intragenerational climate injustice in Bangladesh |
10 |
| Vignette question design for the assessment of graduate sustainability learning outcomes |
9 |
| Facing loss: pedagogy of death |
9 |
| Whole school approaches to education for sustainable development: a model that links to school improvement |
9 |
| Sustainability education in a botanical garden promotes environmental knowledge, attitudes and willingness to act |
9 |
| Children in nature: sensory engagement and the experience of biodiversity |
8 |
| Fostering changes in attitude, knowledge and behavior: demographic variation in environmental education effects |
8 |
| Monitoring of education for sustainable development in Germany - insights from early childhood education, school and higher education |
8 |
| Educational impact on the relationship of environmental knowledge and attitudes |
8 |
| Examining the relationship between middle school students' sociocultural participation and their ideas about climate change |
7 |
| What elements in a sustainability course contribute to paradigm change and action competence? A study at Lincoln University, New Zealand |
7 |
| The relationship of childhood upbringing and university degree program to environmental identity: experience in nature matters |
7 |
| Teaching Sustainable Development Goals in The Netherlands: a critical approach |
7 |
| Promoting pro-environmental behaviour in a community in Singapore ? from raising awareness to behavioural change |
6 |
| A posthuman approach to human-animal relationships: advocating critical pluralism |
6 |
| Location-based smartphone games in the context of environmental education and education for sustainable development: fostering connectedness to nature with Geogames |
6 |
| Penguin Promises: encouraging aquarium visitors to take conservation action |
6 |
| Development of the International Ocean Literacy Survey: measuring knowledge across the world. |
6 |
| Bicycle model on climate change education: presenting and evaluating a model |
6 |
| Higher education for sustainability: can education affect moral perceptions? |
5 |
| Metrics and outcomes of conservation education: a quarter century of lessons learned |
5 |
| Reliability of the new environmental paradigm for analysing the environmental attitudes of Senegalese pupils in the context of conservation education projects |
5 |
| Environmental education (EE) policy and content of the contemporary (2009-2017) Mexican national curriculum for primary schools |
5 |
| How the environment is positioned in the Next Generation Science Standards: a critical discourse analysis |
5 |
| Variables that influence the environmental behavior of adults |
5 |
| Framing climate change communication to prompt individual and collective action among adolescents from agricultural communities |
5 |
| Identifying and developing crosscutting environmental education outcomes for adolescents in the twenty-first century (EE21) |
5 |
| Understanding teacher instructional change: the case of integrating NGSS and stewardship in professional development |
5 |
| Why do people accept environmental policies? The prospects of higher education and changes in norms, beliefs and policy preferences |
5 |
| Waste in education: the potential of materiality and practice |
5 |
| Framing the Teaching Green Building: environmental education through multiple channels in the school environment |
5 |
| Environmental and sustainability education in a post-truth era. An exploration of epistemology and didactics beyond the objectivism-relativism dualism |
5 |
| 'The learning sticks': reflections on a case study of role-playing for sustainability |
5 |
| Fostering connectedness to nature in higher education |
5 |
| The place of content and pedagogy in shaping sustainability learning outcomes in higher education |
5 |
| Wellbeing in school gardens - the case of the Gardens for Bellies food and environmental education program |
5 |
| Eco-school evaluation beyond labels: the impact of environmental policy, didactics and nature at school on student outcomes |
5 |
| Navigating nature, culture and education in contemporary botanic gardens |
4 |
| Wild botanic gardens as valuable resources for innovative environmental education programmes in Latin America |
4 |
| Searching for the political dimension in education for sustainable development: socially critical, social learning and radical democratic approaches |
4 |
