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Environmental Justice Education: Awareness or Transformation in Classrooms? A Systematic Review

Year 2025, Volume: 8 Issue: 1, 114 - 133, 31.05.2025

Zümrüt Varol Selçuk , Gamze Mercan , Erdem Kaya

https://doi.org/10.53047/josse.1702263

Abstract

Artan çevresel kriz, çevre eğitiminin (ÇE) yeniden ele alınmasını ve bu eğitimin adalet temelli, eleştirel ve dönüştürücü bir yaklaşımla yapılandırılmasını zorunlu kılmaktadır. Bu sistematik derleme, Ocak 2010 ile Şubat 2025 tarihleri arasında yayımlanmış 49 sınıf temelli uygulamayı PRISMA protokolüne göre inceleyerek, erken çocukluk, ilkokul ve öğretmen adaylarının eğitimi bağlamlarında çevresel adalet (ÇA) perspektifinin ne ölçüde yer bulduğunu ortaya koymayı amaçlamaktadır. İnceleme kapsamında “içerik”, “uygulamaların derinliği”, “öğrenciden beklenen eylemler” ve “kullanılan materyaller” değişkenleri dikkate alınmıştır. Bulgular, uygulamaların çoğunlukla ekolojik farkındalığı arttırmaya yönelik olduğunu; ancak eleştirel düşünme, katılım ve toplumsal dönüşüm kapasitesi açısından sınırlı kaldığını göstermektedir. Öğrencilere verilen görevler, çoğunlukla bilgi aktarımına dayalı olup, katılımcı ve sorgulayıcı bir öğrenme ortamı yaratmakta yetersizdir. Kullanılan materyallerin büyük ölçüde öğretmen yapımı ve bireysel farkındalığı hedefleyen yapıda olması, ÇA bakış açısının sınıf pratiğine yeterince entegre edilmediğini göstermektedir. Bu durum, sistem düşüncesi, eleştirel okuryazarlık ve eylem yetkinliği gibi temel kazanımların arka planda kalmasına yol açmaktadır.

Keywords

Çevresel adalet çevre eğitimi dönüştürücü öğrenme eleştirel pedagoji öğretmen eğitimi

References

  • Agyeman, J. (2014). Environmental justice and sustainability. In G. Atkinson, S. Dietz, E. Neumayer, & M. Agarwala (Eds.), Handbook of sustainable development (2nd ed., pp. 188–205). Edward Elgar Publishing. https://doi.org/10.4337/9781782544708.00021
  • Almond, R. E. A., Grooten, M., & Petersen, T. (2020). Living Planet Report 2020—Bending the curve of biodiversity loss. World Wildlife Fund. https://www.wwf.org.uk/updates/living-planet-report-2020
  • Ardoin, N. M., & Bowers, A. W. (2020). Early childhood environmental education: A systematic review of the research literature. Educational Research Review, 31, 100353. https://doi.org/10.1016/j.edurev.2020.100353
  • Bächtold, M., Pallarès, G., De Checchi, K., & Munier, V. (2022). Combining debates and reflective activities to develop students’ argumentation on socioscientific issues. Journal of Research in Science Teaching, 60(5), 761–806. https://doi.org/10.1002/tea.21843
  • Bartlett, M., Larson, J., & Lee, S. (2022). Environmental justice pedagogies and self-efficacy for climate action. Sustainability, 14(22), 15086. https://doi.org/10.3390/su142215086
  • Ben-Zvi Assaraf, O., & Knippels, M. C. P. J. (2022). Lessons learned: Synthesizing approaches that foster understanding of complex biological phenomena. In Fostering understanding of complex systems in biology education (pp. 249–278). Springer. https://doi.org/10.1007/978-3-030-82750-2_13
  • Brocos, P., & Jiménez-Aleixandre, M. P. (2022). Social responsibility and critical disposition for considering and acting upon conflicting evidence in argumentation about sustainable diets. In B. Puig & M. P. Jiménez-Aleixandre (Eds.), Critical thinking in biology and environmental education (pp. 211–227). Springer. https://doi.org/10.1007/978-3-030-86100-2_11
  • Carson, R. (1962). Silent spring. Houghton Mifflin.
  • Clark, S. S., & Miles, M. L. (2021). Assessing the integration of environmental justice and sustainability in practice: A review of the literature. Sustainability, 13(20), 11238. https://doi.org/10.3390/su132011238
  • Dawson, V., & Carson, K. (2020). Introducing argumentation about climate change socioscientific issues in a disadvantaged school. Research in Science Education, 50(3), 863–883. https://doi.org/10.1007/s11165-018-9724-2
  • Dimick, A. S. (2012). Student empowerment in an environmental science classroom: Toward a framework for social justice science education. Science Education, 96(6), 990–1012. https://doi.org/10.1002/sce.21035
  • Esquivel-Martín, T., Pérez-Martín, J. M., & Bravo-Torija, B. (2023). Does pollution only affect human health? A scenario for argumentation in the framework of One Health education. Sustainability, 15(9), 6984. https://doi.org/10.3390/su15096984
  • Güler Yıldız, T., Öztürk, N., İlhan İyi, T., Aşkar, N., Banko Bal, Ç., Karabekmez, S., & Höl, Ş. (2021). Education for sustainability in early childhood education: A systematic review. Environmental Education Research, 27(6), 796–820. https://doi.org/10.1080/13504622.2021.1895364
  • Herman, B. C., Newton, M. H., & Zeidler, D. L. (2021). Impact of place-based socioscientific issues instruction on students’ contextualization of socioscientific orientations. Science Education, 105(3), 585–627. https://doi.org/10.1002/sce.21611
  • Herman, B. C., Poor, S. V., Oertli, R. T., & Schulte, K. (2023). Promoting young learners’ NOS views through place-based SSI instruction. Science Education, 32(4), 947–992. https://doi.org/10.1002/sce.21869
  • Hofman-Bergholm, M. (2018). Could education for sustainable development benefit from a systems thinking approach? Systems, 6(4), 43. https://doi.org/10.3390/systems6040043
  • Lele, S. (2017). Sustainable Development Goal 6: Watering down justice concerns. WIREs Water, 4(6), e1224. https://doi.org/10.1002/wat2.1224
  • Liefländer, A. K., & Bogner, F. X. (2014). The effects of children’s age and sex on acquiring pro-environmental attitudes through environmental education. The Journal of Environmental Education, 45(2), 105–117. https://doi.org/10.1080/00958964.2013.875511
  • Lorenzo-Rial, M. A., Pérez-Rodríguez, U., Varela-Losada, M., & Vega-Marcote, P. (2020). Do pre-service teachers’ personal characteristics influence their attitudes towards transformative environmental education? Pensamiento Educativo, 57(1), 1–22. https://doi.org/10.7764/PEL.57.1.2020.1
  • Martínez-Medina, R., & Arrebola, J. C. (2019). Analysis of sustainability activities in Spanish elementary education textbooks. Sustainability, 11(18), 5182. https://doi.org/10.3390/su11185182
  • Medir, R. M., Heras, R., & Magin, C. (2016). Una propuesta evaluativa para actividades de educación ambiental para la sostenibilidad. Educación XXI, 19(1), 331–355. https://doi.org/10.5944/educxx1.16436
  • Menton, M., Larrea, C., Latorre, S., Martinez-Alier, J., Peck, M., Temper, L., & Walter, M. (2020). Environmental justice and the SDGs: From synergies to gaps and contradictions. Sustainability Science, 15, 1621–1636. https://doi.org/10.1007/s11625-020-00789-8
  • Mogensen, F., & Mayer, M. (2009). Perspectivas sobre la educación ambiental: Un marco de trabajo crítico. In F. Mogensen, M. Mayer, S. Breiting, & A. Narga (Eds.), Educación para el desarrollo sostenible. Tendencias, divergencias y criterios de calidad (pp. 21–42). Graó.
  • Moore, E. B. (2023). Utilization of a novel pedagogical framework to create and implement an environmental justice strategies undergraduate course: A case study. Journal of Environmental Studies and Sciences, 1–6. https://doi.org/10.1007/s13412-023-00844-2
  • Mora, P., & Guerrero, G. (2022). Las competencias ambientales clave en las actividades docentes del profesorado de ciencias. Tendencias Pedagógicas, 51, 299–316. https://doi.org/10.15366/tp2022.51.17
  • Olsson, D., & Gericke, N. (2016). The adolescent dip in students’ sustainability consciousness. The Journal of Environmental Education, 47(1), 35–51. https://doi.org/10.1080/00958964.2015.1075464
  • Olsson, D., Gericke, N., & Boeve-de Pauw, J. (2022). The effectiveness of education for sustainable development revisited—A longitudinal study on secondary students’ action competence for sustainability. Environmental Education Research, 28(3), 405–429. https://doi.org/10.1080/13504622.2021.1954053
  • Otto, S., & Pensini, P. (2017). Nature-based environmental education of children: Environmental knowledge and connectedness to nature, together, are related to ecological behavior. Global Environmental Change, 47, 88–94. https://doi.org/10.1016/j.gloenvcha.2017.09.009
  • Otto, S., Evans, G. W., Moon, M. J., & Kaiser, F. G. (2019). The development of children’s environmental attitude and behavior. Global Environmental Change, 58, 101947. https://doi.org/10.1016/j.gloenvcha.2019.101947
  • Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., et al. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
  • Pérez-Martín, J. M., & Bravo-Torija, B. (2018). Experiencias para una alfabetización científica que promueva la justicia ambiental en distintos niveles educativos. Revista Internacional de Educación para la Justicia Social, 7(1), 119–140. https://doi.org/10.15366/riejs2018.7.1.006
  • Pérez-Martín, J. M., Esquivel-Martín, T., & Guevara-Herrero, I. (2022). En busca de la dimensión abandonada: La Didáctica de la Educación Ambiental. In J. M. Pérez-Martín, T. Esquivel-Martín, & I. Guevara-Herrero (Eds.), Educación Ambiental de Maestros Para Maestros (pp. 9–15). Dykinson.
  • Puig, B., & Jiménez-Aleixandre, M. P. (2022). The integration of critical thinking in biology and environmental education. In B. Puig & M. P. Jiménez-Aleixandre (Eds.), Critical thinking in biology and environmental education (pp. 269–276). Springer. https://doi.org/10.1007/978-3-030-86100-2_13
  • Rodríguez Aboytes, J. G., & Barth, M. (2020). Transformative learning in the field of sustainability: A systematic literature review (1999–2019). International Journal of Sustainability in Higher Education, 21(5), 993–1013. https://doi.org/10.1108/IJSHE-05-2019-0168
  • Shukla, H., & Ferrara, A. (1986). Rapid estimation of insertional length of umbilical catheters in newborns. American Journal of Diseases of Children, 140(8), 786–788. https://doi.org/10.1001/archpedi.1986.02140220068034
  • Sjöström, J., & Eilks, I. (2018). Reconsidering different visions of scientific literacy and science education based on the concept of Bildung. In Y. Dori, Z. Mevarech, & D. Baker (Eds.), Cognition, Metacognition, and Culture in STEM Education (pp. 65–88). Springer. https://doi.org/10.1007/978-3-319-66659-4_5
  • Sjöström, J., & Eilks, I. (2018). Reconsidering different visions of scientific literacy and science education based on the concept of Bildung. In Y. Dori, Z. Mevarech & D. Baker (Eds.), Cognition, metacognition, and culture in STEM education (pp. 65–88). Springer. https://doi.org/10.1007/978-3-319-66659-4_5
  • Stapp, W. B., Bennett, D., Bryan, W., Fulton, J., MacGregor, J., Nowak, P., Swan, J., Wall, R., & Havlick, S. (1969). The concept of environmental education. Environmental Education, 1(1), 30–31. https://doi.org/10.1080/00139254.1969.10801479
  • Tsuji, S. R. J. (2021). Indigenous environmental justice and sustainability: What is environmental assimilation? Sustainability, 13(15), 8382. https://doi.org/10.3390/su13158382
  • UNESCO. (2017). Education for Sustainable Development Goals: Learning objectives. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000247444
  • United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development. https://sdgs.un.org/2030agenda
  • Uskola, A., & Puig, B. (2023). Development of systems and futures thinking skills by primary pre-service teachers for addressing epidemics. Research in Science Education, 53, 741–757. https://doi.org/10.1007/s11165-021-10019-w
  • Valladares, L. (2021). Scientific literacy and social transformation. Science Education, 30(4), 557–587. https://doi.org/10.1007/s11191-021-00237-0
  • Varela-Losada, M., Vega-Marcote, P., Pérez-Rodríguez, U., & Álvarez-Lires, M. (2016). Going to action? A literature review on educational proposals in formal Environmental Education. Environmental Education Research, 22(3), 390–421. https://doi.org/10.1080/13504622.2015.1101751
  • Walter, M., Weber, L., & Temper, L. (2020). Learning and teaching through the online Environmental Justice Atlas: From empowering activists to motivating students. New Directions for Teaching and Learning, 161, 101–122. https://doi.org/10.1002/tl.20408

Environmental Justice Education: Awareness Or Transformation In Classrooms? A Systematic Review

Year 2025, Volume: 8 Issue: 1, 114 - 133, 31.05.2025

Zümrüt Varol Selçuk , Gamze Mercan , Erdem Kaya

https://doi.org/10.53047/josse.1702263

Abstract

The escalating environmental crisis has underscored the urgent need for a paradigm shift in environmental education (EE), particularly toward models that integrate environmental justice (EJ) and foster critical engagement. This systematic review examines whether classroom-based EE interventions between January 2010 and February 2025 have primarily cultivated awareness or catalyzed transformative learning rooted in justice. Using the PRISMA methodology, 49 peer-reviewed articles were analyzed, encompassing interventions across early childhood education, primary school settings, and pre-service teacher training programs. Four core dimensions were evaluated: thematic content, pedagogical depth, student engagement, and instructional resources. Findings reveal a persistent emphasis on ecological content transmission, with limited incorporation of social or distributive justice themes. Most interventions promoted individual behavior change rather than collective, critically informed action. Student tasks often lacked depth, prioritizing information recall over participatory inquiry or civic engagement. Additionally, the widespread use of teacher-generated materials, while creative, seldom reflected interdisciplinary or socio-political complexities of EJ. This trend signals a missed opportunity to empower learners as agents of systemic change. The review concludes that although awareness of environmental issues is growing in educational contexts, the integration of environmental justice remains marginal and superficial.

Keywords

Environmental justice environmental education transformative learning critical pedagogy teacher education

References

  • Agyeman, J. (2014). Environmental justice and sustainability. In G. Atkinson, S. Dietz, E. Neumayer, & M. Agarwala (Eds.), Handbook of sustainable development (2nd ed., pp. 188–205). Edward Elgar Publishing. https://doi.org/10.4337/9781782544708.00021
  • Almond, R. E. A., Grooten, M., & Petersen, T. (2020). Living Planet Report 2020—Bending the curve of biodiversity loss. World Wildlife Fund. https://www.wwf.org.uk/updates/living-planet-report-2020
  • Ardoin, N. M., & Bowers, A. W. (2020). Early childhood environmental education: A systematic review of the research literature. Educational Research Review, 31, 100353. https://doi.org/10.1016/j.edurev.2020.100353
  • Bächtold, M., Pallarès, G., De Checchi, K., & Munier, V. (2022). Combining debates and reflective activities to develop students’ argumentation on socioscientific issues. Journal of Research in Science Teaching, 60(5), 761–806. https://doi.org/10.1002/tea.21843
  • Bartlett, M., Larson, J., & Lee, S. (2022). Environmental justice pedagogies and self-efficacy for climate action. Sustainability, 14(22), 15086. https://doi.org/10.3390/su142215086
  • Ben-Zvi Assaraf, O., & Knippels, M. C. P. J. (2022). Lessons learned: Synthesizing approaches that foster understanding of complex biological phenomena. In Fostering understanding of complex systems in biology education (pp. 249–278). Springer. https://doi.org/10.1007/978-3-030-82750-2_13
  • Brocos, P., & Jiménez-Aleixandre, M. P. (2022). Social responsibility and critical disposition for considering and acting upon conflicting evidence in argumentation about sustainable diets. In B. Puig & M. P. Jiménez-Aleixandre (Eds.), Critical thinking in biology and environmental education (pp. 211–227). Springer. https://doi.org/10.1007/978-3-030-86100-2_11
  • Carson, R. (1962). Silent spring. Houghton Mifflin.
  • Clark, S. S., & Miles, M. L. (2021). Assessing the integration of environmental justice and sustainability in practice: A review of the literature. Sustainability, 13(20), 11238. https://doi.org/10.3390/su132011238
  • Dawson, V., & Carson, K. (2020). Introducing argumentation about climate change socioscientific issues in a disadvantaged school. Research in Science Education, 50(3), 863–883. https://doi.org/10.1007/s11165-018-9724-2
  • Dimick, A. S. (2012). Student empowerment in an environmental science classroom: Toward a framework for social justice science education. Science Education, 96(6), 990–1012. https://doi.org/10.1002/sce.21035
  • Esquivel-Martín, T., Pérez-Martín, J. M., & Bravo-Torija, B. (2023). Does pollution only affect human health? A scenario for argumentation in the framework of One Health education. Sustainability, 15(9), 6984. https://doi.org/10.3390/su15096984
  • Güler Yıldız, T., Öztürk, N., İlhan İyi, T., Aşkar, N., Banko Bal, Ç., Karabekmez, S., & Höl, Ş. (2021). Education for sustainability in early childhood education: A systematic review. Environmental Education Research, 27(6), 796–820. https://doi.org/10.1080/13504622.2021.1895364
  • Herman, B. C., Newton, M. H., & Zeidler, D. L. (2021). Impact of place-based socioscientific issues instruction on students’ contextualization of socioscientific orientations. Science Education, 105(3), 585–627. https://doi.org/10.1002/sce.21611
  • Herman, B. C., Poor, S. V., Oertli, R. T., & Schulte, K. (2023). Promoting young learners’ NOS views through place-based SSI instruction. Science Education, 32(4), 947–992. https://doi.org/10.1002/sce.21869
  • Hofman-Bergholm, M. (2018). Could education for sustainable development benefit from a systems thinking approach? Systems, 6(4), 43. https://doi.org/10.3390/systems6040043
  • Lele, S. (2017). Sustainable Development Goal 6: Watering down justice concerns. WIREs Water, 4(6), e1224. https://doi.org/10.1002/wat2.1224
  • Liefländer, A. K., & Bogner, F. X. (2014). The effects of children’s age and sex on acquiring pro-environmental attitudes through environmental education. The Journal of Environmental Education, 45(2), 105–117. https://doi.org/10.1080/00958964.2013.875511
  • Lorenzo-Rial, M. A., Pérez-Rodríguez, U., Varela-Losada, M., & Vega-Marcote, P. (2020). Do pre-service teachers’ personal characteristics influence their attitudes towards transformative environmental education? Pensamiento Educativo, 57(1), 1–22. https://doi.org/10.7764/PEL.57.1.2020.1
  • Martínez-Medina, R., & Arrebola, J. C. (2019). Analysis of sustainability activities in Spanish elementary education textbooks. Sustainability, 11(18), 5182. https://doi.org/10.3390/su11185182
  • Medir, R. M., Heras, R., & Magin, C. (2016). Una propuesta evaluativa para actividades de educación ambiental para la sostenibilidad. Educación XXI, 19(1), 331–355. https://doi.org/10.5944/educxx1.16436
  • Menton, M., Larrea, C., Latorre, S., Martinez-Alier, J., Peck, M., Temper, L., & Walter, M. (2020). Environmental justice and the SDGs: From synergies to gaps and contradictions. Sustainability Science, 15, 1621–1636. https://doi.org/10.1007/s11625-020-00789-8
  • Mogensen, F., & Mayer, M. (2009). Perspectivas sobre la educación ambiental: Un marco de trabajo crítico. In F. Mogensen, M. Mayer, S. Breiting, & A. Narga (Eds.), Educación para el desarrollo sostenible. Tendencias, divergencias y criterios de calidad (pp. 21–42). Graó.
  • Moore, E. B. (2023). Utilization of a novel pedagogical framework to create and implement an environmental justice strategies undergraduate course: A case study. Journal of Environmental Studies and Sciences, 1–6. https://doi.org/10.1007/s13412-023-00844-2
  • Mora, P., & Guerrero, G. (2022). Las competencias ambientales clave en las actividades docentes del profesorado de ciencias. Tendencias Pedagógicas, 51, 299–316. https://doi.org/10.15366/tp2022.51.17
  • Olsson, D., & Gericke, N. (2016). The adolescent dip in students’ sustainability consciousness. The Journal of Environmental Education, 47(1), 35–51. https://doi.org/10.1080/00958964.2015.1075464
  • Olsson, D., Gericke, N., & Boeve-de Pauw, J. (2022). The effectiveness of education for sustainable development revisited—A longitudinal study on secondary students’ action competence for sustainability. Environmental Education Research, 28(3), 405–429. https://doi.org/10.1080/13504622.2021.1954053
  • Otto, S., & Pensini, P. (2017). Nature-based environmental education of children: Environmental knowledge and connectedness to nature, together, are related to ecological behavior. Global Environmental Change, 47, 88–94. https://doi.org/10.1016/j.gloenvcha.2017.09.009
  • Otto, S., Evans, G. W., Moon, M. J., & Kaiser, F. G. (2019). The development of children’s environmental attitude and behavior. Global Environmental Change, 58, 101947. https://doi.org/10.1016/j.gloenvcha.2019.101947
  • Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., et al. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
  • Pérez-Martín, J. M., & Bravo-Torija, B. (2018). Experiencias para una alfabetización científica que promueva la justicia ambiental en distintos niveles educativos. Revista Internacional de Educación para la Justicia Social, 7(1), 119–140. https://doi.org/10.15366/riejs2018.7.1.006
  • Pérez-Martín, J. M., Esquivel-Martín, T., & Guevara-Herrero, I. (2022). En busca de la dimensión abandonada: La Didáctica de la Educación Ambiental. In J. M. Pérez-Martín, T. Esquivel-Martín, & I. Guevara-Herrero (Eds.), Educación Ambiental de Maestros Para Maestros (pp. 9–15). Dykinson.
  • Puig, B., & Jiménez-Aleixandre, M. P. (2022). The integration of critical thinking in biology and environmental education. In B. Puig & M. P. Jiménez-Aleixandre (Eds.), Critical thinking in biology and environmental education (pp. 269–276). Springer. https://doi.org/10.1007/978-3-030-86100-2_13
  • Rodríguez Aboytes, J. G., & Barth, M. (2020). Transformative learning in the field of sustainability: A systematic literature review (1999–2019). International Journal of Sustainability in Higher Education, 21(5), 993–1013. https://doi.org/10.1108/IJSHE-05-2019-0168
  • Shukla, H., & Ferrara, A. (1986). Rapid estimation of insertional length of umbilical catheters in newborns. American Journal of Diseases of Children, 140(8), 786–788. https://doi.org/10.1001/archpedi.1986.02140220068034
  • Sjöström, J., & Eilks, I. (2018). Reconsidering different visions of scientific literacy and science education based on the concept of Bildung. In Y. Dori, Z. Mevarech, & D. Baker (Eds.), Cognition, Metacognition, and Culture in STEM Education (pp. 65–88). Springer. https://doi.org/10.1007/978-3-319-66659-4_5
  • Sjöström, J., & Eilks, I. (2018). Reconsidering different visions of scientific literacy and science education based on the concept of Bildung. In Y. Dori, Z. Mevarech & D. Baker (Eds.), Cognition, metacognition, and culture in STEM education (pp. 65–88). Springer. https://doi.org/10.1007/978-3-319-66659-4_5
  • Stapp, W. B., Bennett, D., Bryan, W., Fulton, J., MacGregor, J., Nowak, P., Swan, J., Wall, R., & Havlick, S. (1969). The concept of environmental education. Environmental Education, 1(1), 30–31. https://doi.org/10.1080/00139254.1969.10801479
  • Tsuji, S. R. J. (2021). Indigenous environmental justice and sustainability: What is environmental assimilation? Sustainability, 13(15), 8382. https://doi.org/10.3390/su13158382
  • UNESCO. (2017). Education for Sustainable Development Goals: Learning objectives. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000247444
  • United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development. https://sdgs.un.org/2030agenda
  • Uskola, A., & Puig, B. (2023). Development of systems and futures thinking skills by primary pre-service teachers for addressing epidemics. Research in Science Education, 53, 741–757. https://doi.org/10.1007/s11165-021-10019-w
  • Valladares, L. (2021). Scientific literacy and social transformation. Science Education, 30(4), 557–587. https://doi.org/10.1007/s11191-021-00237-0
  • Varela-Losada, M., Vega-Marcote, P., Pérez-Rodríguez, U., & Álvarez-Lires, M. (2016). Going to action? A literature review on educational proposals in formal Environmental Education. Environmental Education Research, 22(3), 390–421. https://doi.org/10.1080/13504622.2015.1101751
  • Walter, M., Weber, L., & Temper, L. (2020). Learning and teaching through the online Environmental Justice Atlas: From empowering activists to motivating students. New Directions for Teaching and Learning, 161, 101–122. https://doi.org/10.1002/tl.20408
There are 45 citations in total.

Details

Primary Language English
Subjects Development of Environmental Education and Programs
Journal Section Articles
Authors

Zümrüt Varol Selçuk 0000-0001-5015-0291

Gamze Mercan 0000-0001-5515-999X

Erdem Kaya 0000-0002-1524-7829

Publication Date May 31, 2025
Submission Date May 19, 2025
Acceptance Date May 31, 2025
Published in Issue Year 2025 Volume: 8 Issue: 1

Cite

APA Varol Selçuk, Z., Mercan, G., & Kaya, E. (2025). Environmental Justice Education: Awareness Or Transformation In Classrooms? A Systematic Review. Journal of Social Sciences And Education, 8(1), 114-133. https://doi.org/10.53047/josse.1702263
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