Finnish student teachers’ ideas of outdoor learning

Finnish student teachers’ ideas align with reforms promoting sustainability and outdoor learning

Ratinen, I., Sarivaara, E., Kuukkanen, P., (2021). Finnish student teachers’ ideas of outdoor learning. Journal of Adventure Education and Outdoor Learning

Children’s emotional experiences in and about nature across temporal–spatial entanglements during digital storying

Engaging children in digital storying can support children in expressing and sharing their emotional experiences.

Byman, J., Kumpulainen, K., Wong, C., Renlund, J., (2022). Children’s emotional experiences in and about nature across temporal–spatial entanglements during digital storying. Literacy, 56(1)

Does environmental education benefit environmental outcomes in children and adolescents? A meta-analysis

A synthesis of global research shows that environmental education is effective for children and adolescents, yet little is known about the conditions and approaches that make it effective.

van de Wetering, J., Leijten, P, Spitzer, J., Thomaes, S., (2022). Does environmental education benefit environmental outcomes in children and adolescents? A meta-analysis. Journal of Environmental Psychology

Naturally enough? Children, climate anxiety and the importance of hope

A pedagogy of hope encourages and supports children’s climate change activism

Buchanan, J., Pressick-Kilborn, K., Fergusson, J., (2021). Naturally enough? Children, climate anxiety and the importance of hope. The Social Educator, 39(3), 17-31.

From climate change victims to climate change actors: The role of eco-parenting in building mitigation and adaptation capacities in children

Eco-parenting promotes climate change mitigation and adaptation capacities in children

Nche, G. C., Achunike, H. C., Okoli, A. B., (2019). From climate change victims to climate change actors: The role of eco-parenting in building mitigation and adaptation capacities in children. The Journal of Environmental Education, 50(2), 131-144.

A systematic review of climate change education: giving children and young people a ‘voice’ and a ‘hand’ in redressing climate change

Providing innovative and participatory approaches for climate change education can empower children and young people

Rousell, D., Cutter-Mackenzie-Knowles, A., (2020). A systematic review of climate change education: giving children and young people a ‘voice’ and a ‘hand’ in redressing climate change. Children's Geographies, 18(2), 191-208.

Children environmental identity development in an Alaska native rural context

Rural Native children have a strong environmental identity promoted by their subsistence-based lifestyle

Green, C., (2017). Children environmental identity development in an Alaska native rural context. International Journal of Early Childhood, 49, 303–319 .

“You don’t wanna teach little kids about climate change”: Beliefs and barriers to sustainability education in early childhood

Sustainability education at nature-based preschools in the United States is limited

Ginsburg, J.L., Audley, S., (2020). “You don’t wanna teach little kids about climate change”: Beliefs and barriers to sustainability education in early childhood. International Journal of Early Childhood Environmental Education, 7(3), 42-60.

Tracking education for sustainable development in ECEC institutions’ annual plans

Early childhood teachers in Norway foster respect for the environment but do not address the social and economic dimensions of sustainable development

Meland, A. T., (2022). Tracking education for sustainable development in ECEC institutions’ annual plans. European Early Childhood Education Research Journal, 30(5 ), 791-805.

Preschool children’s agency in education for sustainability: The case of Sweden

The preschool curriculum in Sweden reflects children’s agency in education for sustainability

Borg, F., Samuelsson, I. P., (2022). Preschool children’s agency in education for sustainability: The case of Sweden. European Early Childhood Education Research Journal, 30(1), 147-163.

Affordances of small animals for young children: A path to environmental values of care

Affordances of small animals may promote sustainability goals for young children

Lerstrup, I., Chawla, L., Heft, H., (2021). Affordances of small animals for young children: A path to environmental values of care. International Journal of Early Childhood Environmental Education, 9(1), 58-76.

Culturally inclusive early childhood education for sustainability: A comparative document analysis between Australian and Korean curricula

Cultural characteristics of different countries influence their understanding of sustainability

Kim, S., Dreamson, N., (2020). Culturally inclusive early childhood education for sustainability: A comparative document analysis between Australian and Korean curricula. European Early Childhood Education Research Journal, 28(5), 712-730.

Revealing the research ‘hole’ of early childhood education for sustainability: A preliminary survey of the literature

Research on education for sustainable development has generally not included early childhood

Davis, J., (2009). Revealing the research ‘hole’ of early childhood education for sustainability: A preliminary survey of the literature. Environmental Education Research, 15(2), 227-241.

The autonomy-authority duality of shared decision-making in youth environmental action

Educators find that achieving a suitable balance between autonomy and authority in youth action projects is challenging

Schusler, T.M., Krasny, M.E., Decker, D.J., (2017). The autonomy-authority duality of shared decision-making in youth environmental action. Environmental Education Research, 23(4), 533-552.

How participatory processes impact children and contribute to planning: A case study of neighborhood design from Boulder, Colorado, USA

Participatory planning can have significant positive impacts on young people while also contributing valuable ideas to the planning processes

Derr, V., Kovács, I. G., (2017). How participatory processes impact children and contribute to planning: A case study of neighborhood design from Boulder, Colorado, USA. Journal of Urbanism: International Research on Placemaking and Urban Sustainability, 10(1), 29-48.

Beyond the ‘usual suspects’? Engaging children in diverse communities in co-producing an arboretum-meadow: Professional partner perspectives

Engaging children in the co-production of nature-based solutions can foster their connections to nature

Hoyle, H., Cottrill, W., (2023). Beyond the ‘usual suspects’? Engaging children in diverse communities in co-producing an arboretum-meadow: Professional partner perspectives. Urban Forestry & Urban Greening, 79

The teacher’s role for engagement in foraging and gardening activities in kindergarten

Early childhood educators nurture young children’s enthusiasm for learning in nature

Bergan, V., Nylund, M. B., Midtbø, I. L., Paulsen, B. H. L., (2023). The teacher’s role for engagement in foraging and gardening activities in kindergarten. Environmental Education Research

Nature-based early childhood activities as environmental education?: A review of Japanese and Australian perspectives

Guidelines and practices for nature-based activities with young children tend to lack a comprehensive approach to early childhood education for sustainability

Inoue, M., Elliott, S., Mitsuhashi, M., Kido, H., (2019). Nature-based early childhood activities as environmental education?: A review of Japanese and Australian perspectives. Japanese Journal of Environmental Education, 28(4)

‘Becoming-with bees’: Generating affect and response-abilities with the dying bees in early childhood education

A theatrical performance could be an effective tool for addressing sustainability issues in early childhood

Weldemariam, K., (2020). ‘Becoming-with bees’: Generating affect and response-abilities with the dying bees in early childhood education. Discourse: Studies in the Cultural Politics of Education, 41(3), 391-406.

Developing sense of place through a place-based Indigenous education for sustainable development curriculum

A sustainable development curriculum developed in collaboration with an Indigenous community increased students’ sense of place

Li, Wei-Ting, Shein, Paichi Pat, (2023). Developing sense of place through a place-based Indigenous education for sustainable development curriculum. Environmental Education Research, 29(5), 692-714.

Elementary students’ ‘outdoor – digital’ explorations in ecology - learning through chains of transduction

Children’s learning across natural and digital environments supports developing eco-literacy

Caiman, C., Kjällander, S., (2024). Elementary students’ ‘outdoor – digital’ explorations in ecology - learning through chains of transduction. Environmental Education Research, 30(1), 83-100.

The effectiveness of a community-based playgroup in inspiring positive changes in the environmental attitudes and behaviours of children and their parents: A qualitative case study

Playgroups inspire pro-environmental attitudes and behaviors for both children and their caregivers

Mintoff, Z., Andersen, P., Warren, J., Elliott, S., Nicholson, C., Byfield-Fleming, H., Barber, F., (2023). The effectiveness of a community-based playgroup in inspiring positive changes in the environmental attitudes and behaviours of children and their parents: A qualitative case study. Australian Journal of Environmental Education

Eco-capabilities: Arts-in-nature for supporting nature visibilisation and wellbeing in children

An arts-in-nature program helps children connect with nature and appreciate nature’s contribution to their own wellbeing

Walshe, N., Perry, J., Moula, Z., (2023). Eco-capabilities: Arts-in-nature for supporting nature visibilisation and wellbeing in children. Sustainability, 15(16)

Impact of youth education on green stormwater infrastructure recommendations to increase equity and resilience in marginalized communities

Youth involvement in infrastructure planning in response to climate change can benefit both the youth and the community

Reckner, M., Tien, I., Smith, S., Omunga, P., Alemdar, M., Hyde, A., (2024). Impact of youth education on green stormwater infrastructure recommendations to increase equity and resilience in marginalized communities. Journal of Water Resources Planning and Management, 150(9)

Exploring children’s participation in the framework of early childhood environmental education

Environmental education can engage young children as equal partners through participatory approaches

Tsevreni, I., Tigka, A., Christidou, V., (2023). Exploring children’s participation in the framework of early childhood environmental education. Children's Geographies, 21(3), 394–409.

Connecting children to nature through the integration of Indigenous Ecological Knowledge into early childhood environmental education

Integrating Indigenous Ecological Knowledge into early childhood environmental education can deepen young children’s connectedness to nature

Acharibasam, J. B., McVittie, J., (2023). Connecting children to nature through the integration of Indigenous Ecological Knowledge into early childhood environmental education. Australian Journal of Environmental Education, 39, 349–361.

Children’s moral judgments and reasoning regarding environmentally harmful behaviors: Variation by victim type and moderation effect of connectedness to nature

Connectedness to nature affects children’s understanding and interpretation of environmentally harmful behaviors

Hye-Jung, C., Naya, C., (2024). Children’s moral judgments and reasoning regarding environmentally harmful behaviors: Variation by victim type and moderation effect of connectedness to nature. Journal of Environmental Psychology

“It’s the only world we’ve got.” Children’s responses to Chris Jordan’s Images about SDG 14: Life below water

Environmental artworks can enhance children’s learning about sustainability

O'Gorman, L., (2024). “It’s the only world we’ve got.” Children’s responses to Chris Jordan’s Images about SDG 14: Life below water. Australian Journal of Environmental Education, 40, 693-705.

Painting trees in the wind: socio-material ambiguity and sustainability politics in early childhood education with refugee children in Denmark

An art activity with immigrant children, promoting simultaneous immersion in and detachment from nature, questions dominant early childhood pedagogy in Denmark

Jørgensen, N. J., Martiny-Bruun, A., (2020). Painting trees in the wind: socio-material ambiguity and sustainability politics in early childhood education with refugee children in Denmark. Environmental Education Research, 26(9-10), 1406-1419.

Enhancing preschoolers’ creativity through art-based environmental education for sustainability

Art-based environmental education engages young children’s creative thinking around sustainability issues

Kalafati, M., Flogaiti, E., Daskolia, M., (2025). Enhancing preschoolers’ creativity through art-based environmental education for sustainability. Environmental Education Research, 31(1), 46-73.

Eco-Capabilities as a Pathway to Wellbeing and Sustainability

Arts in nature can strengthen economically disadvantaged students’ well-being and environmentally sustainable behaviors

Walshe, N., Moula, Z., Lee, E., (2022). Eco-Capabilities as a Pathway to Wellbeing and Sustainability. Sustainability, 14(3582)

Fostering diversity and participation with school gardens: Examining possibilities and challenges under different national educational policies

Physical and sensory dimensions of school gardens may reduce barriers to participation and engagement

Carvalho, A. E., Blanc, S., Aguiar, M., Torres, A. C., (2024). Fostering diversity and participation with school gardens: Examining possibilities and challenges under different national educational policies. Educational Process, 13(2), 122-138.

“We are all interconnected.”: Relationships and hierarchies among preschool teachers’ conceptions of early childhood education for sustainability

Pre-school teachers connect sustainability in education to the care and protection of our world

Navarrete, A. M. L., (2025). “We are all interconnected.”: Relationships and hierarchies among preschool teachers’ conceptions of early childhood education for sustainability. Journal of Early Childhood Research

‘Can we see our voices?’ Young children’s own contributions to authentic child participation as a pillar for sustainability under the United Nations Convention on the Rights of the Child (UNCRC)

A child rights-based participatory approach to climate education should support children’s authentic and meaningful participation

Ranta, M., (2023). ‘Can we see our voices?’ Young children’s own contributions to authentic child participation as a pillar for sustainability under the United Nations Convention on the Rights of the Child (UNCRC). European Early Childhood Education Research Journal, 31(6), 914-931.

Early childhood educators’ professional learning for sustainability through action research in Australian immersive nature play programmes

Early childhood educators' shifts towards relational pedagogies acknowledged nature's rights and agency

Hughes, F., (2023). Early childhood educators’ professional learning for sustainability through action research in Australian immersive nature play programmes. Educational Research for Social Change, 12(1), 69-83.