158
such collective problem-solving processes, for example, through case studies and
project-based learning. These experiences enhance the capacities of linking knowledge to action and the ability to work in teams and in different knowledge communities (Brundiers et al. 2010; van Kerkhoff and Lebel 2006).
Teachers, mentors and scientists need also to foster Environmental Citizenship
and engage more effectively with other parts of society to transform it into a more
sustainable society through education. Civil society needs to be in open conversation with the state (Seed 2019) to encourage policy makers to take appropriate decisions and move forwards from calls to action. Education for Environmental
Citizenship should provide citizens with the necessary competences to achieve this.
Political and communication skills are therefore crucial assets required by
Environmental Citizens as well as environmental and sustainability-oriented knowledge, attitudes and values to motivate them to take on responsibility for action.
Acknowledgements This chapter is based on work from Cost Action ENEC – European Network
for Environmental Citizenship (CA16229) supported by COST (European Cooperation in Science
and Technology).
References
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision
Processes, 50, 179–211.
Bolscho, D., & Hauenschild, K. (2006). From environmental education to education for sustainable development in Germany. Environmental Education Research, 12(1), 7–18.
Breiting, S. (2007). Is ‘sustainable development’ the core of ‘education for sustainable development’? In I. Björneloo & E. Nyberg (Eds.), Drivers and barriers for learning sustainable
development in pre-school, school and teacher education (pp. 19–23). Paris: UNESCO.
Brundiers, K., Wiek, A., & Redman, C. L. (2010). Real-world learning opportunities in sustainability: From classroom into the real world. International Journal of Sustainability in Higher
Education, 11, 308–324.
Crutzen, P. J. (2006). The “anthropocene”. In Earth system science in the Anthropocene
(pp. 13–18). Berlin/Heidelberg: Springer.
De Coster, I., Borodankova, O., De Almeida Coutinho, A. S., & Paolini, G. (2012). Citizenship
education in Europe. Education, Audiovisual and Culture Executive Agency, European
Commission. (EACEA P9 Eurydice). https://doi.org/10.2797/83012.
Dobson, A. (2007). Environmental citizenship: Towards sustainable development. Sustainable
Development, 15(5), 276–285. https://doi.org/10.1002/sd.344.
Du Pisani, J. A. (2006). Sustainable development – Historical roots of the concept. Journal
Environmental Sciences, 3, 83–96.
EU. (2006). Recommendation of the European Parliament and of the council on key competences
for lifelong learning (2006/962/EC). Official Journal of the European Union. L 394/10. https://
eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF.
European Network for Environmental Citizenship – ENEC. (2018). Our approach – Education
for environmental citizenship. Retrieved from: http://enec-cost.eu/our-approach/education-forenvironmental-citizenship/. Accessed Jan 2019.
Folke, C. (2006). Resilience: The emergence of a perspective for social-ecological systems analyses. Global Environmental Change-Human and Policy Dimensions, 16(3), 253–267.
G. Parra et al.
such collective problem-solving processes, for example, through case studies and
project-based learning. These experiences enhance the capacities of linking knowledge to action and the ability to work in teams and in different knowledge communities (Brundiers et al. 2010; van Kerkhoff and Lebel 2006).
Teachers, mentors and scientists need also to foster Environmental Citizenship
and engage more effectively with other parts of society to transform it into a more
sustainable society through education. Civil society needs to be in open conversation with the state (Seed 2019) to encourage policy makers to take appropriate decisions and move forwards from calls to action. Education for Environmental
Citizenship should provide citizens with the necessary competences to achieve this.
Political and communication skills are therefore crucial assets required by
Environmental Citizens as well as environmental and sustainability-oriented knowledge, attitudes and values to motivate them to take on responsibility for action.
Acknowledgements This chapter is based on work from Cost Action ENEC – European Network
for Environmental Citizenship (CA16229) supported by COST (European Cooperation in Science
and Technology).
References
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision
Processes, 50, 179–211.
Bolscho, D., & Hauenschild, K. (2006). From environmental education to education for sustainable development in Germany. Environmental Education Research, 12(1), 7–18.
Breiting, S. (2007). Is ‘sustainable development’ the core of ‘education for sustainable development’? In I. Björneloo & E. Nyberg (Eds.), Drivers and barriers for learning sustainable
development in pre-school, school and teacher education (pp. 19–23). Paris: UNESCO.
Brundiers, K., Wiek, A., & Redman, C. L. (2010). Real-world learning opportunities in sustainability: From classroom into the real world. International Journal of Sustainability in Higher
Education, 11, 308–324.
Crutzen, P. J. (2006). The “anthropocene”. In Earth system science in the Anthropocene
(pp. 13–18). Berlin/Heidelberg: Springer.
De Coster, I., Borodankova, O., De Almeida Coutinho, A. S., & Paolini, G. (2012). Citizenship
education in Europe. Education, Audiovisual and Culture Executive Agency, European
Commission. (EACEA P9 Eurydice). https://doi.org/10.2797/83012.
Dobson, A. (2007). Environmental citizenship: Towards sustainable development. Sustainable
Development, 15(5), 276–285. https://doi.org/10.1002/sd.344.
Du Pisani, J. A. (2006). Sustainable development – Historical roots of the concept. Journal
Environmental Sciences, 3, 83–96.
EU. (2006). Recommendation of the European Parliament and of the council on key competences
for lifelong learning (2006/962/EC). Official Journal of the European Union. L 394/10. https://
eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF.
European Network for Environmental Citizenship – ENEC. (2018). Our approach – Education
for environmental citizenship. Retrieved from: http://enec-cost.eu/our-approach/education-forenvironmental-citizenship/. Accessed Jan 2019.
Folke, C. (2006). Resilience: The emergence of a perspective for social-ecological systems analyses. Global Environmental Change-Human and Policy Dimensions, 16(3), 253–267.
G. Parra et al.