Environmental and sustainability education in teacher education research
An international scoping review of the literature
Bibliographic Data
| ID | 21720599 |
|---|---|
| Authors | Rob Blom (0000-0003-0343-2549, Brock University), Douglas D Karrow (0000-0001-9856-4557, Brock University) |
| Year | 2024 |
| Volume | 25 |
| Issue | 5 |
| Pages | 903-926 |
| Publication date | 2024-06-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Sustainability in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1467-6370 • E-ISSN: 1758-6739 |
| Publisher | Emerald (PUBLISHER) |
| DOI | 10.1108/ijshe-07-2023-0288 |
| OpenAlex | W4390892946 |
| Language | EN |
| Citations received | 2 |
| References cited | 19 |
Purpose Halfway into the United Nations (UN) sustainable development goals (SDGs) timeline, we deemed fruitful an injunction into current teacher education (TE) practices at higher educational institutes (HEIs). The scoping literature review used all known English nomenclature interrelating to environment, sustainability, development, and education as regards TE. We explicated and modelled the data through timelines favourable to UN initiatives within a spatiotemporal metric. Thematic research topics and research methodologies strictly pertaining to TE were rigorously researched and delineated. Our study aims to elucidate a grander picture of the trends-as-patterns of environmental and sustainability education in teacher education (ESE-TE) research in HEI and potential contributions to come. Design/methodology/approach The spatiotemporal study adopts a scoping review as an investigative tool to probe current research trends on ESE-TE in the academic literature with respect to thematic research topics and research methodologies midway through the SDGs. Findings A total of 2,142 research papers spanning five decades, 152 journals and 96 countries were screened equally by two researchers. Of the 788 papers deemed eligible (i.e. English-language, peer-reviewed, pre-service/in-service TE that explicitly mentioned ESE-TE research), data from 638 studies have been included in the authors’ study. Originality/value Comprehensive trends in the international literature of all known environmental and sustainable education nomenclature specific to international ESE-TE research throughout the time period (1974 – 2021) were identified. Value is accrued by illuminating international trends in research topics and methodologies, exposing gaps in the history of the subfield, and predicting future trends for Agenda 2030 (e.g. SDG 4 – education) to mature the field
Business · Education for sustainable development · Engineering ethics · Environmental education · Geography · Higher education · Library science · Originality · Pedagogy · Political science · Public relations · Qualitative research · Social science · Sociology · Sustainability · Sustainable development · Thematic analysis · Timeline · Computer Science · Educational Environments and Student Outcomes · Engineering · Environmental Education and Sustainability · Sustainability in Higher Education · Marketing
'Scoping the scope' of a cochrane review
Transformative learning in the field of sustainability
A systematic bibliometric review of the United Nation’s SDGS
Applying SDGs as a systematic approach for incorporating sustainability in higher education
From environmental education to education for sustainable development in higher education
Research on sustainability leadership in higher education
Teacher Education for Sustainable Development
Approaches to embedding sustainability in teacher education
Contextualising Postmodernity in Daoist Symbolism
Education for sustainable development (ESD)
Scoping studies
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |