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education within Education for Environmental Citizenship lies in its ability to offer
students authentic opportunities to participate in effecting positive change within
their local communities, thereby leaving students with a higher “sense of their own
agency and collective capacity” (Smith 2007, p. 192). Problem-based learning can
contribute to Education for Environmental Citizenship because it organises investigations and inquiry focusing on authentic and real life problems. Authentic real life
experiences foster active learning, support knowledge construction and integrate
school learning and real life (Association for Supervision and Curriculum
Development 2005; Barrows 1994).
Civic ecology education can provide another example of how Environmental
Citizenship could be promoted in formal and non-formal settings. Civic ecology
focuses on stewardship practices within natural and anthropogenic environments.
These approaches create real-life contexts for management of resources, enabling
an experiential and participatory learning, while also enhancing environmental and
social improvements (Krasny and Tidball 2010). Ecojustice pedagogy also offers a
valuable pedagogical tool in Education for Environmental Citizenship that helps to
ground epistemological elements of ecological thinking in meaningful praxis. It
includes out of classroom activities so that students can experience the knowledge
of different cultures, bridges western scientific knowledge with traditional ecological knowledge, and adds an ecological lens to social justice (Bowers 2001).
Pedagogy for eco-justice contributes to Education for Environmental Citizenship as
it focuses on social justice and works to replace attitudes with the metaphor of ecology promoting a healthy relationship with nature. Action competence learning, as
an educational approach, aims not to modify specific behaviours like recycling or
saving water, but rather engages youth in planning and taking action on environmental issues they find relevant. It also involves shared decision making, which
occurs when adults and youth collaborate in planning, implementing and evaluating
a project, whether the project is initiated by youth or adults (McGill and Brockbank
2004; Revans 1998). In addition, according to Schusler and Kransy (2015) environmental action occurs at the intersection of youth civic engagement and inquirybased education. Community service learning is important in forming the Education
for Environmental Citizenship landscape because it brings the connection with the
community and community organisations and integrates the collaboration of the
members of community organisations with educational institutions (Hayes 2006).
Furthermore, participatory action research imports substantial elements to the
pedagogical landscape of Education for Environmental Citizenship (Fig. 15.4). It
specifically includes aspects of social learning in a way that true participation
through research will bring social change (Moore 2005). Finally, Socio-Scientific
Inquiry-Based Learning (SSIBL) is another pedagogical approach that can foster
democratic citizenship in general, and Environmental Citizenship in specific formal
and non-formal settings (Levinson et al. 2017; Amos et al. 2018). SSIBL connects
inquiry based learning in socio-scientific issues with citizenship education. It draws
together three interacting pillars – Inquiry Based Science Education (IBSE), SocioA. Ch. Hadjichambis and D. Paraskeva-Hadjichambi
education within Education for Environmental Citizenship lies in its ability to offer
students authentic opportunities to participate in effecting positive change within
their local communities, thereby leaving students with a higher “sense of their own
agency and collective capacity” (Smith 2007, p. 192). Problem-based learning can
contribute to Education for Environmental Citizenship because it organises investigations and inquiry focusing on authentic and real life problems. Authentic real life
experiences foster active learning, support knowledge construction and integrate
school learning and real life (Association for Supervision and Curriculum
Development 2005; Barrows 1994).
Civic ecology education can provide another example of how Environmental
Citizenship could be promoted in formal and non-formal settings. Civic ecology
focuses on stewardship practices within natural and anthropogenic environments.
These approaches create real-life contexts for management of resources, enabling
an experiential and participatory learning, while also enhancing environmental and
social improvements (Krasny and Tidball 2010). Ecojustice pedagogy also offers a
valuable pedagogical tool in Education for Environmental Citizenship that helps to
ground epistemological elements of ecological thinking in meaningful praxis. It
includes out of classroom activities so that students can experience the knowledge
of different cultures, bridges western scientific knowledge with traditional ecological knowledge, and adds an ecological lens to social justice (Bowers 2001).
Pedagogy for eco-justice contributes to Education for Environmental Citizenship as
it focuses on social justice and works to replace attitudes with the metaphor of ecology promoting a healthy relationship with nature. Action competence learning, as
an educational approach, aims not to modify specific behaviours like recycling or
saving water, but rather engages youth in planning and taking action on environmental issues they find relevant. It also involves shared decision making, which
occurs when adults and youth collaborate in planning, implementing and evaluating
a project, whether the project is initiated by youth or adults (McGill and Brockbank
2004; Revans 1998). In addition, according to Schusler and Kransy (2015) environmental action occurs at the intersection of youth civic engagement and inquirybased education. Community service learning is important in forming the Education
for Environmental Citizenship landscape because it brings the connection with the
community and community organisations and integrates the collaboration of the
members of community organisations with educational institutions (Hayes 2006).
Furthermore, participatory action research imports substantial elements to the
pedagogical landscape of Education for Environmental Citizenship (Fig. 15.4). It
specifically includes aspects of social learning in a way that true participation
through research will bring social change (Moore 2005). Finally, Socio-Scientific
Inquiry-Based Learning (SSIBL) is another pedagogical approach that can foster
democratic citizenship in general, and Environmental Citizenship in specific formal
and non-formal settings (Levinson et al. 2017; Amos et al. 2018). SSIBL connects
inquiry based learning in socio-scientific issues with citizenship education. It draws
together three interacting pillars – Inquiry Based Science Education (IBSE), SocioA. Ch. Hadjichambis and D. Paraskeva-Hadjichambi