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The Importance of Environmental Education for a Sustainable Future

The Importance of Environmental Education for a Sustainable Future

Environmental education is vital to winning the fight against climate change. Without it, the leaders of tomorrow will be ill-equipped to overcome the environmental challenges the world will face. Parents and teachers can help students understand their role as environmental stewards by encouraging student outdoor learning programs and supporting young folks who engage in student activism. To celebrate World Teachers’ Day 2023, which every year falls on October 5, we take a look at the importance of environmental education and how to address climate change in classrooms.

Education can make a difference in the fight against climate change. Recent surveys show that people with more education were more likely to view climate change as a threat and that, today, most people see climate change as a major threat to our planet.  

However, promoting environmental education in schools can be tricky. Climate change is seen as a bipartisan “political” issue in some countries, and many educational bodies push against climate education entirely. 

More must be done to ensure that young people have access to environmental education. Robust climate education will give the decision-makers of tomorrow the skills they need to advocate for nature, protect vulnerable environments, and mitigate the effects of global warming. 

The Importance of Environmental Education

Education is often overlooked in the fight against climate change. While policy changes and global commitments are necessary to prevent global warming from further worsening, improved education is the first step toward achieving our goals. 

Environmental education can help alleviate climate anxiety , too. This is broadly defined as a “chronic fear of environmental doom” and may be exacerbated by a lack of understanding. Educational resources that clearly explain the mechanisms behind global warming equip students with the knowledge they need to do something about climate change. This can help them feel empowered and foster a greater appreciation for the planet’s resources. 

Environmental education can also promote critical thinking, communication, and problem-solving skills. This is particularly important today, as students need to be able to evaluate the long-term impact of social, economic, and ecological policies. Combating climate change effectively requires a global effort and activism often relies heavily on a thorough understanding of the issue and the ability to persuade others that something must be done. 

Improvements in public education may also promote a sense of stewardship and aid conservation efforts. In particular, environmental education programming can make a real difference to researchers who are advocating for policy changes. 

For example, recent public programmes like the BBC’s Planet Earth II and Wild Isles appear to have significantly impacted researchers at the University of Exeter in the United Kingdom. Reflecting on the public program, Professor Callum Roberts states that the “UK must now deliver genuine protection for wildlife,” and should focus on building resilience against climate change. 

Connecting Students with High-Quality, Reliable Resources

Environmental education can empower the decision-makers of tomorrow and improve the public understanding of climate change. However, connecting students with the resources they need to understand global warming can be difficult – particularly if students live in a nation like the US, where climate change is seen as a partisan “political” issue. 

Climate-aware parents can introduce their children to climate change with outdoor play in natural environments. Natural playgrounds, like those built from sustainable materials and found objects, are the perfect place to discuss environmental protection and the importance of stewardship over the Earth’s resources. 

Living a sustainable lifestyle at home can be an important part of children’s environmental education. Parents can help their kids understand the importance of sustainability by reducing their home’s carbon footprint together, by implementing and practicing environmentally friendly habits in the home. Simple sustainable activities — such as upcycling furniture and composting leftover food scraps as well as teaching children how to recycle – help reduce our own emissions and promote a sense of responsibility for the environment. 

You might also like: How to Live a More Sustainable Life in 2023

Student Activism

A sense of stewardship is vital for the long-term preservation of the Earth’s natural resources. However, students who care about climate change should be empowered to engage in activism, too. Youth activism has a meaningful impact on policy and shows politicians that climate change is a hot-button issue for future voters. 

Successful activism begins by educating students about the issues. Teachers can strengthen their students’ understanding of climate change and ecological protection by hosting student projects that encourage outdoor learning . By building eco-systems on school grounds or signing up for community clean-ups, students will learn to take pride in the world around them and become well-equipped to share their knowledge with others.

Most high schools and universities have a climate advocacy group that young people can join to amplify their voices and make a difference. Students can further their climate advocacy by joining groups that have partnered with the Climate Action Network (CAN). The CAN helps 1900+ organisations get the support and funding they need to prevent environmental degradation and fight climate change. 

Climate-conscious students can also partner with non-governmental organisations (NGOs) like: 

  • African Conservation Foundation
  • Born Free USA
  • Break Free From Plastic

These NGOs tackle the biggest environmental issues today and can put students in a position to maximise their impact and gain important professional development skills. 

You might also like: How Youth Climate Action Is Shaping a More Sustainable Future

Professional Development

Preventing climate change requires more than goodwill and public understanding. The decision-makers of tomorrow need to be equipped with interdisciplinary skills to tackle the challenges that climate change presents. However, many teachers are ill-equipped to teach environmental education in their classrooms. 

More must be done to empower climate-conscious teachers. Professors should feel comfortable discussing the facts of climate change in their classrooms. They should be able to identify the transferable skills that their class can give to climate-conscious students. Fortunately, teachers today can find plenty of free resources from sites like: 

  • Our own environmental news website dedicated to our younger audience, Kids.Earth.Org
  • NASA’s Vital Signs of the Planet
  • WWF’s Science that Affects Our World
  • British Council’s Climate Resources for School Teachers

These resources are entirely free and can be weaved into any class. A climate-inspired project will help students connect with the importance of environmental education and give them the skills they need to take on skeptics in the future. 

Conclusion  

Environmental education is key to understanding and preventing climate change. A robust climate education can empower students and help them engage with advocacy and activism groups. Even minor education experiences, like participating in a community clean-up, can help students understand the importance of stewardship and build the interdisciplinary skills they need to advocate for environmental protection. 

In case you didn’t know, we have a Kids’ website aimed at explaining a wide range of environmental topics to younger generations. Visit Kids.Earth.Org to learn more about climate change

About the Author

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Charlie Fletcher

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Book cover

The Living Environmental Education pp 3–24 Cite as

Introduction to Environmental Education

  • Wei-Ta Fang   ORCID: orcid.org/0000-0002-4460-0652 4 ,
  • Arba’at Hassan 5 &
  • Ben A. LePage   ORCID: orcid.org/0000-0003-3155-7373 4 , 6  
  • Open Access
  • First Online: 30 September 2022

19k Accesses

3 Citations

Part of the Sustainable Development Goals Series book series (SDGS)

The concept of education is changing and that of the environment is also becoming different. Is environmental education: (1) a type of education to improve the environment; (2) education to improve the environment of education; or (3) a type of education to improve the education of people? In this chapter we focus on the ontology of the environment. In epistemology, we try to understand the nature and identity of the world around us and what environmental education is about. The purpose of environmental education is to cultivate citizens that: (1) have a working knowledge of environmental systems; (2) have concerns about environmental problems; and (3) have the capabilities to solve and actively participate in implementing solutions. Environmental problems must be solved through a root cause process, and environmental educators need to change the public’s mind on environmental issues using realistic and attainable education targets to establish environmentally friendly behaviors. Through outdoor, classroom, and nature-centered education programs, our goal is to establish important curriculum goals and novel learning methods for environmental education. Our goal is to have stakeholders consider environmental issues with open minds, understand the needs of other stakeholders, take a leadership role recognizing the existing and emerging environmental issues, and internalize them into specific environmental protective action plans.

All education is environmental education. By what is included or excluded, we teach students that they are part of or apart from the natural world. To teach economics, for example, without reference to the laws of thermodynamics or those of ecology is to teach a fundamentally important ecological lesson──that physics and ecology have nothing to do with the economy. That just happens to be dead wrong. The same is true throughout the curriculum. David W. Orr, What is Education for? 1991:52.

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1 Introduction

There are many definitions of education, but for education theory, Albert Einstein, who was a leader in pioneering educational reform point, had a unique point of view. He said: education is what remains after one has forgotten what one has learned in school (Fig.  1.1 ). Before the nineteenth century, education was the process of remembering or memorization. The  San Zi Jing  (Three-character Sutras) 《三字經》 that had been passed down to the people since the Southern Song Dynasty in China-proposed:

figure 1

Education is what remains after one has forgotten what one has learned in school (Einstein 1879–1955) (Cheng-Jun Fang at the Busan National Science Museum, Busan, Republic of Korea, 2019) (Photo by Wei-Ta Fang)

Recite them with the mouth, and ponder over them in your hearts. Do this in the morning; do this in the evening.

Sun Zhu (孫洙) (1711–1778) of the Qing Dynasty once said:

After reading three hundred Tang poems, you can at least in tone poems even if you can’t write them.

It has always been the case that students learn as much as possible until they become familiar. However, there are other theories that have always been disgusted with learning. Einstein believed that real learning is the process of internalizing information. Wang Yangming (王陽明) (1472–1529) of the Ming Dynasty stated in the Book of Instructions for Practical Living and Other Neo-Confucian Writings 《傳習錄》 that the most important things reading requires is self-mindedness, understanding second, and finally memorization. A friend once asked him, “How can I read a book but I can’t remember,” Yangming’s response was:

As long as you know, how do you remember? To know that it is the second meaning, you need to know your own self-ontology. If you want to remember, you do not know; if you want to know, you don’t see your own identity in your mind.

In other words, the more a human learns, the more they have yet to learn. If the purpose of learning information is because of a test requirement, then the information stored in our short-term memory serves the purpose of taking the examination, but recalling the information is often not possible because the information is not true memory. As students we’ve all experienced memorizing an amazingly large amount of information for an exam and flushing these data from our minds as soon as the exam was over. However, there are instances where information can be recalled for no apparent reason. These remnants of information that we internalized is what was really learned. Therefore, education and learning were intended to convey human thought through books; however, history shows that we’ve endured at least seventeen global pandemics since the 1300’s (Piret and Boivin 2021 ) and two world wars in the twentieth century. Since then, all established education methods are constantly being recast. Recitation no longer has a place in the original meaning of education. Yuval N. Harari (1976–), the author of Sapiens : A Brief History of Humankind (2011), and Homo Deus: A Brief History of Tomorrow (2016), argued in 21 Lessons for the 21st Century (2018) that the existing education system should use critical thinking, problem solving, effective communication, collaboration, and creativity to replace the current emphasis on intellectual indoctrination (Harari 2018 ).

If the concept of education is changing, then the definition of the environment is also changing. David W. Orr (1944–), a professor of environmental and political studies at Oberlin College, once said: All education is environmental education (Fig.  1.2 ; Orr 1991 :52).

figure 2

All education is environmental education (Cheng-Shun Fang at Fulong, New Taipei City, Taiwan, 2020) (Photo by Wei-Ta Fang)

When we teach environmental education, we often ask our students and ourselves: Is environmental education , the process to improve the environment , to improve the educational environment , or to improve the education of people? We need to understand the own body of human beings and to enhance the thinking from the original human engraved thinking. In the process of interpretation, we understand epistemology to understand the nature of matter and understand what the environment is.

1.1 The Environment is a Concept

The environment refers to the space in which human beings can perceive their surroundings. In space, you can perceive all things that change in structure and function over time. In other words, the true nature of all things must be in a certain environment, even a vacuum is regarded as an environment (Baggini and Fosl 2003 ). Therefore, the environment is a concept that is bounded by space. However, in phenomenology, the environment incorporates the concept of time. The Austrian philosopher Edmund Husserl (1859–1938) believes that the human impression of the environment and the world will not gradually disappear due to the evolution of time, and because of the memory function of the brain, the human impression of the deceased. Therefore, the existence of the deceased can persist in perpetuity in the world as long as the living still remembers those that came before because they are stored in the brain as a living impression. These existing memory phenomena gradually change the human imagination of the dead over time. The concept of the environment means different things to different people because every person has their own interpretation or understanding of their environment, which is based on the spatial and temporal elements that they’ve experienced. In an ideal world, the definition of environment would mean the same to everybody, but inevitably, each person’s view of the environment is different.

For phenomenon scholars, existence is a base on self-awareness of all phenomena. Therefore, the person’s environment is the perceptual medium of a living being to an external stimulus, including the systemic sum of space and time of the instinctive response to the external stimulus (Crowther and Cumhaill 2018 ). What a living organism understands about its environment includes the perception of elapsed time and distance in its space. Therefore, to understand the nature of things, we must also recognize or be cognizant of the changes in our environment through space and time (Baggini and Fosl 2003 ).

The definition of environment varies with context and discipline. For biological/ecological systems, the natural environment refers to the sunlight, climate, soil, hydrology, and other ecosystems in which animals and plants coexist and within which we live. The social environment refers to the constitutive state formed by the social, psychological, and cultural conditions associated with human life and culture. From the perspective of environmental protection, the environment refers to the earth on which human beings depend. Therefore, the effectiveness of achieved protection is a critical indicator for revealing environmental quality in a region (Huang et al. 2014 ). In addition, we also need to understand the definition of environment in terms of regulations.

1.2 Lost in Translation

As it turns out the words environment and education were originally considered nouns and verbs and later translated and adopted into Asian cultures about one hundred years after appearing in English culture. We began to think about the concept of environmental education after World War II. In their 1947 book Communitas , the Goodman brothers talked about the planning of urban space where they discussed the idea of establishing green belts around cities and the design of industrial spaces, which at the time were utopian concepts (Goodman and Goodman 1947 ). They believed that a large part of the environmental education of the children would be based on technology; whereas a child brought up in a modern suburb or city might not even know what work papa does at the office . They also criticized the idea of environmental education because they felt environmental education was very close to the construction education of a built environment. In fact, it was far from the concept of environmental education.

From 1965 to 1970, US industrial production grew at a rate of 18% and at the same time, it boosted the economies of its World War II allies. However, the over-emphasis on development led to increased environmental pollution and since the 1960s, environmental problems arising from industrial development continue to emerge (e.g., love canal, Fowlkes and Miller 1987 ). The green agricultural revolution widely used chemical fertilizers and pesticides and among them, Dichloro-Diphenyl-Trichloroethane (DDT) hindered the reproductive ability of birds and reduced biodiversity. The book, published by Rachel Carson’s book, Silent Spring ( 1962 ) pointed out the consequences associated with the use/abuse of pesticides, which become incorporated into food chains and webs, negatively impacting natural ecosystems and human health. Carson believed that human beings should treat the surrounding environment and animals with a life-loving vision. She said: The public must decide whether it wishes to continue on the present road, and it can do so only when in full possession of the facts (Carson 1962 :30). In the post 1960s, the slogan of environmental protection rang through the sky and the concept of the environmental protection movement gradually espoused the definition of environmental education in conservation.

2 Definition of Environmental Education

The term environmental education appeared in 1947. So, when did the earliest definition of environmental education come into being? The concept of environmental education in terms of modern pedagogy and its evolutionary history feels closely tied to our understanding and development of human psychology, sociology, and how humans learn. In this context, environmental education is a relatively recent field of study and predicated on the acceptance of our hypotheses by a small community of scholars.

If we look further back in time at the development of human cultures at a time when formal education systems did not exist, our ancestors then need to be recognized. In many/most indigenous cultures, the people learned about the environment within which they lived and passed their knowledge and skills to future generations, otherwise, they all died.

We, therefore, also need to identify several elements in indigenous cultures that are related to their knowledge base and resource management systems that could be of value to western science, but the semantic issues associated with Traditional Ecological Knowledge (TEK) and Traditional Ecological Management (TEM) can be overwhelming (Song et al. 2021 ). We may regard that TEK and TEM should be considered to be an element of the environment associated with indigenous cultures that is defined by their relationship and interactions with the environment, including all of the other biotic, abiotic elements present in their habitats. So, let’s take the definition way back and show how we used TEK and TEM to develop our knowledge systems relative to western science.

2.1 Initial Definition of Environmental Education

In 1962, Carson explained the importance of environmental protection and hoped to learn the ecological balance of nature through human awakening would achieve the purpose of harmonious coexistence between human and nature. In 1965 at an education seminar at the University of Keele environmental education was proposed as a theme, becoming the first conference in the UK to use the term environmental education (Palmer 1998 ). The meeting participants agreed that environmental education should become an essential part of all citizens , not only because of the importance of understanding aspects of their environment , but because of its immense educational potential in assisting the emergence of a scientifically literate nation . The meeting emphasized that teachers’ participation in basic education research should be strengthened to accurately determine the teaching methods and content of environmental education that are most suitable for modern needs. Therefore, the United Kingdom held a Council for Environmental Education in 1968.

In 1969, William Stapp (1929–2001), a professor at the University of Michigan, School of Natural Resources and Environment (SNRE), first defined environmental education as a process producing a citizenry that is knowledgeable concerning the biophysical environment and its associated problems , aware of how to help solve these problems , and motivated to work toward their solution (Stapp et al. 1969 :30–31). According to Stapp, the purpose of environmental education was to cultivate citizens who had environmental knowledge, were concerned about environmental problems, and had the ability to solve and actively participate in the resolving the issues. Environmental problems should be resolved using root cause analyses and environmental educators should change the minds of the existing education targets and establish environmentally friendly behaviors.

Stapp is considered the father of environmental education in the United States of America (USA). He helped plan the first Earth Day in 1970, drafted the National Environmental Education Act, served as the first director of United Nations Education, Scientific and Cultural Organization (UNESCO), the first director of the Environmental Education at UNESCO, and promoted the first inter-governmental meeting of 146 countries and territories in Tbilisi, the former Soviet Union, in 1978. In 1984, Stapp assisted students to investigate cases of hepatitis infections from the Huron River, identify the cause of the problem, and worked with the local government to find a solution. In view of the importance of river surveys, he founded the Global Rivers Environmental Education Network (GREEN) in 1989. He cooperated with elementary schools in Ann Arbor, Michigan, USA and conducted many field trips with local elementary students and they investigated and taught students about problems in the natural environment and how to interact with them. He cared about academic research and more about social services, and led college students to promote environmental monitoring programs and successfully rehabilitate the Rouge River. In western science, the roots of environmental education can be traced back 1960s as early as the eighteenth century when Jean-Jacques Rousseau stressed the importance of an education that focuses on the environment (Rousseau and Bloom 1979 ).

2.2 The Extended Definition of Environmental Education

Stapp and his colleagues promoted the definition of environmental education, which was based on American pragmatism. They believed that emphasizing environmental knowledge could change reality through the power of action. Therefore, practical experience in environmental education was considered important because it emphasized taking knowledge and using that knowledge and/or experience to solve problems on natural resource management (Disinger 1985 ; 1990 ). Thus, environmental action or doing was better than dogma, and environmental experience was better than rigid principles. Therefore, the concept of environmental education had evolved to become a critical and creative clarification for research questions and value clarification (Harari 2018 ), interpreting environmental knowledge as a process of assessing the real environment, and scientific exploration (Fig.  1.3 ). The spirit of humanity, the standard of conduct was then incorporated into the real environment of human beings.

figure 3

Academic institutions need to provide environmental education-related courses such as basic environmental research and environmental science such as a study camp, Taipei, Taiwan, 2019 (Photo by Yi-Te Chiang)

To promote environmental protection, academic institutions needed to provide environmental education-related courses such as basic environmental research, science, planning, management, economics, society, culture, and engineering. At the grade school level, the students should be taught the history of environmental protection and environmental protection measures. The aforementioned courses are meant to be broad because the environment and the associated issues are complicated. The environment and its associated ecosystems are not one size fits all. Not only are ecosystems different from one another the variation within each is vast. As such, Wals et al. ( 2014 ) considered the learning content of environmental education to be multi-disciplinary, based on environmental problem assessment, critical thinking, morality, creativity, and make judgments on environmental issues. The process of environmental education helps observation and problem-solving, with the opportunity for individuals to promote environmental improvement actions to ensure positive environmental behaviors (Fig.  1.4 ). Therefore, environmental education includes the social, abiotic, and biological aspects, of the environment including natural resource conservation, environmental management, ecological principles, environmental interactions and ethics, and sustainability (Fig.  1.5 ).

figure 4

Environmental education helps develop observation and problem-solving skills and provides opportunities for individuals to promote environmental improvement actions to ensure positive environmental behaviors (Audubon Nature Center, Rhode Island, USA, 2015) (Photo by Wei-Ta Fang)

figure 5

The target of environmental education should include a continuum from primary school to the university and include theoretical, practical, indoor, and outdoor experiences. This is a group of people enjoying nature in a Swiss environmental education program in 2009 (Matterhorn, Great north faces of the Alps, Valais, Switzerland) (Photo by Wei-Ta Fang)

Environmental Education is defined in many ways, but each definition considers it to be a discipline or process that teaches us how to behave in a manner that promotes the responsible management of our environment and resources. This then helps the environment function in a more natural way, rather than healing anthropogenic wounds. We detected the Environmental Education Act in Taiwan (Republic of China), there is. …as a discipline that enhance the environmental awareness , environmental ethics , and responsibility of the nation taking as a whole, so as to safeguard the ecological balance of the environment , respect lives, promote social justice , and cultivate environmental citizens and environmental learning communities (The Environmental Education Act) (Ministry of Justice 2017 ). Therefore, in terms of education content, environmental education was intended to integrate aspects of biology, chemistry, physics, ecology, earth science, atmospheric science, mathematics, and geography as an integrated discipline toward an education for sustainability (EfS) (Evans 2020 ). Methods of educational research include the applied social sciences such as psychology, sociology, culture, history, anthropology, economics, political science, and information science.

The First International Working Meeting on Environmental Education in the School Curriculum was organized by the UNESCO, and the International Union for Conservation of Nature (IUCN) in Nevada, USA in 1970. A participant resolution developed the statement that the elements of environmental education are not completely combined by any single discipline. It is the product of partnerships built on sound science, public awareness, environmental issues, and outdoor educational methods (Fig.  1.6 ). UNESCO specifically stated that environmental education programs taught students a respect for the nature and natural environments and raised citizens' environmental awareness (UNESCO 1970 ). Therefore, the organization emphasized the importance of environmental education in protecting the society’s quality of life in the future by protecting the environment, eradicating poverty, minimizing inequality, and ensuring sustainable development. Cerovsky ( 1971 , p. 4) defined environmental education as.

…a process of recognizing values and clarifying concepts in order to develop skills and attitudes necessary to understand and to appreciate the interrelatedness among man, his culture, and his biophysical surroundings. Environmental education is also entailed practice in decision-making and self-formulation of code behavior about issues concerning environmental quality.

figure 6

Environmental education also includes the dissemination of environmental education with outdoor media (Wei-Ta Fang, Ben A. LePage, and their students at Dagouxi Riverside Park, Neihu, Taipei, Taiwan, 2021) (Photo by Yi-Te Chiang)

The target of environmental education includes education in the school system, and education from primary, middle, vocational, and technical schools, universities, and research institutes. However, environmental education also includes the dissemination of environmental education, including print, books, websites, and other media. In addition, aquaria, zoos, parks, and nature centers in social environmental education should all provide ways to teach citizens about the environment (Fig.  1.6 ) (see Box 1.1 ).

Box 1.1: The Legal Definition of Environmental Education, Republic of China (ROC)

The Article 3 of Republic of China’s Environmental Education Act stated as Environmental education : Referring to the adaptation of educational means by which to culminate the citizens to understand their ethnical relationship to the environment , enhance the citizens ’ environmental protection awareness, skills, attitudes and values , and steer the citizens to emphasize the environment and adopt actions to achieve a civility education process that harbors sustainable development .

2.3 The Goals of Environmental Education

The attendees of the Tbilisi Conference in 1977 endorsed goals for environmental education into five categories (UNESCO 1977 ). They are:

Awareness: to help social groups and individuals acquire an awareness of and sensitivity to the total environment and its allied problems;

Knowledge : to help social groups and individuals gain a variety of experiences in and acquire a basic understanding of the environment and its associated problems;

Attitudes : to help social groups and individuals acquire a set of values and feelings of concern for the environment and the motivations for actively participating in environmental improvement and protection;

Skills: to help social groups and individuals acquire the skills for identifying and solving environmental problems; and

Participation: to provide social groups and individuals with the opportunities to be actively involved at all levels in working toward resolving environmental problems (UNESCO 1977 , p. 71).

Hungerford et al. ( 1980 ) organized and suggested that these goals should be operationalized within the school curriculum and categorized into four (4) levels (Table 1.1 and Figs. 1.7 , 1.8 and 1.9 ).

figure 7

Goals of environmental education (adapted and modified after Hungerford et al. ( 1980 ) and revised by Wei-Ta Fang)

figure 8

Harold Hungerford (left), Trudi Volk (middle), Arba’at Hassan (right) (Photo by Arba’at Hassan)

figure 9

Harold Hungerford (left), mentor and advisor of Arba’at Hassan (right) (Photo by Arba’at Hassan)

3 Approaches to Environmental Education

In this section we discuss various methods/pedagogies used in the field of environmental education. Environmental education, like science education, is interdisciplinary and offers a variety of learning strategies, which are determined by learning resources, learning time, learning space, learning curriculum, and student attributes. These differences all affect education approaches in some way. We briefly describe outdoor education, classroom education, and nature-centered education. We include the following seven methods, including: school environmental education, school nature education, place-based education, and projects curricula; and nature center education in social and environmental education, science and environmental education in zoos and museums (Falk 2009 ; Falk and Dierking 2014 , 2018 ; Ardoin et al. 2016 ) or environmental education using surveys, assessments and actions on environmental issues (Hsu et al. 2018), and science-technology-society (STS) (Winther et al. 2010 ). Each approach addresses important curriculum goals and novel learning methods for environmental education. Therefore, environmental educators should choose and apply the most effective methods for their students and environment. We also explore sustainable development education from the perspective of environmental education. We also understand that a well-rounded curriculum aims to strengthen environmental awareness and environmental sensitivity, environmental knowledge, environmental ethics and values, environmental action skills, and environmental action experience. We explore values, topics, and learning in the context of Bamberg and Moeser ( 2007 ), Winther et al. ( 2010 ) and Dillion and Wals ( 2006 ).

3.1 Outdoor Education

Outdoor education is based on a place-based education and project curricula in the United States that include: the Project Learning Tree, Project WILD, and Project WET. In addition, surveys, assessments, and actions on environmental issues, as well as environmental education in STS that can be used for exploration, included the following methods (Braus and Wood 1993 ; Engleson and Yockers 1994 ).

3.1.1 Uses of the Senses

Let the learners use their senses to experience nature directly using their eyes, ears, nose, tongue, and body to feel the environment over the four seasons (Fig.  1.10 ).

figure 10

Use of the senses (Photos by Arba’at Hassan)

3.1.2 Physical Exercises and Explanations

By using real examples, objects that can be obtained, and through practical methods, the natural or scientific phenomena contained in the environment are directly explained by practical performance, allowing learners to observe directly or actual experience (Fig.  1.11 ).

figure 11

Physical exercises and explanations (Photos by Arba’at Hassan)

3.1.3 Surveys and Experiments

Let learners think about environmental issues and environmental phenomena through the steps of generating a hypothesis, survey, data collection, experiments, data collection, analysis, writing of small papers, briefings, etc., and actually discuss what happens behind various environmental phenomena problem.

3.1.4 Attractions Travel

Let learners go to various attractions and actually visit forests, mountains, seashores, wetlands and other areas to observe and obtain first-hand tourism and observation experiences (Fig.  1.12 ). Each observation and survey is a purposeful activity, and learners can learn about certain topics in advance through books, the Internet, and scenic spot information.

figure 12

Outdoor education is based on a place-based education and project. The U.S. Environmental Protection Agency (U.S. EPA), North American for Environmental Education (NAAEE), and Environmental Protection Administration of the Executive Yuan, Republic of China (Taiwan EPA) are the key to promote environmental education as partnerships. They jointly launched the Global Environmental Education Partnership (GEEP) in 2014, with the vision of creating a sustainable future where people and the environment prosper together through the power of education. The GEEP established the Asia–Pacific Regional Center (APRC) in Taiwan as a network center for environmental education in Southeast Asia in 2019 (Toucheng Leisure Farm, Ilan, Taiwan, 2021; please see https://geepaprc.org/en ) (Photo by Wei-Ta Fang)

3.1.5 Research Questionnaires and Interviews

An issue questionnaire is performed through research methods for small papers. Through this approach, learners can obtain relevant environmental information. The perceptions and ideas of different interviewers, in addition to quantified research data, are to conduct interviews to understand qualitative information and to make more environmental issues for an in-depth discussion (Fig.  1.13 ).

figure 13

Research questionnaire and interview (Photo by Arba’at Hassan)

3.1.6 Outdoor Observation of Nearby Places

Using the method of place-based education, selecting nearby places, conducting environmental surveys or observation activities, actually guiding learners to study in outdoor environments, and helping learners to understand the natural exploration, experience, and awareness (Fig.  1.14 ).

figure 14

Outdoor observation at nearby mangrove places (Photos by Wei-Ta Fang)

3.1.7 Data Collection and Interviews

Let learners collect the data on specific environmental issues so that they can have a deeper understanding of related environmental issues or areas of study, through the library, Internet, photographs, and interview specific people to help clarify questions when facing environmental problems if more information is needed (Figs. 1.15 ).

figure 15

Assembly photos. Left side: People need to help clarify questions when facing environmental problems (Yongchunpi Wetland Park, Taipei, Taiwan, 2021) (Photo by Yi-Te Chiang); Right side: Data collection and interview on the charcoal making from mangrove trees, 2008 (Photos by Arba’at Hassan)

3.2 Classroom Education

Classroom education in environmental education includes campus environmental education, which can develop place-based education, project curricula, and STS (Winther et al. 2010 ). During the learning process, teachers are encouraged to participate in professional learning sessions, and fully understand the learner’s learning role, that include:

3.2.1 Reading and Writing

In the classroom, students read environmental issues and events and write their thoughts and feelings in notebooks. Younger students can draw their thoughts and ideas (Fig.  1.16 ).

figure 16

Reading and writing in the classroom (Photo by Arba’at Hassan)

3.2.2 Case Study

Let learners directly collect and integrate data on environmental issues or discuss and assess the environmental impact of related issues on our day-to-day lives and to think about how to deal with environmental damage (Fig.  1.17 ).

figure 17

A case study of urban park (Photo by Wei-Ta Fang)

3.2.3 Value Clarification

Let learners use each other’s relationships between value and morality for discussion and communication. During the discussion, through mutual discussions, establish conclusions that everyone can accept to assist learners to establish correct environmental attitudes and values. That is, set up some ground rules so the environment remains safe.

3.2.4 Treemap and Brainstorming

Through brainstorming or treemap thinking, help learners connect different relationships, situations, ideas, and processes to understand the relationship of events (Figs. 1.18 and 1.19 ).

figure 18

Value clarification (Photo by Arba’at Hassan)

figure 19

Treemap and Brainstorming session (Photo by Arba’at Hassan)

3.2.5 Debate

Through debate activities, learners can learn from different topics facing the environment, and learn to use data collection, communication, and critical thinking skills (Fig.  1.20 ).

figure 20

Debate on an environmental issue (Photo by Arba’at Hassan)

3.2.6 Group Learning

Through the process of group learning, in addition to being able to face environmental issues more effectively and conduct more in-depth discussions, learners can learn to establish team tacit understanding, self-social ethics norms, and know the thoughts deep inside themselves. This illustrates the importance of diversity and inclusion in the program (Fig.  1.21 ).

figure 21

The group learning activity (Photo by Arba’at Hassan)

3.2.7 Environmental Arrangement

Through the environmental arrangement activities of the beginning of school, festivals, or parent-teacher talks, let learners participate in the creation and arrangement of teaching space. In addition, to help learners have a complete learning space, they can also learn to judge the overall environmental learning.

3.2.8 Comprehensive Discussions

Scout courses covering aspects of integrated geography, mathematics, nature, health and hygiene, or Chinese language learning areas, and in-depth research and discussion on environmental issues and issues (Fig.  1.22 ).

figure 22

All students take part in comprehensive discussions (Photo by Arba’at Hassan)

3.2.9 Activity Workshop

Let learners guide the demonstration and teaching of personnel, learn to operate, or produce a kind of labor course that requires hands-on work, and use hands-on operations. The process of the drill included working experience in farming, forestry, fishing, insect hotel building, animal husbandry, and the creation of handicrafts (Figs.  1.23 and 1.24 ).

figure 23

An activity workshop (Photo by Arba’at Hassan)

figure 24

We are just another bug on this planet (Ben LePage at Taiwan Insect Hall, Taipei, Taiwan, 2022) (Photo by Swing Chan)

3.2.10 Game Learning

Game learning is different at different levels. This is important because it brings to mind what today’s youth think is important and fun. For example, we think memorization is boring and old school, what will the younger generation of student’s think about these new approaches in 50 years? 100 years? How do we keep our learning methods current in the face of rapidly changing technologies, norms, and values? In game learning, open-ended play is adopted. The rich teaching materials of games are the basis of learning. In modeled-play, learn using simulated creatures and playing with pets (Fig.  1.25 ). In purpose-framed play, games are used for experience and teacher-student interaction is used (Cutter-Mackenzie et al. 2014 ).

figure 25

The outdoor game learning (Velsen Otte and the cat “Noodle”) (Photo by Wei-Ta Fang)

3.2.11 Environmental Action

Use STS learning methods to allow learners to participate in practical environmental actions such as ecological management, persuasion, consumerism, political action, and legal action, and work together to improve environmental issues (Fig.  1.26 ).

figure 26

The Environmental action on wetland (Keita Furukawa, front person, and Jung-Chen Huang at Taijiang National Park, Tainan, Taiwan) (Photo by Wei-Ta Fang)

4 Development of Environmental Education

The implementation of environmental education is to adopt an infusion method and conduct integrated curriculum across learning areas to connect the relationship between the surrounding their environment. Environmental education professionals generally believe that the environmental education be integrated into the school curriculum of each school year, from kindergarten to grade 12 (K-12). However, discipline integration of environmental education has not occurred in countries around the world. How to integrate environmental education into the subject in the school curriculum requires the use of teaching materials and methods (Fig.  1.27 ). This may be related to the type of teaching in each subject (Simmons 1989 ). If the core of environmental education is to incorporate the behavioral decisions of governments, enterprises, families, and individuals into the education process, then the development of environmental education from kindergarten to grade 12 (K-12) needs to be considered and economic development, a parallel trend of environmental development that takes into account social development.

figure 27

We have developed environmental education programs from kindergarten to grade 12 (K-12) from the supports of Ramsar Regional Center–East Asia and National Geographic Society during 2018 (Taipei, Taiwan, 2018) (Photo by Yi-Te Chiang)

The teaching model of traditional environmental education is centered on environmental issues. However, this kind of teaching method only focuses on knowledge transfer. It does not consider social emotional learning. At the same time, it does not consider the formation of environmental attitudes, and it is difficult to cultivate responsibility—environmental behavior students. Furthermore, environmental education places too much emphasis on analysis of issues, so that students learn learned helpless. It has a sense of despair and helplessness about the future development of the global environment. It is impossible to learn through a position of control—motivation and perseverance to change the world. In addition, emotional changes in environmental education are not easy to change through indoor courses, students are easily frustrated in the classroom, and it is difficult to learn the true meaning of pro-environmental behavior. If we say that the past education focused on one-way narrative transmission, we should then look at environmental issues with a healthy mindset. By caring about environmental protection issues, based on teachers’ pedagogical content knowledge and domain knowledge (Shulman 1986a , b ; 1987a , b ; Fig.  1.28 ), supporting the idea of ​​a sustainable worldview, strengthening the content of various disciplines in a common learning approach, and internalizing it into specific environmental protection actions.

figure 28

The content of teaching content is a kind of comprehensive knowledge. It is the knowledge that teachers can use in teaching after integrating various kinds of knowledge (Illustrated by Wei-Ta Fang)

The so-called pedagogical content knowledge model, the content includes the teacher’s understanding of specific subject content, the teacher’s grasp and use of specific subject content representation, and the teachers ‘learning and learners’ understanding. The content of teaching content knowledge includes the content of subject knowledge and general teaching knowledge, and goes beyond the teaching material knowledge itself. The teaching content knowledge was proposed by an American educational psychologist, named Lee Shulman (1938–). He believes that the subject teaching knowledge goes beyond the scope of subject expertise and is subject matter expertise at the teaching level. Shulman pointed out that teachers’ knowledge can be divided into three categories, namely, pedagogical knowledge, subject matter knowledge, and pedagogical content knowledge (Shulman 1986a , b ; 1987a , b ). Teaching knowledge emphasizes the principles, methods, and strategies of teaching. Disciplinary content knowledge emphasized teachers’ knowledge on the facts, concepts, principles of the subject areas, and how they are organized. In addition, teaching content knowledge emphasizes that when teaching, teachers know how to use a systematic statement of their subject content knowledge, make it easy for students to understand the subject content through the most effective teaching method, and teachers can understand students’ previous concepts of the subject content, Reasons for learning difficulties and strategies for remedial teaching.

Shulman said: Teaching content knowledge means that teachers must be able to express what they are teaching. In the category of teaching content knowledge, teachers include the most taught topics and the most effective forms of expression in the subject.

They are the most powerful analogies, examples, illustrations, demonstrations, and clarifications. That is, teachers regroup in special subjects of the subject and behave in an appropriate way to promote students to understand the content of the teaching. Knowledge of teaching content also includes teachers understanding what factors make it difficult or easy for students to learn about specific concepts when learning, and to understand the concepts and prerequisite concepts held by students of different ages and backgrounds when studying these topics. (Shulman 1986b :9).

Communication environmental and educational concepts, goals, methods, and strategies are based on the concept of immersive environmental education. Explore the in-depth fields of environmental education according to the different cultural and social backgrounds of teachers (Fig.  1.29 ). Therefore, based on the critical analysis of the problem, the process of learning is more important than the outcome. Moreover, the limitations of environmental, social, and economic issues, are understood, thus the teaching content can be linked to the real world.

figure 29

Exploring the in-depth fields of environmental education is crucial according to the different cultural and social backgrounds of teachers (Photo by Wei-Ta Fang)

Environmental education is not only about providing tools and technology but also necessary to cultivate students’ environmental literacy. Therefore, the teaching of environmental education, in addition to teaching knowledge, also needs to inspire students’ social responsibility. Therefore, environmental education needs to put forward values and strengthen the thinking of sustainable development in the curriculum. The main core lies in the fundamental values of “sustainable development education.” UNESCO defined the core according to the following topics:

Respect the dignity and human rights of all human beings worldwide and commit to social and economic justice for all;

Respect the human rights of future generations and promise intergenerational responsibilities (Kaplan et al. 2005 ; Liu and Kaplan 2006 );

Respect and care about the diversity of life in large communities, including the protection and restoration of the earth's ecosystem; and

Respecting cultural diversity and promising to build tolerance, non-violence, and a culture of peace locally and globally.

4.2 Exploration Topics

4.2.1 environmental orientation.

Environmentally oriented education needs to include attention on natural resources (like water, energy, agriculture, forestry, mining, air, waste disposal, toxic chemical treatment, and biodiversity), climate change, rural development, and sustainability. The purpose of mitigation and adaptation in the cities, disaster prevention, and mitigation are to strengthen the understanding of the fragility of resources and the natural environment, strengthen the understanding of the negative impact of human activities and decision-making on the environment, and include environmental factors. These factors must be considered in formulating socio-economic policies.

4.2.2 Economic Orientation

The Economic Oriented Education needs to focus on the issues of poverty eradication, strengthening the social responsibility of enterprises and universities, and strengthening the efficiency of the market economy. The purposes are to understand limitation, potential on an economic growth, and how they could affect the society, environment, and culture. The impact of environmental protection, culture, and social justice on the correct assessment of individual and social consumption behavior is consistent with the goal of sustainable development.

4.2.3 Social Orientation

Socially Oriented Education needs to include concerns about human rights, peace and human security, freedom, gender equality, cultural diversity, and cross-cultural understanding, as well as emphasis on social and personal health, and strengthening government management and people’s governance. Its purpose is to understand the role of social systems and environmental change in development and to strengthen models and institutions of democratic participation. The democratic participation system provides opportunities to express opinions, adjust conflicts, decentralize government, build consensus, and resolve differences. In addition, cultural assessments in society need to be strengthened to protect the values , practices, languages, and knowledge systems (Arenas et al. 2009 ). At the same time, the cultural foundations of social, environmental, economic, and the sustainable development, are seen as inter-connected. In other words, sustainable development emphasizes interrelationship through culture. In the process of sustainable development education, it is particularly necessary to pay attention to the diversity of culture and ethnic groups, and each ethnic group tolerates, respects, and understands each other in order to shape the values of equality and dignity.

We can know that the exploration of sustainable development education to embedding sustainability from environmental education can be an overlapping circle model, which is an intersecting system (Purvis et al. 2019 ). This model recognizes the intersection of economic, environmental, and social factors. Based on our research, we resized the circles to show that one factor has advantages over the other two. In the eyes of economists, economy is better than society and society is better than environment. This model means that economy can exist independently of society and environment. Therefore, we use the next more accurate system model for illustration (Fig.  1.30 ).

figure 30

The environment-oriented, economic-oriented, and social-oriented rendezvous system (Illustrated by Wei-Ta Fang)

Because human beings cannot survive outside of their environment, they do not have an environment. It is just like a fish without water, which makes it difficult for them to survive. If we ask all the fishermen in the sea if overfishing the fisheries is a social disaster or an economic disaster, they will then say that it is all the above. Therefore, the nested dependency model reflects the reality of this common dependency. In other words, human society is a wholly owned subsidiary of the environment. An economic society, without food, clean water, fresh air, fertile soil, and other natural resources, we are “cooked.”

Environmental Education in the twenty-first century and Education for Sustainable Development have also regarded as the key to reconstructing ecologically responsible citizens to embrace a pedagogy grounded in ecosocialism (Arenas 2021 ). With the adoption of the 2030 Global Education Agenda, United Nations Educational Scientific and Cultural Organization (UNESCO) is now using the United Nation’s recently developed Sustainable Development Goals (SDGs) to strengthen the Global Action Follow-up Program on Education for Sustainable Development (i.e., GAP 2030). In general, the purpose of environmental education is to cultivate citizens who understand the biophysical environment and related issues, how to help solve problems, and actively understand the ways to solve problems (Stapp et al. 1969 ). Currently, we provided a wider range of services, strengthened appreciation of the multicultural and environmental systems around humanity, and ensure the sustainable development of human society. Shin Wang (1945–), the emeritus professor of the Department of Geographical Environmental Resources, National Taiwan University, once said: “Hometown is the beginning of learning. You need to be based on Taiwan to look at the world.” The transformation of social environment and silent environmental changes to the environmental protection of the aboriginal people has produced their own views of environmental redemption (Fang et al. 2016 ).

At the beginning of the writing of this book, we always told ourselves in the heart: “The environment and ecology are extremely vulnerable, and only those of us who are not fame and fortune environmentalists will help the speechless environment.”

In light of today’s social consumerism, inequality has occurred in three areas: environmental, social, and economic. We strengthen our creativity sharing our experiences within the education system with others to develop a shared social imagination. We communicate the concepts of the environment and education based on the concept of immersive environmental education. Therefore, the environmental education concepts, implementation processes, and education policies listed in this chapter have achieved the feasibility of environmental education in various fields through teaching, research, and practice. Environmental education is not just about providing tools and technologies, it is important to cultivate a learners’ environmental literacy. Therefore, the teaching of environmental education, in addition to teaching knowledge, also needs to inspire students’ social responsibility.

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Fang, WT., Hassan, A., LePage, B.A. (2023). Introduction to Environmental Education. In: The Living Environmental Education. Sustainable Development Goals Series. Springer, Singapore. https://doi.org/10.1007/978-981-19-4234-1_1

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Why Environmental Education is Important

“Environmental education provides important opportunities for students to become engaged in real world issues that transcend classroom walls. They can see the relevance of their classroom studies to the complex environmental issues confronting our planet and they can acquire the skills they’ll need to be creative problem solvers and powerful advocates.” — Ms. Campbell, California’s Superintendent of San Mateo County Schools

Environmental education benefits students, schools, and our larger world.

Environmental Education Benefits Students by…

  • Improving Academic Achievement. EE improves test scores by providing students with engaging lessons about the natural world that can be applied to all subject areas and grades.
  • Breaking the Indoor Habit. EE offers an antidote to the plugged-in lives of today’s generation, which is the first to grow up indoors. Children who experience school grounds or play areas with diverse natural settings are more physically active, more aware of good nutrition, more creative, and more civil to one another.
  • Improving Student Health. EE gets students outdoors and active, and helps to address common health issues in children today, such as obesity, attention deficit disorder, and depression.
  • Supporting STEM. EE offers an engaging platform for gaining and applying knowledge and skills in science, technology, engineering, and mathematics (STEM).
  • Meeting 21st Century Needs. EE emphasizes skills essential for succeeding in tomorrow’s world, such as questioning, investigating, defining problems, analyzing, interpreting, reasoning, developing conclusions, and solving problems.
  • Cultivating Leadership Qualities. EE emphasizes cooperative learning with others, critical thinking and discussion, and a focus on action strategies with real-world applications.
  • Improving Focus and Cognition. EE increases the ability of students to focus and improves their cognitive abilities. Children with attention-deficit disorder also benefit from more exposure to nature–the greener a child’s everyday environment, the more manageable are their symptoms.

The Top 10 Benefits of Environmental Education lists more examples of how EE benefits learners of all ages.

“Right now, in the second decade of the 21st century, preparing our students to be good environmental citizens is some of the most important work any of us can do. It is for our children, and our children’s children, and generations yet to come.” — US Department of Education Secretary Arne Duncan, Sep 2010

Environmental Education Benefits Schools and Educators by…

  • Creating Enthusiastic Students. EE offers opportunities for rich, hands-on, real world and authentic learning across the curriculum. This relevance to students’ lives engages and inspires them more than traditional pedagogy.
  • Fostering Innovative Teacher-Leaders. EE gives educators the confidence to take students outdoor and to design more dynamic, interactive learning experiences that spark students’ engagement.
  • Addressing Academic Standards. EE offers an engaging way to meet the content and skills identified in Common Core State Standards in English Language Arts and mathematics, as well Next Generation Science Standards and C3 Framework for Social Studies.
  • Saving Schools Money. When students investigate and take action to improve the environmental performance of their school buildings and grounds, they often cut costs in electricity, water, waste management, and more.
It is estimated that by 2030, the world population of 7 billion will demand twice as many resources as the planet can supply ( The Economist ). Meeting the needs of our global citizenry—ecologically, economically, culturally, spiritually, and more—requires understanding and creative problem solving. Environmental education equips learners with the knowledge, skills, and motivation to address complex environmental challenges in the 21st Century.

Environmental Education Benefits the Larger World by…

  • Fostering Healthier Schools. EE empowers students to lead the way in creating greener and healthier learning environments inside and outside their school buildings.
  • Supporting Sound Decision-Making. EE ensures citizens are informed about sound science and equipped to make decisions that are critical to ensuring the US and greater world have the natural resources on which our economy and quality of life depend.
  • Contributing to Sustainability. EE builds the knowledge and skills needed to address complex environmental issues, as well as take action to keep our natural world healthy, our economies productive, and communities vibrant.
  • Conserving our Natural Resources. Higher levels of environmental knowledge correlate significantly with a higher degree of pro-environment and conservation behavior. The more people know, the more likely they are to recycle, be energy efficient, conserve water, etc.

View a list of sources for Research into the Benefits of Environmental Education .

How Project Learning Tree Makes a Difference

  • PLT encourages students to improve their schools, homes, and neighborhoods based on what they learn in the classroom.
  • PLT provides educators with peer-reviewed, award-winning curriculum materials to engage students in learning about the environment. We show teachers how easy it is to bring environmental education into their everyday lesson plans using our hands-on, multi-disciplinary materials aligned to state and national academic standards. Our trainings also focus on developing teachers’ confidence and skills for taking students outdoors to learn.
  • More than 675,000 teachers have received training in Project Learning Tree since the program began in 1976, making PLT one of the most widely-used environmental education programs in the United States.

Greening STEM Projects

Hands-on environmental investigations that make STEM relevant and connected to students’ lives

making STEM learning local

NEEF’s Greening STEM projects engage students in STEM (science, technology, engineering, and math) activities to explore real-world challenges outside of the classroom. By establishing partnerships and guiding collaboration with local school districts, community groups, land management agencies, and funders, NEEF helps provide educators with the resources they need to give all students a meaningful learning experience.

of schools served by Greening STEM grants receive Title I funds

Successful Greening STEM Projects

Greening STEM projects provide authentic learning experiences that deepen learning while reinforcing a sense of belonging and pride in the local environment.

project on environmental education

Students from Central High School in Grand Junction, Colorado, discovered the rugged beauty in their backyard while collecting scientific data and learning about the impact of invasive species. NEEF partnered with the Bureau of Land Management and the Colorado Canyon Association to give these students an unforgettable experience.

project on environmental education

Students from Benjamin Franklin Middle School (BFMS) in Teaneck, New Jersey, learned about the local watershed through hands-on water quality monitoring and biomonitoring studies in a nearby river. NEEF partnered with Teaneck Creek Conservancy, Samsung, and BFMS to help students make important connections between the health of the river and the community.

GREENING STEM PROJECTS AROUND THE COUNTRY

Greening STEM projects bring STEM learning about the environment to life on public lands of all sizes, from creeks and canyons to prairies and mountains. NEEF helps guide collaboration between community partners to develop and implement educational experiences that promote environmental stewardship for students from diverse backgrounds.

To learn more about NEEF’s Greening STEM projects throughout the country, visit our interactive StoryMap below.

Greening STEM Story Map

See Our StoryMap

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Greening STEM Project Gives Students Hands-On Outdoor Experience

Seventh grade students from Bettendorf Middle School in the Quad Cities are spending two weeks restoring and learning about this valuable ecosystem as part of a Greening STEM project supported by the National Environmental Education Foundation (NEEF) and Arconic Foundation. 

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Your financial support provides students the opportunity to connect learning to real-world issues in their community and appreciate, understand, and positively impact it while meeting learning objectives.

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Taking It to the Class: Green Projects for the Classroom

Try these great lesson ideas for environmentally conscious teachers (and their lucky students).

project on environmental education

An annual celebration of Earth Day should not be the only time during the school year when you devote significant classroom time to exploring issues of environmental awareness and stewardship. Whether you teach biology, history, or language arts, the Web is a rich and ever-growing resource, with curriculum ideas for integrating environmental issues into lesson plans. But where to begin? That will be your decision, but we'll help you get started.

We've compiled a cross section of lessons, with ideas for every grade level. Some can be completed within a single class period and others require more time, but all are sure to get your students -- and you -- thinking about what can be done to preserve our increasingly fragile planet.

Elementary School

The life history of "stuff".

By tracing the origins of everyday products -- the bikes they ride to school or their favorite sneakers -- students develop an understanding of the impact that the production, sale, and disposal of commonly used goods have on the environment.

Though no single lesson is likely to change students' consumption patterns completely, this one is sure to get them thinking about alternatives, like wearing shoes until they're outgrown or worn out, or donating still-usable items so they don't end up in a landfill prematurely.

Topics: Consumption, Waste Production Teaching Level: Grades 2-3 Source: Education for Sustainable Development

Credit: Veer

From Farm to Table

Students (and adults, too) know surprisingly little about the origin of the food they eat every day. In this lesson, students compile lists of frequently eaten foods and then take a trip to the local supermarket to research their origin by analyzing food displays or speaking with the grocer.

What are the consequences of eating grapes from Chile or corn from Mexico? Are there economic or health advantages to eating locally grown fruits and vegetables? Should grocers provide origin information for the produce they sell? These are just a few of the issues students can explore in this lesson. There's also ample opportunity to extend the lesson through action, by visiting a local farmers' market and talking with growers or starting their own vegetable garden at school.

Topic: Food Sources Teaching Level: Grades 4-6 Source: California School Garden Network

project on environmental education

In this thirty-minute lesson for very young students, a simple bowl of goldfish crackers helps make concrete the concept of scarcity of resources. In the first part of the lesson, the bowl is passed around the room and students are allowed to take as many crackers as they'd like. In the second, each student receives an equal number of crackers.

The two scenarios serve as an excellent entrée into a discussion of uneven distribution of resources, as students discuss how it felt to get more (or fewer) fish than their classmates. The next step is to expand the discussion to resources in students' homes or in their community that everyone must share.

Topic: Scarcity of Resources Grade Level: P-2 Source: Population Connection

Trip Tally: Discovering Environmental Solutions

What impact does car transportation have on the local environment? That's the key question this lesson aims to ask and answer as students conduct a simple air pollution experiment and analyze the findings in the context of their own weekly trip tally, which documents their comings and goings about town by car, foot, bike, and public transportation.

Students analyze their own travel data, as well as that of the whole class, and then explore strategies for reducing air pollution by choosing to ride their bike rather than drive, or by taking fewer trips.

Topic: Air Pollution Teaching Level: Grades 3-6 Source: Northeast Sustainable Energy Association

Elementary and Middle School

Environmental explorers.

This lesson calls upon observation and analysis skills as students explore and then discuss the changes that have been made to the natural environment. Students observe and document natural and human features in their locale (during a walk around the neighborhood or a trip downtown, for example), and evaluate the impact of changes made by humans, such as the leveling of an area for a subdivision or the damming of a local stream or river.

As a culminating activity, students discuss local environmental and planning issues and then write letters to the local newspapers expressing their views and encouraging specific action.

Focus: Environmental Awareness Teaching Level: Grades 3-8 Source: National Geographic Society

Credit: iStock

The Trash We Pass

A day's worth of classroom garbage becomes the basis for this lesson, which explores the amount of waste students (and their schools, families, and community) produce each day, and the impact of all this trash on the environment. Faced with the dirty truth about how much trash they accumulate, students are asked to brainstorm how to reduce their waste production (by using less, recycling more, and so on) and then to put their newfound knowledge to further use by taking action in their community.

The lesson includes ideas for extending their work beyond the classroom, pursuing activities such as researching local recycling options and advocating with city officials for improvements, or starting a compost pile at school or at home.

Topics: Consumption, Waste Production Teaching Level: Grades 4-7 Source: Redefining Progress

We Are What We Drink

The writings of a Peace Corps volunteer from the Togolese Republic in Africa provide a developing-world context for the exploration of water consumption, water pollution, and the health of individuals and communities. Students explore their own water consumption (the amount of water used in everyday activities; the types of water -- filtered, bottled, and so on) they drink -- and compare this data with the experiences of residents in the Togolese Republic, where clean water is scarce and cholera is endemic.

Topics: Water Quality, Public Health Teaching Level: Grades 3-8 Source: Peace Corps, Coverdell World Wise Schools

Middle and High School

Fishing for the future.

Through a simulation, students model several consecutive seasons of a fishery and explore how such variables as advances in technology, population growth, and attention to sustainable fishing practices impact fish catch and fisheries management. Over multiple "seasons," students confront the economic and environmental impact of overfishing. As the fish population is depleted in one area, for example, they must seek out sources elsewhere or explore more sustainable practices.

This engaging lesson includes thought-provoking writing and discussion prompts, and opportunities for students to extend what they've learned to their own community by exploring the status of commonly owned resources in their town or state.

Topic: Sustainability Teaching Level: Grades 6-12 Source: Facing the Future: People and the Planet

How Big Is Your Footprint?

Using Web tools, students calculate their ecological footprints (the amount of natural resources they consume in a given year) and then, as a group, determine the footprint of the entire class. After creating graphs and finding the mean, the median, the mode, and the standard deviation for the class, students explore a range of discussion questions about reducing their footprint, their responsibility to subsequent generations, the impact of their consumption, and more.

Armed with this new knowledge and awareness, students are prompted to consider the size of their family's footprint, or that of the entire school. What steps might they each take to decrease their footprint? By taking the test again six months later, students will be able to assess the impact of their choices.

Topic: Consumption, Pollution Teaching Level: Grades 8-12 Source: Alliance to Save Energy

High School

Building on the concept of a watershed, students use a field trip to a local body of water (a stream at a local park, for example) to conduct a detailed assessment of the water and surrounding land and then document their findings by mapping and profiling the water and the neighboring area.

This hands-on science lesson teaches students how to take standardized measurements of water characteristics, integrates writing activities as students describe the characteristics of the local watershed, and provides an excellent introduction to issues of water quality. There's also information about using data from, and sharing data with, the worldwide science and education program Global Learning and Observation to Benefit the Environment (GLOBE).

Topic: Water Quality Teaching Level: Grades 9-12 Source: Center for Environmental Education Online

Whose Resource Is It?

Environmental justice is the focus of this lesson, which integrates world history, geography, and government topics into a case study and a role-playing exercise. Students explore the impact of a plan to locate a new industry in a low-income neighborhood, then take on the roles of community members, business executives, and city officials as they advocate for and against building a power plant in a low-income minority neighborhood. Together, they assess the economic, environmental, and social consequences of their decisions.

Through these activities and supplemental readings, students gain a deeper understanding of the ways socioeconomic status impacts the number and types of businesses in a neighborhood -- and the impact these businesses have on residents' health and well-being.

Focus: Environmental Justice Teaching Level: Grades 9-12 Source: Education for a Sustainable Development

Roberta Furger is a contributing writer for Edutopia .

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Science and Teaching for Field Instructors

Resources for Outdoor Science Programs

Student-centered  ♦   nature-centered.

For a slightly longer introduction to BEETLES, watch the 7-minute  video .

BEETLES: Infusing outdoor science programs with research-based approaches and tools to improve science teaching and learning.

Our professional learning resources are designed for program leaders to use with field instructors. They provide experiences and rationale about outdoor science instruction designed to inspire instructors to improve their teaching. Our student activities inspire students’ wonder and curiosity about the natural world, support their innate tendencies for exploration and guide them to make explanations based on evidence.

All BEETLES resources embody our five research-based design principles.

People learn outdoor science best when they:, engage directly with nature, experience instruction based on how people learn, think like a scientist, participate in culturally relevant learning environments, learn through discussions.

“The invariable mark of wisdom is to see the miraculous in the common.” Ralph Waldo Emerson
  • What’s New

The number of tree species on Earth

Affiliations.

  • 1 Department of Forestry and Natural Resources, Purdue University, West Lafayette, IN 47907.
  • 2 Department of Biological, Geological, and Environmental Sciences, Alma Mater Studiorum University of Bologna, Bologna 40126, Italy.
  • 3 Biological Institute, Tomsk State University, Tomsk 634050, Russia.
  • 4 Department of Forest Resources, University of Minnesota, St. Paul, MN 55108; [email protected] [email protected].
  • 5 Institute for Global Change Biology and School for Environment and Sustainability, University of Michigan, Ann Arbor, MI 48109.
  • 6 Hawkesbury Institute for the Environment, Western Sydney University, Penrith 2753, Australia.
  • 7 Forestry Department, FAO, Rome 00153, Italy.
  • 8 Institute of Integrative Biology, ETH Zurich 8092 Zurich, Switzerland.
  • 9 Centre for Invasion Biology, Department of Mathematical Sciences, Stellenbosch University, Stellenbosch 7602, South Africa.
  • 10 Mathematical Biology Unit, African Institute for Mathematical Sciences, Muizenberg 7945, South Africa.
  • 11 Department of Crop and Forest Sciences, University of Lleida 25198 Lleida, Spain.
  • 12 Joint Research Unit CTFC-AGROTECNIO-CERCA 25280 Solsona, Spain.
  • 13 TERRA Teaching and Research Centre, Gembloux Agro-Bio Tech, University of Liege, Gembloux 5030, Belgium.
  • 14 Forest Ecology and Forest Management Group, Wageningen University and Research, Wageningen 6700 AA, The Netherlands.
  • 15 Center for Biodiversity Dynamics in a Changing World (BIOCHANGE), Department of Biology, Aarhus University DK-8000 Aarhus C, Denmark.
  • 16 Section for Ecoinformatics and Biodiversity, Department of Biology, Aarhus University DK-8000 Aarhus C, Denmark.
  • 17 AgroParisTech, INRAE, Silva, Université de Lorraine 5400 Nancy, France.
  • 18 Department of Ecology and Evolutionary Biology, University of Connecticut, Mansfield, CT 06268.
  • 19 Department of Ecology and Evolutionary Biology, University of Arizona, Tucson, AZ 85721.
  • 20 Department of Population Health Sciences, University of Wisconsin-Madison, Madison, WI 53704.
  • 21 Statistics Program, King Abdullah University of Science and Technology, Thuwal 23955, Saudi Arabia.
  • 22 Department of Statistics, University of Wisconsin-Madison, Madison, WI 53706.
  • 23 Institute of Botany, CAS, Peking University, Beijing 100871, China.
  • 24 Department of Computer Science, University of Illinois at Urbana-Champaign, IL 61801.
  • 25 Department of Computer Science and Engineering, University of Minnesota, Minneapolis, MN 55108.
  • 26 Department of Agricultural, Food, Environmental and Animal Sciences, University of Udine 33100, Italy.
  • 27 Faculty of Science and Technology, Free University of Bolzano-Bozen, Bolzano 39100, Italy.
  • 28 Spatial Ecology and Conservation Lab, Department of Tourism, Hospitality, and Events Management, University of Florida, Gainesville, FL 32611.
  • 29 Escuela de Ciencias Ambientales, Universidad Nacional (Colombia) Abierta y a Distancia, Bogotá 2102, Colombia.
  • 30 Museo de Historia Natural Noel Kempff Mercado, Universidad Autónoma Gabriel Rene Moreno, Casilla 2489, Santa Cruz, Bolivia.
  • 31 European Commission, Joint Research Centre 21027 Ispra, Italy.
  • 32 Compensation International Progress S. A.-Ciprogress Greenlife, Bogotá, Colombia.
  • 33 UNELLEZ-Guanare, Programa de Ciencias del Agro y el Mar, Herbario Universitario (PORT), Mesa de Cavacas, estado Portuguesa 3323, Venezuela.
  • 34 Department of Geomatics, Forest Research Institute, Sękocin Stary, Raszyn 05-090, Poland.
  • 35 International Center for Tropical Botany, Department of Biological Sciences, Florida International University, Miami, FL 33133.
  • 36 Forest Science Laboratory, Multidisciplinary Center, Universidade Federal do Acre, Cruzeiro do Sul 69920-900, Brazil.
  • 37 Proceedings of the National Academy of Sciences, U.S.A., Washington, DC 20001.
  • 38 Department of Evolutionary Anthropology, Duke University, Durham, NC 27708-06080.
  • 39 AMAP, Université de Montpellier, CIRAD, CNRS, INRAE, IRD, Montpellier 34090, France.
  • 40 Institut Agronomique néo-Calédonien, Equipe Sol & Végétation 98800 Noumea, New Caledonia.
  • 41 Institute of Tropical Forest Conservation, Mbarara University of Science and Technology, Kabale, Uganda.
  • 42 Integrated Center for Research, Development and Innovation in Advanced Materials, Nanotechnologies, and Distributed Systems for Fabrication and Control, University Stefan cel Mare of Suceava 720229 Suceava, Romania.
  • 43 Department of Forest Sciences, "Luiz de Queiroz" College of Agriculture, University of São Paulo, Piracicaba 13418-900, Brazil.
  • 44 Department of Natural Sciences, Manchester Metropolitan University, Manchester M1 5GD, United Kingdom.
  • 45 Spatial Ecology and Conservation Lab, School of Forest Resources and Conservation, University of Florida, Gainesville, FL 32611.
  • 46 Department of Agriculture, Alimentation, Environment and Forestry, Università degli Studi di Firenze, Firenze 50144, Italy.
  • 47 Amazonia Green Landscape Protection and Governance Programme, SOS Amazônia, Rio Branco 69905-082, Brazil.
  • 48 Laboratory of Botany and Plant Ecology, Center of Biological and Nature Sciences, Federal University of Acre, Rio Branco 69920-900, Brazil.
  • 49 Department of Spatial Regulation, GIS and Forest Policy, Institute of Forestry 11030 Belgrade, Serbia.
  • 50 Universidad Nacional de San Antonio Abad del Cusco, Cusco 08000, Peru.
  • 51 Faculty of Natural Resources Management, Lakehead University, Thunder Bay, ON, Canada P7B 5E1.
  • 52 Institute of Forest Ecosystem Research 254 01 Jilove u Prahy, Czech Republic.
  • 53 Global Change Research Institute of the Czech Academy of Sciences 603 00 Brno, Czech Republic.
  • 54 Nicholas School of the Environment, Duke University, Durham, NC 27708.
  • 55 Department of Plant Sciences in the Conservation Research Institute, University of Cambridge, Cambridge CB2 3EA, United Kingdom.
  • 56 Quebec Center for Biodiversity Sciences, Centre for Sustainability Research, CSFG and Biology Department, Concordia University, Montreal, ON QC H3G 1M8, Canada.
  • 57 Laboratory for Geoinformation Science and Remote Sensing, Department of Environmental Sciences, Wageningen University and Research, Wageningen 6700 AA, The Netherlands.
  • 58 World Agroforestry (ICRAF), Nairobi 00100, Kenya.
  • 59 Ecology and Evolutionary Biology, University of California, Santa Barbara, CA 93106.
  • 60 Instituto de Investigaciones de la Amazonia Peruana, Iquitos, Peru.
  • 61 Cirad, UMREcoFoG (Agroparistech, CNRS, INRAE, Université des Antilles, Université de Guyane) 97 310 Kourou, French Guiana.
  • 62 Department of Plant Science, Faculty of Science, University of Buea, Buea, Cameroon.
  • 63 Silviculture Rearch Institute, Vietnamese Academy of Forest Sciences, Hanoi, Vietnam.
  • 64 Institute of Botany of the Czech Academy of Science 25243 Průhonice, Czech Republic.
  • 65 Faculty of Science, University of South Bohemia 37005 České Budějovice, Czech Republic.
  • 66 AMAP, IRD, CIRAD, CNRS, INRAE, Université de Montpellier, Montpellier Cedex 5 F-34398, France.
  • 67 School of Biological and Behavioural Sciences, Queen Mary University of London, London E1 4NS, United Kingdom.
  • 68 College of Life and Environmental Sciences, University of Exeter, Exeter EX4 4PY, United Kingdom.
  • 69 Department of Forest Resource Management, Swedish University of Agricultural Sciences, Uppsala 750 07, Sweden.
  • 70 Royal Botanic Garden Edinburgh, Edinburgh EH3 5LR, United Kingdom.
  • 71 Department of Plant Systematics, University of Bayreuth 95440 Bayreuth, Germany.
  • 72 Biometris & Forest and Nature Policy Group, Wageningen University and Research, Wageningen 6700 AA, The Netherlands.
  • 73 CIRAD, UPR Forêts et Sociétés, Yamoussoukro, Côte d'Ivoire.
  • 74 Forêts et Sociétés, Univ Montpellier, CIRAD, Montpellier 34000, France.
  • 75 Institut National Polytechnique Félix Houphouët-Boigny, Yamoussoukro, Côte d'Ivoire.
  • 76 Section 1.4 Remote Sensing and Geoinformatics, Helmholtz GFZ German Research Centre for Geosciences, Telegrafenberg, Potsdam 14473, Germany.
  • 77 Institut Agronomique néo-Calédonien, Equipe Sol & Végétation 98800, New Caledonia.
  • 78 Department of Biology, University of Hawai'i at Hilo, Hilo, HI 96720.
  • 79 Institute of Dendrology, Polish Academy of Sciences, Kornik 62-035, Poland.
  • 80 Białowieża Geobotanical Station, Faculty of Biology, University of Warsaw, Warsaw 17-230, Poland.
  • 81 Faculty of Natural Sciences, University of Stirling, Stirling FK9 4LA, United Kingdom.
  • 82 Department of Geosciences and Natural Resource Management, University of Copenhagen 1165, Denmark.
  • 83 School of Biological Sciences, University of Bristol, Bristol BS8 1TQ, United Kingdom.
  • 84 Institute of Forestry and Rural Engineering, Estonian University of Life Sciences, Tartu 51006, Estonia.
  • 85 Center for Forest Ecology and Productivity of the Russian Academy of Sciences, Moscow 119991, Russia.
  • 86 Integrative Research Center, The Field Museum, Chicago, IL 60605.
  • 87 Herbarium Bogoriense, Research Center for Biology, Indonesian Institute of Sciences/Lembaga Ilmu Pengetahuan Indonesia, Cibinong Science Center, Cibinong 16912 Indonesia.
  • 88 Department of Physical and Environmental Sciences, Colorado Mesa University, Grand Junction, CO 81501-3122.
  • 89 Department of Geosciences and Natural Resource Management, University of Copenhagen, Copenhagen 1017, Denmark.
  • 90 UniSA STEM and Future Industries Institute, University of South Australia 5001 Adelaide, Australia.
  • 91 Department of Botany, Dr. Harisingh Gour Vishwavidyalaya (A Central University), Sagar 470003, India.
  • 92 Department of Botany, Dr. Harisingh Gour Central University, Madhya Pradesh Sagar-470003, India.
  • 93 Museo de Historia natural Noel Kempff Mercado, Santa Cruz, Bolivia.
  • 94 Department of Agriculture, Forestry and Bioresources, Seoul National University, Seoul 08826, South Korea.
  • 95 Interdisciplinary Program in Agricultural and Forest Meteorology, Seoul National University, Seoul 08826, South Korea.
  • 96 National Center for AgroMeteorology, Seoul 08826, South Korea.
  • 97 Institute of Future Environmental and Forest Resources, Research Institute for Agriculture and Life Sciences, Seoul National University, Seoul 08826, South Korea.
  • 98 Department of Geoinformatics, Central University of Jharkhand, Ranchi 835205, Jharkhand, India.
  • 99 Laboratoire Évolution et Diversité Biologique, UMR 5174 (CNRS/IRD/UPS) 31062 Toulouse Cedex 9, France.
  • 100 Tartu Observatory, University of Tartu, Tartu 61602, Estonia.
  • 101 School of Geography, University of Leeds, Leeds LS2 9JT, United Kingdom.
  • 102 Department of Geography, University College London, London WC1E 6BT, United Kingdom.
  • 103 Environmental Change Institute, School of Geography and the Environment, University of Oxford, Oxford OX1 3QY, United Kingdom.
  • 104 Forest Research Institute, University of the Sunshine Coast, Sippy Downs QLD 4556, Australia.
  • 105 Department of Environment and Geography, University of York YO10 5NG, United Kingdom.
  • 106 All-Russian Institute of Continuous Education in Forestry 141200 Pushkino, Moscow region, Russia.
  • 107 Universidad Nacional de San Antonio Abad del Cusco, Cusco, Peru.
  • 108 FSBI "ROSLESINFORG," 141208 Ivanteevka, Moscow region, Russia.
  • 109 Escuela de Ingeniería Forestal, Insttuto Tecnologico de Costa Rica, Cartago 30101, Costa Rica.
  • 110 Département des sciences biologiques, Centre for Forest Research, Université du Québec à Montreal, Montreal, QC, Canada H3C 3P8.
  • 111 Department of Ecology and Environmental Sciences, Pondicherry University, Puducherry 605 014, India.
  • 112 Instituto Nacional de Tecnologia Agropecuaria-Universidad Nacional de la Patagonia Austral-CONICET, Río Gallegos CP 9400, Argentina.
  • 113 Urban Ecosystem Research, School of Social Science, Western Sydney University, Penrith, NSW 2751, Australia.
  • 114 Groupement d'Intérêt Public (GIP) Ecofor, Paris 75116, France.
  • 115 Laboratory of Tropical Dendrology and Forestry, Training Center in Agroforestry Sciences, Federal University of Southern Bahia, Ilheus 45613-204, Brazil.
  • 116 School of Life Sciences, Chair of Forest Growth and Yield Science, Technical University of Munich 85354 Freising, Germany.
  • 117 Instituto de Investigaciones paa el Desarrollo Forestal, Universidad de Los Andes, Mérida 5101, Venezuela.
  • 118 Escuela Ambiental, Facultad de Ingeniería, Universidad de Antioquia, Medellin, Colombia.
  • 119 Agriculture Food Environment Centre (C3A), University of Trento, San Michele all'Adige 38122, Italy.
  • 120 Research and Innovation Centre, Fondazione Edmund Mach, San Michele all'Adige 38010, Italy.
  • 121 Herbario Selva Central (HOXA), Jardín Botánico de Missouri, Oxapampa, Pasco Mz.E-6, Peru.
  • 122 Department of Biology, University of Florence 50019 Sesto Fiorentino, Italy.
  • 123 MUSE-Museo delle Scienze 38122 Trento, Italy.
  • 124 InfoFlora, Conservatoire et Jardin Botanique de Genève 1292 Chambesy, Switzerland.
  • 125 Department of Environmental Sciences, Central University of Jharkhand, Ranchi 835205, India.
  • 126 Centro de Modelacion y Monitoreo de Ecosistemas, Universidad Mayor, Universidad de La Frontera, Santiago, Chile.
  • 127 Vicerrectoría de Investigación y Postgrado, Universidad de La Frontera, Temuco 4811230, Chile.
  • 128 Departamento de Silvicultura y Cons. de la Naturaleza, Universidad de Chile, Santiago 8820808, Chile.
  • 129 Sukachev Institute of Forest of the SB Russian Academy of Sciences 660036 Krasnoyarsk, Russia.
  • 130 International Institute for Applied Systems Analysis, Laxenburg A-2361, Austria.
  • 131 Faculty of Biology, Geobotany, University of Freiburg 79104 Freiburg, Germany.
  • 132 National Forest Centre 96001 Zvolen, Slovakia.
  • 133 Environmental and Life Sciences, Faculty of Science, Universiti Brunei Darussalam BE1410 Gadong, Brunei.
  • 134 Plant Systematic and Ecology Laboratory, Department of Biology, Higher Teachers' Training College, University of Yaounde I, Yaounde, Cameroon.
  • 135 CB, Departamento de Ecologia, Universidade Federal do Rio Grande do Norte, Natal 59072-970, Brazil.
  • 136 Faculty of Forestry and Wood Sciences, Czech University of Life Sciences Prague 16521 Prague, Czech Republic.
  • 137 Department of Plant Biology, Faculty of Sciences, University of Yaounde I, Yaounde, Cameroon.
  • 138 Bioversity International, IITA Regional Office in Cameroon, Yaounde, Cameroon.
  • 139 Department of Biology and Florida Museum of Natural History, University of Florida, Gainesville, FL 32611.
  • 140 School of Science and Engineering, James Cook University, Cairns QLD 4878, Australia.
  • 141 Systematic Botany and Functional Biodiversity, Institute of Biology, Leipzig University 04103 Leipzig, Germany.
  • 142 Centre for the Research and Technology of Agro-Environmental and Biological Sciences, CITAB, University of Trás-os-Montes and Alto Douro, UTAD, Quinta de Prados 5000-801 Vila Real, Viseu, Portugal.
  • 143 Department of Ecology and Sustainable Agriculture, Agricultural High School, Polytechnic Institute of Viseu 3500-606 Viseu, Portugal.
  • 144 Department of Forest Engineering, Universidade Regional de Blumenau, Blumenau-Santa Catarina 89030, Brazil.
  • 145 Department of Environmental Science, Policy, and Management, University of California, Berkeley, CA 94720.
  • 146 Universidad Autónoma del Beni, Riberalta, Beni 2W3Q+VHJ, Bolivia.
  • 147 Key Laboratory of Tropical Biological Resources of Ministry of Education, School of Life and Pharmaceutical Sciences, Hainan University, Haikou 570228, China.
  • 148 Department of Forest Resource Management, Swedish University of Agricultural Sciences, Umeå 750 07, Sweden.
  • 149 Ministere des Eaux, des Forets, de la Mer et de l'Environnement chargé du Plan Climat et Objectifs de Development Durable, Estuaire Libreville, Gabon.
  • 150 Institut de Recherche en Ecologie Tropicale, Libreville, Gabon.
  • 151 Faculty of Natural Sciences, University of Stirling FK9 4LA, United Kingdom.
  • 152 Manaaki Whenua-Landcare Research, Lincoln 7640, New Zealand.
  • 153 State Forests-Coordination Centre for Environmental Projects, Warsaw 02-362, Poland.
  • 154 Département FOREN, Institut National Polytechnique Félix Houphouët-Boigny, Yamoussoukro BP 1093, Côte d'Ivoire.
  • 155 Department of Forestry and Natural Resources, Purdue University, West Lafayette, IN 47907; [email protected] [email protected].
  • PMID: 35101981
  • PMCID: PMC8833151
  • DOI: 10.1073/pnas.2115329119

One of the most fundamental questions in ecology is how many species inhabit the Earth. However, due to massive logistical and financial challenges and taxonomic difficulties connected to the species concept definition, the global numbers of species, including those of important and well-studied life forms such as trees, still remain largely unknown. Here, based on global ground-sourced data, we estimate the total tree species richness at global, continental, and biome levels. Our results indicate that there are ∼73,000 tree species globally, among which ∼9,000 tree species are yet to be discovered. Roughly 40% of undiscovered tree species are in South America. Moreover, almost one-third of all tree species to be discovered may be rare, with very low populations and limited spatial distribution (likely in remote tropical lowlands and mountains). These findings highlight the vulnerability of global forest biodiversity to anthropogenic changes in land use and climate, which disproportionately threaten rare species and thus, global tree richness.

Keywords: biodiversity; forests; hyperdominance; rarity; richness.

Copyright © 2022 the Author(s). Published by PNAS.

Publication types

  • Research Support, Non-U.S. Gov't
  • Research Support, U.S. Gov't, Non-P.H.S.
  • Conservation of Natural Resources*
  • Earth, Planet
  • Trees / classification*
  • Trees / growth & development

Grants and funding

  • R13 TR002524/TR/NCATS NIH HHS/United States

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Environmental Education (EE) Grants

The 2023 Environmental Education grant competition closed on November 8, 2023.

Under the Environmental Education Grants Program, EPA seeks grant applications from eligible applicants to support environmental education projects that promote environmental awareness and stewardship and help provide people with the skills to take responsible actions to protect the environment. This grant program provides financial support for projects that design, demonstrate, and/or disseminate environmental education practices, methods, or techniques. Since 1992, EPA has distributed between $2 and $3.5 million in grant funding per year, supporting more than 3,920 grants.

We encourage you to  subscribe to the EE Grants Listserv  and review our  answers to frequent questions  to stay up-to-date on all EPA Environmental Education information, including announcements related to future grant competitions.

You can find the most recent Request for Applications (RFA) on our Environmental Education (EE) Grant Solicitation Notice page.

How to Apply

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Determine Eligibility.

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  • Applicant organizations must be located in the United States or territories and the majority of the educational activities must take place in the United States; or in the United States and Canada or Mexico; or in the U.S. Territories.

Complete the Application and Budget Forms, according to the directions in Section IV of the NOFO.

Submit the Applications Materials.

  • Applications must be submitted electronically through www.grants.gov , by following the instructions in Section IV of the NOFA.

You are required to submit standard government forms as part of your application. Please refer to the latest solicitation notice for specific requirements.

Helpful Resources for Applying

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Webinar and Teleconference Information

The EPA Office of Grants and Debarment offers periodic webinars on general issues relating to grant applications and management.

The Office of Environmental Education hosted a webinar where EE Grants Program staff provided a general overview of the 2023 Environmental Education Local Grants Notice of Funding Opportunities, discussed how to write a competitive application, and addressed commonly asked questions.

2023 Informational Webinar Details

A recording of the October 12, 2023 webinar can be found below.

  • FY23 EE Grant webinar recording
  • EPA Environmental Education Grants Webinar, October 12, 2023 – Helpful Links (pdf) (130.7 KB)

Archived PowerPoint Presentations and Transcripts

  • FY21 EE Grant PowerPoint and transcript (pdf) (2.5 MB)
  • FY20 EE Grant PowerPoint and transcript.(pdf)

EPA Contacts for EE Grants

If you have questions regarding an open EE grants solicitation, please send them to [email protected] or read the Frequently Asked Questions for the current RFA. For other any questions regarding the environmental education grants program, please contact your regional coordinator.

CT, ME, MA, NH, RI, VT

Kristen Conroy U.S. EPA, Region 1 5 Post Office Square, Suite 100 Mail Code: ORA 1-4 Boston, MA 02109-3912 [email protected]

NJ, NY, Puerto Rico, Virgin Islands

Chiamaka Alozie  U.S. EPA, Region 2 290 Broadway 26th Floor New York, NY 10007-1866 [email protected]  

DE, DC, MD, PA, VA, WV

Stephanie Branche U.S. EPA, Region 3 1650 Arch Street Mail Code: 3OCTEA Philadelphia, PA 19103-2029 [email protected]

AL, FL, GA, KY, MS, NC, SC, TN

Melba Table U.S. EPA, Region 4 61 Forsyth Street SW Mail Code: 9T25 Atlanta, GA 30303 Region4ee @epa.gov

IL, IN, MI, MN, OH, WI

Megan Gavin U.S. EPA, Region 5 77 West Jackson Boulevard Mail Code: RM-19J Chicago, IL 60604 [email protected]

AR, LA, NM, OK, TX

Alexandra Olson U.S. EPA, Region 6 1201 Elm Street, Suite 500 Dallas, TX 75270 [email protected]

IA, KS, MO, NE

Brandy Reed U.S. EPA, Region 7 11201 Renner Blvd. Mail Code: ORA/OIA Lenexa, KS 66219 [email protected]

CO, MT, ND, SD, UT, WY

Wendy Dew U.S. EPA, Region 8 1595 Wynkoop Street Mail Code: 80C Denver, CO 80202-1129 [email protected]

AZ, CA, HI, NV, American Samoa, Commonwealth of the Northern Mariana Islands, Federated States of Micronesia, Guam, Marshall Islands, Republic of Palau

Eileen Shanahan U.S. EPA, Region 9 75 Hawthorne Street Mail Code: OPA-1 San Francisco, CA 94105 [email protected]

AK, ID, OR, WA

Sally Hanft U.S. EPA, Region 10 1200 Sixth Avenue, Suite 900 Mail Code: RAD 12-D12 Seattle, WA 98101 [email protected]

Headquarters - Washington, DC

Michael Band U.S. EPA, Headquarters 1200 Pennsylvania Ave, NW Mail Code: 1704A Washington, DC 20460 [email protected]

EE Grants Awarded Since 1992

Grantees are located in all 50 states and various U.S. territories. Each grant addresses one or more environmental issue, and an educational priority such as teacher training, educational advancement, or career development. More than 3,800 grants have been awarded nationwide since 1992.

Explore EE Grant Projects

Explore EE Grant Descriptions

View a searchable list of all environmental education grants to explore details about the types of projects supported by the EE grants program. The list can be filtered by year, state, and EPA Region and the data can be downloaded. You can also conduct a keyword search to find grants, such as those related to environmental topics, types of audiences, and educational methods.

National Environmental Education Statistics

View charts and data that depict national statistics for all EE Grants awarded since 1992. The charts illustrate the number of EE grants and amount of funds awarded competitively through the EE grants program, including:

View national statistics for EE Grants

EE Grants Listserv

Sign up to receive updates about the environmental education grant program.

EE Grant Calculator

EE grants are required to have a non-federal match of 25% of the total cost of the project. Additionally, 25% of EPA funding must be used for subawards, with each subaward having a value of $5,000 or less. Use this simple calculator to figure out your requirements.

Enter Your Request

Your results, alert alert questions.

  • Review the Frequent Questions about the EE Grant Program.
  • Read about previous grants.
  • For specific questions regarding the EE Grants Program, email  [email protected]
  • Environmental Education Home
  • Learn About Environmental Education
  • National Environmental Education Advisory Council (NEEAC)
  • National Environmental Education Training Program
  • Presidential Innovation Award for Environmental Educators
  • President's Environmental Youth Award
  • Grant Solicitation Notice

ScienceDaily

Reforestation programs could threaten vast area of tropical grasslands

New research led by the university of liverpool highlights issues relating to restoration and reforestation projects across africa..

New research led by the University of Liverpool reveals the scale of inappropriate reforestation projects across Africa.

A study published in the journal Science reveals that an area the size of France is under threat by forest restoration initiatives due to inappropriate restoration in the form of tree-planting.

Researchers analysed the areas of land committed to restoration via reforestation and found that many programmes include areas classified as non-forest systems. They believe that the inclusion of non-forest systems such as savannas and grasslands, which are threatened by increased tree cover, is the key issue.

They warn that planting trees in these grassy areas, which are structurally, functionally and compositionally distinct from forests, could be a risk to wildlife such as rhinos and wildebeest, as well as people who depend on these ecosystems.

Kate Parr, Professor of Tropical Ecology at the University's School of Environmental Sciences and author of the study, said: "Restoration of ecosystems is needed and important, but it must be done in a way that is appropriate to each system.

"Non-forest systems such as savannas are misclassified as forest and therefore considered in need of restoration with trees.

"There is an urgent need to revise definitions so that savannas are not confused with forest because increasing trees is a threat to the integrity and persistence of savannas and grasslands."

"Highlighting this issue now means there is still time to negate this threat and ensure that non-forest systems receive appropriate restoration."

Dr Nicola Stevens, Trapnell Research Fellow in African Environments at the University of Oxford and co-author of the paper said: "The urgency of implementing large-scale tree planting is prompting funding of inadequately assessed projects that will most likely have negligible sequestration benefits and cause potential social and ecological harm."

The study highlights that the issues raised are not unique to Africa and many other non-forest areas, for example the open savannas and grasslands of India and Brazil, could face a similar future due to inappropriate 'restoration' with trees.

The paper 'Conflation of reforestation with restoration is widespread' is published in the journal Science.

The study involved the University of Liverpool, the University of Oxford and Utrect University.

  • Ecology Research
  • Rainforests
  • Land Management
  • STEM Education
  • Environmental Policies
  • Prairie Restoration
  • Controlled burn
  • Old growth forest
  • Deforestation
  • Conservation biology
  • Biodiversity Action Plan

Story Source:

Materials provided by University of Liverpool . Note: Content may be edited for style and length.

Journal Reference :

  • Catherine L. Parr, Mariska te Beest, Nicola Stevens. Conflation of reforestation with restoration is widespread . Science , 2024; 383 (6684): 698 DOI: 10.1126/science.adj0899

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Community Project Saves Homes From Chile Wildfires

Reuters

Scorched earth surrounds 70 houses of the Villa Botania neighbourhood, following wildfires on the outskirts of Chilean coastal town Vina del Mar, Chile, February 14, 2024. REUTERS/Jorge Vega/File Photo

VINA DEL MAR, Chile (Reuters) - Scorched earth surrounds the 70 houses of the Villa Botania neighborhood, on the outskirts of Chile's coastal town of Vina del Mar.

Wildfires earlier this month that swept through parts of Vina del Mar and Valparaiso killed at least 132 people, marking the South American nation's worst disaster since 2010.

However, the Villa Botania neighborhood, which sits high on a hill surrounded by brush, was unaffected.

Residents and officials say Villa Botania was saved due to a community project meant to reduce damages caused by wildfires.

Before the flames crept close, the community cut back vegetation, pruned foliage and cleared trash surrounding the hilltop homes. They also brought in water to keep soil wet, and a wall and trench around the area kept the blaze from coming closer.

Residents "are determined to do whatever they have to do" to protect their homes, said Leonardo Moder, the regional head of Chile's national forest authority Conaf. "Their efforts worked, because the fire did not affect their houses."

Villa Botania is one of 27 communities involved in a Conaf fire safety program that aims to expand, Moder said. "We have to keep replicating it," he said.

Due to the devastation elsewhere, many other neighborhoods have "woken up" to the need to take measures to protect themselves from wildfires, Moder added.

"Given the destruction that occurred, they have to prepare for it," he said.

(Reporting by Nicolas Cortes and Jorge Vega for Reuters TV; Additional reporting by Rodrigo Garrigo; Writing by Kylie Madry; Editing by Bill Berkrot)

Copyright 2024 Thomson Reuters .

Join the Conversation

Tags: environment , Chile , South America

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Closing date

Project assistant; good neighbors.

Project Assistant for Family Medicine project

Good Neighbors is an International non-profit humanitarian development NGO founded in Korea in 1991. Good Neighbors International works in 44 countries and focus on community development to protect children’s rights and encourage the self-reliance of community.

Good Neighbors exists to make the world a place without hunger, where people live together in harmony. Good Neighbors respects the human rights of the most vulnerable regardless of age, gender, culture, ethnicity, disability and religion and helps them live in self-reliance.

 In alignment with our mission, Good Neighbors believes that all people’s human rights should be respected, and we recognize that we have a responsibility to protect their rights and to prevent any form of harm. Therefore, Good Neighbors has zero-tolerance towards any action that leads to the physical, sexual and/or psychological harm, violence, exploitation and emotional abuse especially for children (any person under the age of 18), women and vulnerable adults.

Safeguarding and Protection from Sexual Exploitation and Abuse (PSEA) is everyone’s shared responsibility and all GN employees and partners are required to adhere to GN’s Code of Conduct both during and outside working hours. Familiarization with and adherence to the GN Safeguarding Policy and Code of Conduct is an essential requirement of all employees and partners, in addition to related mandatory training. All employees and partners must ensure that they understand and act in accordance with this clause, please see https://www.goodneighbors.org/who/account   .

Good Neighbors International in Tajikistan (GNIT) has been working in Tajikistan since 1998. The objective of GNIT is to improve the lives of people, especially children through education, community as well as emergency relief projects. GNIT is working with the key stakeholders such as Ministry of Education, Ministry of Health, Ministry of Labor and migration, Committee of Women Affairs, Local authorities, INGOs UN and donor agencies such as, EU, GIZ, UNICEF, WFP, and others in an integrated approach to connect poor and vulnerable communities to quality education, health, water and sanitation services.

GNI Tajikistan develops and implements programs that are in line with organizational strategy, the GNIT framework, Project cycle management and serve the best interests of beneficiaries, stakeholders and donors. Good Neighbors International in Tajikistan now searches for an experienced Project Assistant for “Promotion of mother-child health and self-determined family planning in Tajikistan” – Family Medicine project.

The Project Assistant will assist in managing of all aspects of program, personnel and administrative activities and with support from the CD will directly implement all aspects of the GIZ funded “Promotion of mother-child health and self-determined family planning in Tajikistan” project, including planning, monitoring of attendance of residents, tutors and trainers in targeted areas.  S/he will ensure that the finance activities will support the organization in Tajikistan in pursuing its mission with a minimum of risk and a maximum of efficiency.

Interested candidates should provide information demonstrating that they have the required qualifications and relevant experience to perform the services (GNIT Application Format ONLY, copy of documents evidencing appropriate qualifications and skills, experience and competence related to the task, description of similar tasks performed, references, etc).

Responsibilities:

  • Collect of all necessary documents and create the contracts for 2 years’ post-graduation and 6-month in-service medical trainings residents;
  • Support HR Manager in collection of necessary documents and obtaining of contracts for 2 years’ post-graduation and 6-month in-service medical trainings supervisor, trainers and tutors;
  • Check all the residents’ timesheets and compare it with trainers, tutors and curators reports and handover act;
  • Timely submit the resident’s documents and curators’, trainers’ and tutors’ service completion note and report

to finance departments for payment;

  • File documents in line with GNIT’s filing rules; 
  • Support Admin manager in contacting and finding potential suppliers, in preparing contracts and the list of procurement items for the project;
  • Submit timesheets for all related project staff;
  • Provide day by day monitoring of residents’ attendance;
  • Full arrangement of travel related tasks (e.g. visas, ticketing, in-country registration, accreditation of expatriate staff, flight schedules, accommodation) for staff, guests and visitors; 
  • Assist in Fleet operation management, ensuring better service rendered with applied cost controls;
  • Conduct regular check of odometer readings of project car driver;
  • Control of the amount of the remaining fuel;
  • Monthly check of Fuel Expense Reports provided by driver.
  • Perform other tasks as needed.

Qualification and Requirements:

  • University Degree on Administration, Finance, Business and Management or any other relevant areas.
  • Working knowledge in Tajik/Russian and English languages.
  • At least 1-2 years of experience on working in HR/administration areas with international INGOs or UN agencies.
  • Negotiation and communication skills.
  • Good knowledge of MS Office and other computer software.
  • Ability to work with a large number of different kind of documents
  • Excellent interpersonal and organizational skills.
  • Ability to work with the minimum supervision.
  • Accuracy and attention to details.
  • The desire to learn and acquire new skills/knowledge is most important.

ADDITIONAL INFORMATION

  • Incomplete applications will not be considered.
  • Only shortlisted applicants will be contacted.

Further information and Terms of reference (for getting detailed information) can be obtained during the interview with the potential candidates

ONLY GOOD NEIGHBORS INTERNATIONAL APPLICATION FORM SHALL BE CONSIDERED FOR THE SHORT-LIST,  recommendation letters are welcomed. Please download attached GNT-Application-Form , fill it and send to  [email protected] and [email protected] .

For additional information:

www.goodneighbors.org

www.goodneighbors.tj

https://www.facebook.com/gntajikistan/

https://www.instagram.com/goodneighbors_tj/

https://www.linkedin.com/company/15834558

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