Understanding progress in climate change and sustainability education in four state-funded secondary schools in England
Dados Bibliográficos
| ID | 12525561 |
|---|---|
| Autores | Paul Howard‐jone (0000-0002-6894-8637, School of Education University of Bristol, Bristol, UK, autor correspondente), Loz J Hennessy (0000-0003-0553-7694, School of Education University of Bristol, Bristol, UK) |
| Ano | 2025 |
| Volume | 31 |
| Fascículo | 6 |
| Páginas | 1295-1311 |
| Data de publicação | 2025-04-03 |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Environmental Education Research (JOURNAL) |
| Identificadores do periódico | ISSN: 1350-4622 • E-ISSN: 1469-5871 |
| Editora | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13504622.2025.2482750 |
| OpenAlex | W4409161821 |
| Idioma | EN |
| Citações recebidas | 1 |
| Referências citadas | 48 |
Schools in England are now encouraged by the government to develop Climate Change and Sustainability Education (CCSE). In each of four state-funded secondary schools, interviews were conducted with staff and students to understand the progress they sought with respect to CCSE and how they envisaged that this would occur. A year later, reflexive interviews focused on what had been achieved, how this had occurred, the challenges faced by the staff and students, and how these might be overcome. Reflexive thematic analysis provided a theoretical framework for identifying areas that appeared to differentiate the approach of schools. Three key challenges are discussed that, while not emphasized in the current national guidance for England, appeared impactful on the progress of schools to develop effective CCSE: generating a shared vision, anchoring student communication with management, and developing the communication skills of staff and students
Climate change · Economic growth · Environmental education · Environmental resource management · Pedagogy · Political science · Sociology · State (computer science · Sustainability · Diverse Educational Innovations Studies · Environmental Education and Sustainability · Environmental Science · Sustainability in Higher Education · Ecology
Education for sustainable development
Stories vs. facts
Analysis and Synthesis of Research on Responsible Environmental Behavior
Commitment and Behavior Change
Using thematic analysis in counselling and psychotherapy research
Guilty conscience
Twenty years after Hines, Hungerford, and Tomera
The leadership role of teachers and environment club coordinators in promoting ecocentrism in secondary schools
The journey from educational research to classroom practice
Enabling effective education for sustainable development
Two for one
Estimating the Technology of Cognitive and Noncognitive Skill Formation
A scoping review into the impact of animal imagery on pro-environmental outcomes
Beyond whole-school approaches to sustainability
Whole Institution Approach
One size fits all? What counts as quality practice in (reflexive) thematic analysis
Developing citizens and communities through youth environmental action
Analysing the state of student participation in two Eco-Schools using Engeström’s Second Generation Activity Systems Model
ESD implementation at the school organisation level, part 1 – investigating the quality criteria guiding school leaders’ work at recognized ESD schools
Leading sustainable schools
The action competence approach and the ‘new’ discourses of education for sustainable development, competence and quality criteria
Children’s constructive climate change engagement
ESD implementation at the school organisation level, part 2 – investigating the transformative perspective in school leaders’ quality strategies at ESD schools
The views of teachers in England on an action-oriented climate change curriculum
Whole school approaches to education for sustainable development
Environmental education leadership – the perceptions of elementary school principals as expressed in their drawings and explanations
Sustainability and the 2030 Agenda within schools
The importance of an explicit, shared school vision for teacher commitment
Putting climate change at the heart of education
Understanding Change in Recycling and Littering Behavior Across a School Social Network
Using thematic analysis in psychology
Transformative, transgressive social learning
Using Reflexive Interviewing to Foster Deep Understanding of Research Participants' Perspectives
| Citações por ano | 1 |
|---|---|
| Intervalo de citações | 2026 - 2026 (1) |
| Altamente citado | Não |