10
Environmental Citizenship is investigated. Finally, sustainable tourism is reviewed
using new approaches in tourism that adopted elements of Environmental Citizenship
as a reaction to unsustainable mass tourism.
In Part II, Environmental Citizenship is examined as a psychological concept.
This part begins with Chap. 5 centred on the relationships between knowledge and
Environmental Citizenship. In this text, Marija Smederevac-Lalic and colleagues
present knowledge as an essential element in influencing pro-environmental behaviour and, consequently, in developing Environmental Citizenship. They explore
what knowledge is necessary for an Environmental Citizen to cultivate coherent and
adequate skills, values, attitudes and competences. Finally, they suggest a process of
co-production of new knowledge between experts and key citizens as central to the
idea of a participatory approach towards developing Environmental Citizenship.
Audra Balunde and her co-authors of Chap. 6 discuss how beliefs and values
relate to Environmental Citizenship and how these aspects can be targeted in order
to educate Environmental Citizens worldwide. In their opinion, understanding how
values and beliefs relate to Environmental Citizenship would allow for evidencebased ways of promoting Environmental Citizenship in schools and communities.
In Chap. 7, Nicole Bauer and colleagues analyse how attitudes and Environmental
Citizenship are related to each other. The chapter focuses mainly on the individual
level of describing the factors that influence Environmental Citizenship. Special
attention is given to the process how attitudes toward Environmental Citizenship
can develop.
The notion of Environmental Citizenship embodies behaviour – an actively
involved citizen who is practising his/her environmental rights and obligations in
the private and public spheres. In Part III, Chap. 8 Daphne Goldman and her coauthors examine the relationship between Environmental Citizenship and responsible environmental behaviour. They consider that the social and psychological study
of behaviour has much to inform the study of environmental behaviour and how to
reach the goal of sustainable socioecological transformation. The chapter presents
selected models on the factors that influence behavioural decisions as well as various theories that inform these models. The chapter concludes with some suggestions for Education for Environmental Citizenship deriving from the various models.
Youth democratic activism develops young people’s critical scientific literacy,
which is an important element of Environmental Citizenship. In Chap. 9, Pedro Reis
discusses the concept of activism and the importance of activism initiatives in the
development of citizens’ willingness and competences for critical, active and democratic engagement in preventing and solving environmental problems. Several possible pathways for young people to get involved in activism are presented, and a
combination of youth activism with citizen science is also discussed.
Environmental Citizenship is examined within the frames of the EfS. The similarities and differences between Education for Environmental Citizenship and EfS
are discussed by Gemma Parra and her co-authors in Chap. 10. Specific educational
approaches and methodologies are suggested that may be effective in promoting
essential qualities in Environmental Citizens. The proposal of specific Education for
A. Ch. Hadjichambis and P. Reis
Environmental Citizenship is investigated. Finally, sustainable tourism is reviewed
using new approaches in tourism that adopted elements of Environmental Citizenship
as a reaction to unsustainable mass tourism.
In Part II, Environmental Citizenship is examined as a psychological concept.
This part begins with Chap. 5 centred on the relationships between knowledge and
Environmental Citizenship. In this text, Marija Smederevac-Lalic and colleagues
present knowledge as an essential element in influencing pro-environmental behaviour and, consequently, in developing Environmental Citizenship. They explore
what knowledge is necessary for an Environmental Citizen to cultivate coherent and
adequate skills, values, attitudes and competences. Finally, they suggest a process of
co-production of new knowledge between experts and key citizens as central to the
idea of a participatory approach towards developing Environmental Citizenship.
Audra Balunde and her co-authors of Chap. 6 discuss how beliefs and values
relate to Environmental Citizenship and how these aspects can be targeted in order
to educate Environmental Citizens worldwide. In their opinion, understanding how
values and beliefs relate to Environmental Citizenship would allow for evidencebased ways of promoting Environmental Citizenship in schools and communities.
In Chap. 7, Nicole Bauer and colleagues analyse how attitudes and Environmental
Citizenship are related to each other. The chapter focuses mainly on the individual
level of describing the factors that influence Environmental Citizenship. Special
attention is given to the process how attitudes toward Environmental Citizenship
can develop.
The notion of Environmental Citizenship embodies behaviour – an actively
involved citizen who is practising his/her environmental rights and obligations in
the private and public spheres. In Part III, Chap. 8 Daphne Goldman and her coauthors examine the relationship between Environmental Citizenship and responsible environmental behaviour. They consider that the social and psychological study
of behaviour has much to inform the study of environmental behaviour and how to
reach the goal of sustainable socioecological transformation. The chapter presents
selected models on the factors that influence behavioural decisions as well as various theories that inform these models. The chapter concludes with some suggestions for Education for Environmental Citizenship deriving from the various models.
Youth democratic activism develops young people’s critical scientific literacy,
which is an important element of Environmental Citizenship. In Chap. 9, Pedro Reis
discusses the concept of activism and the importance of activism initiatives in the
development of citizens’ willingness and competences for critical, active and democratic engagement in preventing and solving environmental problems. Several possible pathways for young people to get involved in activism are presented, and a
combination of youth activism with citizen science is also discussed.
Environmental Citizenship is examined within the frames of the EfS. The similarities and differences between Education for Environmental Citizenship and EfS
are discussed by Gemma Parra and her co-authors in Chap. 10. Specific educational
approaches and methodologies are suggested that may be effective in promoting
essential qualities in Environmental Citizens. The proposal of specific Education for
A. Ch. Hadjichambis and P. Reis