Towards a Teacher Development Model for Environmental Citizenship
A Systematic Literature Review
Bibliographic Data
| ID | 21570342 |
|---|---|
| Authors | Larissa Nascimento (0000-0001-8841-8863, University of Lisbon, corresponding author), P Reis (0000-0002-9549-2516, University of Lisbon) |
| Year | 2025 |
| Pages | 1-19 |
| Publication date | 2025-11-05 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Australian Journal of Environmental Education (JOURNAL) |
| Journal identifiers | ISSN: 0814-0626 • E-ISSN: 2049-775X |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/aee.2025.10079 |
| OpenAlex | W4415913941 |
| Language | EN |
| References cited | 79 |
Socio-environmental challenges such as climate change and biodiversity loss necessitate political action and transformative educational responses. Education for Environmental Citizenship (EEC) offers a promising framework for addressing these issues in school settings. However, there is a lack of reported structured teacher professional development (TPD) programmes that support EEC. This study presents a systematic literature review (SLR) of empirical studies and supranational frameworks, synthesising the results into a model for in-service TPD in EEC. The analysis identified core competencies such as critical thinking, systems thinking and global citizenship alongside with dimensions including socio-emotional and cultural-territorial competencies, which address context-specific educational needs. These are mapped to pedagogical strategies such as outdoor learning, reflective practice and community-based learning. The resulting model seeks to align global sustainability goals with local realities. This research lays the groundwork for fostering EEC by providing educators with the competencies and strategies essential to drive social and environmental change
Action research · Citizenship · Citizenship education · Education for sustainable development · Environmental education · Professional development · Sustainability · Systematic review · Transformative learning · Environmental Education and Sustainability · Global Education and Multiculturalism · Indigenous and Place-Based Education
The PRISMA 2020 statement
The effects of Pisa on global basic education reform
The Impact of Teacher Training Using Mobile Augmented Reality Games on Their Professional Development
‘From lone-sailor to fleet’
Estrategia de investigación-acción participativa para el desarrollo profesional del profesorado universitario en educación para la sostenibilidad
Eco-anxiety and a Desire for Hope
Exploring Complexities of Political Ecology in the Research and Practice of Environmental Education
Embedding Sustainability across a Teacher Education Course
Dialogues between agroecology and environmental education amidst contemporary socio-environmental challenges
Reconceptualizing open schooling
A framework for teaching socio-environmental problem-solving
Developing youth toward pluralistic environmental citizenship
On the danger of blurring methods, methodologies and ideologies in environmental education research
Place-based education from three perspectives
Teachers’ ESD self-efficacy and practices
Facilitating place-based environmental education through bird studies
Environmental citizenship
Rural development in the digital age
Exploring the role of intentions and expectations in continuing professional development in sustainability education
Guidance on Conducting a Systematic Literature Review
Educação ambiental, cidadania e sustentabilidade
Internationalization of environmental education for global citizenship
Problemáticas socioambientales desde un enfoque de ciudadanía planetaria en las aulas (Socio-environmental problems from the perspective of global citizenship in the classroom)
Improving Impact Studies of Teachers' Professional Development
Cidadania ambiental e metacidadanias ecológicas
Investigating Citizenship
| Citation velocity | historical |
|---|---|
| Highly cited | No |