Ecologies of Learning: An Edited Volume on Sustainability in Education
Synopsis
Ecologies of Learning is organized into five interconnected parts that guide readers from foundational theory through cuttingedge practice and forwardlooking visions. Across fifteen chapters, the volume synthesizes interdisciplinary scholarship, realworld examples, and practical frameworks to equip educators, policymakers, and community leaders with the tools needed to transform learning environments into engines of ecological stewardship and social justice.
Part I – Foundations and Frameworks (Chapters 1–2)
The opening chapters establish core principles of environmental pedagogy and offer design templates for ecoliteracy curricula. Chapter 1 situates sustainability education within historical, philosophical, and psychological contexts, while Chapter 2 presents models for weaving ecological competencies—systems thinking, place awareness, and action orientation—into every subject and grade level.
Part II – Contextual and Cultural Dimensions (Chapters 3–4)
Building on foundational theory, these chapters explore how learning is enriched when embedded in local ecologies and cultural knowledge systems. Chapter 3 examines placebased strategies that mobilize community assets for authentic learning, and Chapter 4 highlights the integration of indigenous epistemologies to foster respect for traditional conservation practices.
Part III – Disciplinary Pathways (Chapters 5–6)
Here, the focus shifts to disciplinary entry points for sustainability. Chapter 5 highlights STEMfocused inquiry projects that link scientific rigor with realworld problem solving, and Chapter 6 demonstrates how the arts can translate complex ecological interdependencies into emotionally resonant experiences that build empathy and ethical reflection.
Part IV – Pedagogies and Assessment (Chapters 7–11)
Chapters 7 through 9 unpack immersive and digital modalities—outdoor fieldwork, virtual simulations, and ecoanalytics platforms—while offering assessment methods that measure both cognitive mastery and tangible community impact. Chapters 10 and 11 turn inward to the role of educators, outlining professionaldevelopment pathways and equitycantered approaches to ensure that every learner has access to transformative ecoeducation.
Part V – Partnerships, Case Studies, and Futures (Chapters 12–15)
The final section bridges theory and practice through explorations of school–community partnerships (Chapter 12) and policy levers for scaling sustainable schools (Chapter 13). Chapter 14 presents urban and rural case studies that illustrate contextualized innovations, and Chapter 15 charts emerging trends—AIdriven ecoanalytics, regenerative campus design, and global exchange networks—offering a roadmap for sustainability education as we approach 2030 and beyond.
By interweaving theory, practice, and visionary design, Ecologies of Learning provides a holistic guide for fostering regenerative mindsets and skills. Whether you’re a classroom teacher, curriculum architect, administrator, or policymaker, this volume offers adaptable models, rich examples, and strategic insights to help every educational setting become a living laboratory for planetary health.
Chapters
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Foundations of Environmental Pedagogy
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Curriculum Design for Eco Literacy
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Place Based Learning and Community Engagement
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Integrating Indigenous Knowledge Systems
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STEM for Sustainable Futures
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Arts Based Approaches to Eco Education
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Outdoor Classrooms and Experiential Fieldwork
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Digital Tools for Environmental Awareness
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Assessment Strategies in Green Education
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Teacher Preparation for Sustainability
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Equity and Access in Eco Pedagogy
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School–Community Partnerships for Change
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Policy Frameworks for Sustainable Schools
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Case Studies from Urban and Rural Settings
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Charting the Future: Innovations in Eco Education
Downloads
References
Chapter 1. Foundations of Environmental Pedagogy
Hungerford, H. R., & Volk, T. L. (1990). Changing learner behaviour through environmental education. The Journal of Environmental Education, 21(3), 8–21.
Orr, D. W. (1992). Ecological literacy: Education and the transition to a postmodern world. SUNY Press.
Sterling, S. (2001). Sustainable education: Revisioning learning and change. Green Books.
Chapter 2. Curriculum Design for Eco Literacy
Tilbury, D. (1995). Environmental education for sustainability: Defining the new focus of environmental education in the 1990s. Environmental Education Research, 1(2), 195–212.
Jensen, B. B., & Schnack, K. (1997). The action competence approach in environmental education. Environmental Education Research, 3(2), 163–178.
UNESCO. (2014). Shaping the future we want: UN Decade of Education for Sustainable Development (2005–2014) final report. UNESCO.
Chapter 3. PlaceBased Learning and Community Engagement
Gruenewald, D. A. (2003). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4), 3–12.
Sobel, D. (2004). Placebased education: Connecting classrooms and communities. Orion Society.
Semken, S., & Morgan, F. (2017). Placebased science education: Helping students connect to local environmental issues. Science Scope, 40(8), 10–17.
Chapter 4. Integrating Indigenous Knowledge Systems
Barnhardt, R., & Kawagley, A. O. (2005). Indigenous knowledge systems and Alaska native ways of knowing. Anthropology & Education Quarterly, 36(1), 8–23.
Dei, G. J., & Asgharzadeh, A. (2001). “Indigenous knowledge in global contexts”: Multiple readings of our world. International Review of Education, 47(5–6), 719–740.
McKinley, E. (2005). «Empowering learners: A case study in Aboriginal environmental education». Australian Journal of Environmental Education, 21(1), 3–15.
Chapter 5. STEM for Sustainable Futures
National Research Council. (2015). Reimagining the role of technology in education: 2017 National Educational Technology Plan update. The National Academies Press.
Stevenson, R. B., Brody, M., Dillon, J., & Wals, A. E. J. (2013). International handbook of sustainability and environmental education. Springer.
Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and Engineering Teacher, 70(1), 30–35.
Chapter 6. ArtsBased Approaches to Eco Education
Eisner, E. W. (2002). The arts and the creation of mind. Yale University Press.
Inwood, H., & Taylor, D. (2012). A pedagogical study of the arts in environmental education: Implications for critical placebased pedagogy. Environmental Education Research, 18(2), 189–207.
Jensen, E. (2011). Arts with the brain in mind (2nd ed.). ASCD.
Chapter 7. Outdoor Classrooms and Experiential Fieldwork
Rickinson, M., Dillon, J., Teamey, K., Morris, M., & Choi, M. Y. (2004). A review of research on outdoor learning. National Foundation for Educational Research.
Beames, S., Higgins, P., & Nicol, R. (2012). Learning outside the classroom: Theory and guidelines for practice. Routledge.
Knight, S. (2008). Forest school and outdoor learning in the early years (2nd ed.). Sage.
Chapter 8. Digital Tools for Environmental Awareness
Squire, K. D. (2011). Video games and learning: Teaching and participatory culture in the digital age. Teachers College Press.
de la Torre, Á., García, M. G., & Arenas, A. (2020). Virtual reality and augmented reality in environmental education: A systematic review. Sustainability, 12(12), 4800.
Bonney, R., Phillips, T. B., Ballard, H. L., & Enck, J. W. (2016). Can citizen science enhance public understanding of science? Public Understanding of Science, 25(1), 2–16.
Chapter 9. Assessment Strategies in Green Education
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.
Barrett, T. (2012). Assessment in environmental education: Challenges and opportunities. UNESCO.
Marcinkowski, T. J., & Reed, C. A. (1997). A structural model for evaluating environmental education programmes. School of Education, Syracuse University.
Chapter 10. Teacher Preparation for Sustainability
GessNewsome, J., Taylor, J. A., & Solomon, G. E. A. (2003). Teacher preparation for environmental education and science teaching in the United States. Lawrence Hall of Science.
Stokes, A., & Martin, P. (2008). Preparing teachers for environmental education: A review of models and outcomes. Environmental Education Research, 14(2), 181–202.
UNESCO. (2019). Teacher education for sustainable development: Recommendations and guidelines. UNESCO.
Chapter 11. Equity and Access in Eco Pedagogy
Agyeman, J., Bullard, R. D., & Evans, B. (2016). Just sustainabilities: Development in an unequal world (2nd ed.). MIT Press.
Boler, M., & Zembylas, M. (2003). Discomforting truths: The emotional terrain of understanding difference. Peter Lang.
UNESCO. (2020). Inclusion and education in a changing world: Global report on inclusion and education. UNESCO.
Chapter 12. School–Community Partnerships for Change
Epstein, J. L. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76(9), 701–712.
Harkavy, I., & Hartley, M. (2009). Pursuing democratic engagement: University–school–community partnerships. Journal of Higher Education Outreach and Engagement, 13(4), 53–67.
CookSather, A. (2006). Sound, presence, and power: “Student voice” in educational research and reform. Curriculum Inquiry, 36(4), 359–390.
Chapter 13. Policy Frameworks for Sustainable Schools
Barth, M., Godemann, J., Rieckmann, M., & Stoltenberg, U. (2007). Developing key competencies for sustainable development in higher education. International Journal of Sustainability in Higher Education, 8(4), 416–430.
Sterling, S. (2014). Sustainable education: Revisioning learning and change (2nd ed.). Green Books.
UNESCO. (2017). Education for Sustainable Development Goals: Learning objectives. UNESCO.
Chapter 14. Case Studies from Urban and Rural Settings
Chawla, L., & Cushing, D. F. (2007). Education for strategic environmental behaviour. Environmental Education Research, 13(4), 437–452.
Chawla, L. (1998). Significant life experiences revisited: A review of research on sources of environmental sensitivity. The Journal of Environmental Education, 29(3), 11–21.
Monroe, M. C., Andrews, E., & Biedenweg, K. (2019). A framework for environmental education strategies. Applied Environmental Education & Communication, 18(1), 5–16.
Chapter 15. Charting the Future: Innovations in Eco Education
Wals, A. E. J., & Corcoran, P. B. (2012). Learning for sustainability in times of accelerating change. Wageningen Academic Publishers.
UNESCO. (2021). Futures of education: Learning to become. UNESCO.
Beames, S., Higgins, P., & Nicol, R. (2012). Learning outside the classroom: Theory and guidelines for practice (selected chapters on innovation). Routledge.
Published
Data Availability Statement
This edited volume is conceptual and scholarly in nature. It does not involve the generation of new empirical datasets. All analyses, discussions, and case examples presented in the chapters are derived from previously published research, publicly available resources, and the contributing authors’ theoretical perspectives. Any data referenced within individual chapters are available through the original cited sources. No new datasets were created or analyzed for this publication; therefore, no additional data are available.
