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network, forum, or blog to support actions about the environment’ (Schulz et al.
2017). In secondary schools of countries from the Southern Hemisphere, e.g.
Colombia (20%), Mexico (21%) and Peru (31%), such teaching activities were
found to be much more commonly reported then in many European countries, e.g.
Belgium (3%) and Sweden (3%). Other more traditional teaching activities, to raise
students’ awareness of the environmental impact of excessive water and energy
consumption, were however practiced to a similar degree in all countries and on
average reported from 48% of the teachers (Schulz et al. 2017).
Many teachers in citizenship education seem to have a preparedness for Education
for Environmental Citizenship, though they still are a minority of all teachers. This
is also supported by school leader reports that claim that on average 61% of students
in schools of the 24 participant countries of ICCS have participated in activities
related to the environment or sustainability during a school year (Schulz et al. 2017).
This view is reinforced by the fact that a majority of students (average 84% in 2009,
and 86% in 2016) across the globe consider ‘taking part in activities to protect the
environment’ as an important element of being a good adult citizen (Schulz et al.
2010, 2017).
In the following sections, we will go from the international level to three countries, England, Croatia and the Netherlands, and investigate the conditions set by the
local curricula and school systems for implementing Environmental Citizenship and
Education for Environmental Citizenship in formal secondary education. This way
we will exemplify the possibilities and possible barriers for accomplishing this goal.
13.2.1 The Case of England
In England, Environmental Citizenship at secondary school level is not a concept
that is explicitly addressed in the statutory requirements of the National Curriculum
(NC) for Key Stage 3 (11–14-year-olds) and Key Stage 4 (14–16-year-olds). Instead,
aspects of Environmental Citizenship are addressed through various subjects separately, mainly Science, Citizenship Education, and Geography. At Key Stage 4 (the
last 2 years of formal schooling) under the tenet of ‘Working Scientifically’ (the
section of the NC that outlines the scientific attitudes and skills that should be used
and promoted through the subjects of Biology, Chemistry and Physics), students are
expected to develop their scientific thinking skills of explaining everyday and technological applications of science; 'evaluating associated personal, social, economic
and environmental implications; and making decisions based on the evaluation of
evidence and arguments’ (DfE 2015). This indirect curriculum focuses on the socioscientific issues and argumentation that shares common characteristics with
Education for Environmental Citizenship. They both emphasise the need to consider the implications and applications of scientific knowledge to the environment
and the actions needed in order to address them.
The subject of Citizenship Education focuses on developing students’ knowledge and skills on a sociopolitical level so as to be able ‘to take their place in society
N. Gericke et al.
network, forum, or blog to support actions about the environment’ (Schulz et al.
2017). In secondary schools of countries from the Southern Hemisphere, e.g.
Colombia (20%), Mexico (21%) and Peru (31%), such teaching activities were
found to be much more commonly reported then in many European countries, e.g.
Belgium (3%) and Sweden (3%). Other more traditional teaching activities, to raise
students’ awareness of the environmental impact of excessive water and energy
consumption, were however practiced to a similar degree in all countries and on
average reported from 48% of the teachers (Schulz et al. 2017).
Many teachers in citizenship education seem to have a preparedness for Education
for Environmental Citizenship, though they still are a minority of all teachers. This
is also supported by school leader reports that claim that on average 61% of students
in schools of the 24 participant countries of ICCS have participated in activities
related to the environment or sustainability during a school year (Schulz et al. 2017).
This view is reinforced by the fact that a majority of students (average 84% in 2009,
and 86% in 2016) across the globe consider ‘taking part in activities to protect the
environment’ as an important element of being a good adult citizen (Schulz et al.
2010, 2017).
In the following sections, we will go from the international level to three countries, England, Croatia and the Netherlands, and investigate the conditions set by the
local curricula and school systems for implementing Environmental Citizenship and
Education for Environmental Citizenship in formal secondary education. This way
we will exemplify the possibilities and possible barriers for accomplishing this goal.
13.2.1 The Case of England
In England, Environmental Citizenship at secondary school level is not a concept
that is explicitly addressed in the statutory requirements of the National Curriculum
(NC) for Key Stage 3 (11–14-year-olds) and Key Stage 4 (14–16-year-olds). Instead,
aspects of Environmental Citizenship are addressed through various subjects separately, mainly Science, Citizenship Education, and Geography. At Key Stage 4 (the
last 2 years of formal schooling) under the tenet of ‘Working Scientifically’ (the
section of the NC that outlines the scientific attitudes and skills that should be used
and promoted through the subjects of Biology, Chemistry and Physics), students are
expected to develop their scientific thinking skills of explaining everyday and technological applications of science; 'evaluating associated personal, social, economic
and environmental implications; and making decisions based on the evaluation of
evidence and arguments’ (DfE 2015). This indirect curriculum focuses on the socioscientific issues and argumentation that shares common characteristics with
Education for Environmental Citizenship. They both emphasise the need to consider the implications and applications of scientific knowledge to the environment
and the actions needed in order to address them.
The subject of Citizenship Education focuses on developing students’ knowledge and skills on a sociopolitical level so as to be able ‘to take their place in society
N. Gericke et al.