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Challenges and Future Trends of Sustainable Environmental Education
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Challenges and Future Trends of Sustainable Environmental Education

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: 30 November 2025 | Viewed by 14982

Special Issue Editors

Dr. Pasquale Onorato

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Guest Editor
Department of Physics, University of Trento, Trento, Italy
Interests: physics education research; science education; scientific literacy; climate change; environmental education
Special Issues, Collections and Topics in MDPI journals
Dr. Marco Di Mauro

E-Mail Website
Guest Editor
Department of Physics, University of Trento, Trento, Italy
Interests: education research
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Education is among the key elements of sustainable development and climate mitigation, providing benefits in terms of scientific literacy, information, formation, involvement, and behavioral activation, areas which constitute the basis of global citizenship. Transdisciplinary education on sustainability includes developing a scientific understanding of today’s ecological crises and the mitigation solutions available, the psychological aspects involved in eco-anxiety and pro-environmental behavior, the economic and social factors involved, as well as the institutional actors at local and global levels.

This Special Issue aims to publish contributions on the role of education in reaching the sustainable development goals set by the UN in the 2030 Agenda. Reaching such goals may require a rethinking of education at all levels by all the educational institutions contributing to citizens’ development. We welcome submissions that present innovative teaching experiences and proposals for specialized and interdisciplinary educational programs. The educational contents proposed must be aimed at one or more of the following: strengthening scientific knowledge, investigating and addressing the psychological aspects of pro-environmental behaviors, raising awareness on the economic and social factors involved in today’s ecological crises, and highlighting the institutional actors involved at the local and the global levels.

You may choose our Joint Special Issue in Education Sciences.

Dr. Pasquale Onorato
Dr. Marco Di Mauro
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • science education
  • scientific literacy
  • climate change
  • environmental education
  • climate psychology
  • climate action
  • environmental economy
  • sustainable development
  • environmental law

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Published Papers (10 papers)

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Research

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18 pages, 6519 KiB  
Article
A Serious Game to Promote Water–Energy–Land–Food–People (WELFP) Nexus Perception and Encourage Pro-Environmental and Pro-Social Urban Agriculture
by Sukanya Sereenonchai and Noppol Arunrat
Sustainability 2025, 17(9), 4148; https://doi.org/10.3390/su17094148 - 3 May 2025
Viewed by 208
Abstract
Urban agriculture is key to sustainable city development, particularly through public engagement with the Water–Energy–Land–Food–People (WELFP) Nexus. This study examines the effectiveness of serious games in enhancing WELFP understanding and promoting pro-environmental and pro-social behaviors. A game-based learning model was developed using the [...] Read more.
Urban agriculture is key to sustainable city development, particularly through public engagement with the Water–Energy–Land–Food–People (WELFP) Nexus. This study examines the effectiveness of serious games in enhancing WELFP understanding and promoting pro-environmental and pro-social behaviors. A game-based learning model was developed using the Stimulus–Organism–Response (SOR) and Easy–Attractive–Social–Timely (EAST) frameworks, along with the Revised New Ecological Paradigm (NEP) Scale. The model simulates real-world urban agriculture challenges to foster participatory decision-making. A survey of 200 urban agriculture practitioners, analyzed via structural equation modeling (SmartPLS 4.0), found that perceived timeliness (PT) and perceived usefulness (PU) significantly influenced both the perceived sustainable livelihood value (PT: p = 0.000; PU: p = 0.006) and users’ attitudes toward the game (PT: p = 0.000; PU: p = 0.038). While enjoyment positively affected attitude (p = 0.002), it negatively impacted perceived value (p = 0.002), revealing a trade-off between fun and practical relevance. Perceived ease of use improved perceived value (p = 0.000) but did not affect attitude, suggesting emotional engagement matters more. Both attitude and perceived value strongly predicted users’ intention to engage with the game. Post-game reflections highlighted the need for cross-sector collaboration, strategic resource use, access to real-time data, and responsive crisis management. Participants also stressed the importance of public awareness, civic responsibility, and volunteerism in advancing community-driven sustainable agriculture. These findings highlight the need to balance engagement and educational depth in game-based learning for sustainability. Full article
(This article belongs to the Special Issue Challenges and Future Trends of Sustainable Environmental Education)
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24 pages, 1583 KiB  
Article
Strategic Insights for Environmental Education in Greece: SWOT and PEST Analyses in the Context of the Climate Change Crisis
by Hara Moshou and Hara Drinia
Sustainability 2025, 17(6), 2633; https://doi.org/10.3390/su17062633 - 17 Mar 2025
Viewed by 625
Abstract
Research on environmental education in Greece highlights the urgent need to integrate climate change education into school curricula due to the severe impacts of the climate crisis. Despite growing social awareness, implementation is hindered by limited resources resulting from the economic crisis, fragmented [...] Read more.
Research on environmental education in Greece highlights the urgent need to integrate climate change education into school curricula due to the severe impacts of the climate crisis. Despite growing social awareness, implementation is hindered by limited resources resulting from the economic crisis, fragmented content in textbooks, and inadequate legislation. Technological advancements present new opportunities for enhancing environmental education. This article reviews the current state of environmental education and proposes strategic directions to improve its effectiveness. A SWOT analysis identifies internal strengths and weaknesses, along with external opportunities and threats, while a PEST analysis evaluates political, economic, social, and technological influences. Based on these assessments, strategic goals and directions are outlined, focusing on the comprehensive integration of Environmental Education for Climate Change into Greece’s compulsory education system. Key proposals include the development of clear policies, structured guidelines, and curriculum adaptations to address the evolving challenges of climate change. A cohesive national framework is recommended to ensure the consistent implementation of environmental education across all educational levels. These initiatives aim to prepare future generations with the necessary knowledge and skills to mitigate and adapt to climate change, fostering a more sustainable society. Full article
(This article belongs to the Special Issue Challenges and Future Trends of Sustainable Environmental Education)
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40 pages, 6088 KiB  
Article
Strengthening the Adoption of Copernicus Services in Latin America: Capacity Building Experiences in Ecuador and Bolivia
by Fabián Santos, Luisa Di Lucchio and Manuel Múgica Barrera
Sustainability 2025, 17(4), 1594; https://doi.org/10.3390/su17041594 - 14 Feb 2025
Viewed by 553
Abstract
The Copernicus program, an initiative by the European Union, offers open-access Earth observation data and high-level products through its services. However, these services are less well known in Latin America, underscoring the need to strengthen capacity-building efforts. In this context, this research examines [...] Read more.
The Copernicus program, an initiative by the European Union, offers open-access Earth observation data and high-level products through its services. However, these services are less well known in Latin America, underscoring the need to strengthen capacity-building efforts. In this context, this research examines the design and implementation of training workshops in Ecuador and panel discussions in Bolivia, focusing on the role of Copernicus Services in addressing regional challenges related to Environmental, Food Security, Climate Change, Security, and Risk Management through geospatial technologies. By tailoring training sessions in Ecuador to enhance stakeholders’ capabilities and conducting panel discussions in Bolivia to promote these services among public entities, this research highlights the successes and challenges of these initiatives. We emphasize the importance of flexible event design, alignment with local contexts, and the integration of interactive methodologies to enhance stakeholder engagement and learning outcomes. Additionally, differences and similarities between the event formats are discussed in terms of purposes and objectives, audience engagement, content delivery, attendance, and post-event outcomes. Finally, we outline the convergences and divergences in strategic priorities for future Copernicus Services training initiatives in both countries. Full article
(This article belongs to the Special Issue Challenges and Future Trends of Sustainable Environmental Education)
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17 pages, 1513 KiB  
Article
Narrativity and Climate Change Education: Design of an Operative Approach
by Emma D’Orto and Giulia Tasquier
Sustainability 2025, 17(4), 1587; https://doi.org/10.3390/su17041587 - 14 Feb 2025
Viewed by 780
Abstract
Narratives are intrinsic to how humans make sense of the world, helping us structure experiences, interpret complex phenomena, and construct meaning. This sensemaking capacity makes narratives particularly relevant for climate change education (CCE), where learners must navigate global challenges, engage with uncertainty and [...] Read more.
Narratives are intrinsic to how humans make sense of the world, helping us structure experiences, interpret complex phenomena, and construct meaning. This sensemaking capacity makes narratives particularly relevant for climate change education (CCE), where learners must navigate global challenges, engage with uncertainty and envision sustainable futures. Yet the characterisation of narratives remains conceptually ambiguous, presenting challenges for leveraging their educational potential. This study addresses this research problem by posing the question: How can we develop an operational definition of narratives for CCE that effectively unpacks the complexity of narrative as a way of thinking and enables analysis and comparison of narrative features for educational purposes? Grounded in Bruner’s theory of paradigmatic and narrative modes of thought, this paper introduces a four-layer framework for categorising narratives based on their “narrativity”. By demonstrating its practical application through an example, this study offers a tool for recognising, selecting, and/or designing narrative forms that align with diverse educational purposes, laying the ground for future research and practices in CCE. Full article
(This article belongs to the Special Issue Challenges and Future Trends of Sustainable Environmental Education)
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17 pages, 714 KiB  
Article
Scientific Literacy to Address Sustainability: A Study on Deep-Sea Mining Education with Adolescents from a Social Care Institution
by Marta Paz and Clara Vasconcelos
Sustainability 2025, 17(2), 688; https://doi.org/10.3390/su17020688 - 16 Jan 2025
Viewed by 983
Abstract
Pursuing sustainable development is increasingly urgent due to resource depletion and environmental degradation, compounded by the need for a green energy transition requiring significant mineral resources. Traditional mining practices result in several environmental impacts, prompting the exploration of alternatives, like mining the ocean [...] Read more.
Pursuing sustainable development is increasingly urgent due to resource depletion and environmental degradation, compounded by the need for a green energy transition requiring significant mineral resources. Traditional mining practices result in several environmental impacts, prompting the exploration of alternatives, like mining the ocean floor. This method offers a potentially less invasive way to obtain critical minerals. Notwithstanding, our understanding of the ocean ecosystem, which is crucial to Earth’s life support system, is still too limited. This study aimed to assess an educational intervention on sea mining for polymetallic nodules while improving scientific literacy and system thinking and supporting Sustainable Development Goals (SDG) 4, 13, and 14. A pre-/post-intervention design was implemented with 17 adolescents (aged 12–16 years) from an underprivileged non-formal context. The mixed-methods approach involved role-playing and modelling activities focused on the question: “Do you agree with mining polymetallic nodules in deep-sea waters”? The Wilcoxon test revealed that the intervention changed participants’ opinions about the theme, showing a statistically significant difference in student responses before and after the intervention (Z = −2.165; p = 0.030). A content analysis showed enhanced argumentation, understanding of Earth’s subsystems, and decision-making abilities. These findings suggest that the educational resource positively impacted students’ scientific literacy on the topic. This approach can be extended to other contexts and inform future investigations. Full article
(This article belongs to the Special Issue Challenges and Future Trends of Sustainable Environmental Education)
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20 pages, 823 KiB  
Article
Green Mind and Mental Health among Chinese College Students: A Chain Mediating Model of Eco-Generativity
by Haoran Wang
Sustainability 2024, 16(17), 7680; https://doi.org/10.3390/su16177680 - 4 Sep 2024
Viewed by 1427
Abstract
Education can be considered a key element in reaching the Sustainable Development Goals (SDGs) through ecological and social generativity specifically among young generations. This study explores the intricate relationships between ecological generativity, social generativity, environmental identity, agency, and their collective impact on the [...] Read more.
Education can be considered a key element in reaching the Sustainable Development Goals (SDGs) through ecological and social generativity specifically among young generations. This study explores the intricate relationships between ecological generativity, social generativity, environmental identity, agency, and their collective impact on the mental health of Chinese college students. Employing a cross-sectional design, the research enlisted a cohort of 2439 undergraduate students, aged between 18 and 23 years, from various universities in China. Utilizing validated instruments such as the Ecological Generativity Scale, Social Generativity Scale, revised Environmental Identity Scale (IED-R), and the Agency/Pathways dimension of the Eco-Generativity Scale-Short Form, alongside the Positive Mental Health Scale for mental health assessment, this study conducted correlational and mediational analyses to test four hypotheses. The results robustly supported the first hypothesis, establishing ecological generativity as a significant predictor of mental health, underscoring the vital role of environmental stewardship in enhancing personal well-being. Further analysis confirmed the positive relationships between ecological generativity and both social generativity and environmental identity (Hypothesis 2), illustrating how engagement in ecological preservation efforts fosters social cohesion and a deep-seated environmental connectedness. The verification of Hypothesis 3 highlighted the contributory roles of ecological generativity, social generativity, and environmental identity in empowering students with a sense of agency. Additionally, the complex interplay among these constructs, as detailed in the examination of Hypothesis 4, revealed a multifaceted mechanism through which they collectively influence mental health, with agency serving as a pivotal mediator. The study concludes by emphasizing the importance of integrating environmental consciousness into educational paradigms to promote ecological generativity, foster environmental identity, and empower students with a sense of agency. It recommends the development of interventions and educational programs aimed at enhancing mental well-being among college students, thereby contributing to a more sustainable and socially responsible future. This research not only adds to the growing body of literature on ecological generativity and mental health but also proposes practical implications for educational policy and practice. Full article
(This article belongs to the Special Issue Challenges and Future Trends of Sustainable Environmental Education)
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15 pages, 605 KiB  
Article
Quality Education for All: A Fuzzy Set Analysis of Sustainable Development Goal Compliance
by Luísa Carvalho, Dora Almeida, Ana Loures, Paulo Ferreira and Fernando Rebola
Sustainability 2024, 16(12), 5218; https://doi.org/10.3390/su16125218 - 19 Jun 2024
Cited by 3 | Viewed by 1534
Abstract
The relationship between education and societal development is unquestionable. Education contributes to achieving both societies’ and individuals’ social and economic goals. Quality education is recognized as one of the Sustainable Development Goals (SDGs), which, jointly with other behaviors and attitudes, could impact the [...] Read more.
The relationship between education and societal development is unquestionable. Education contributes to achieving both societies’ and individuals’ social and economic goals. Quality education is recognized as one of the Sustainable Development Goals (SDGs), which, jointly with other behaviors and attitudes, could impact the development of societies in other fields like health and well-being, cultural preservation, environmental sustainability, and even peace and stability—all of them also listed as SDGs. However, the capacity, or not, to reach higher levels of compliance with quality in education (SDG 4) varies from country to country, according to the 2023 Sustainable Development Report results. Thus, the present study aims to identify the sufficient conditions for achieving higher levels of quality education (SDG 4) globally and to analyze how these conditions vary across different world regions. Applying a fuzzy set qualitative comparative analysis and using data from the 2023 Sustainable Development Report, we focus our analysis on four SDG 4 indicators—early education, primary education, lower secondary education, and literacy rate—across 117 countries, in order to assess the conditions for attaining higher levels of quality education. The results reveal there are specific and identifiable conditions that are sufficient for achieving higher levels of quality education on a global scale, with significant regional variations. These insights contribute to understanding the complex dynamics of educational quality and could be used as guidance for policymakers and educators aiming to improve educational outcomes worldwide. Full article
(This article belongs to the Special Issue Challenges and Future Trends of Sustainable Environmental Education)
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22 pages, 3170 KiB  
Article
The Role of the Law in Prompting Environmental Stewardship for Farms Located Near Phosphate Mines
by Abdullah Banikhalid and Michel Rahbeh
Sustainability 2024, 16(3), 1140; https://doi.org/10.3390/su16031140 - 29 Jan 2024
Cited by 1 | Viewed by 2473
Abstract
The effectiveness of environmental laws depends on several factors, including the cooperation between the stakeholders, compliance, and implementation. This research investigated the effectiveness of the Jordanian environmental laws in protecting agricultural lands near phosphate mines that are operated by the Jordanian Phosphate Mining [...] Read more.
The effectiveness of environmental laws depends on several factors, including the cooperation between the stakeholders, compliance, and implementation. This research investigated the effectiveness of the Jordanian environmental laws in protecting agricultural lands near phosphate mines that are operated by the Jordanian Phosphate Mining Corporation (JPMC). The two other stakeholders involved are the Ministry of Environment (MOENV) and the farmers. The evaluation of the effectiveness of the environmental law was based on a hypothetical model that considers consecutive relations between awareness, commitment, and compliance. A second model was based on monitoring and enforcement as catalysts to the awareness and commitment that lead to compliance. The research problem was addressed using three questionnaires based on a 5-point Likert scale. The results showed modest compliance by the farmers and the absence of a correlation between awareness and commitment, as well as a lack of monitoring by the MOENV. The consecutive model can explain the compliance of the JPMC, since awareness, commitment, and compliance were well correlated despite the lack of managerial involvement by the JPMC in enhancing environmental awareness. It is recommended that more resources be allocated to increase the monitoring activities by the MOENV and study the social and economic factors influencing farmers’ compliance. Full article
(This article belongs to the Special Issue Challenges and Future Trends of Sustainable Environmental Education)
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Review

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18 pages, 12148 KiB  
Review
Analysis of Knowledge Graph: Hotspots and Future Trends in Environmental Education Research
by Yongli Tian, Yuchang Jin, Yadi Zhao, Yifan Du, Sicen Shen and Junxiu An
Sustainability 2024, 16(6), 2378; https://doi.org/10.3390/su16062378 - 13 Mar 2024
Cited by 2 | Viewed by 4385
Abstract
Currently, as human society develops, environmental issues have become one of the significant challenges faced by humanity. Consequently, environmental education has emerged in response to this need. Environmental education aims to cultivate citizens with knowledge about the environment, which is crucial in addressing [...] Read more.
Currently, as human society develops, environmental issues have become one of the significant challenges faced by humanity. Consequently, environmental education has emerged in response to this need. Environmental education aims to cultivate citizens with knowledge about the environment, which is crucial in addressing global challenges, fostering human–nature sustainability knowledge, and cultivating resilient individuals and communities. A comprehensive analysis of the current state of environmental education and exploring how environmental education can enhance the sustainability of interactions between humans and nature is one of the focal points of contemporary research. This systematic review employs CiteSpace to visually analyze the advancements of environmental education research, aiming to uncover the current status, predominant themes, evolutionary trajectories, and emerging trends. The Web of Science core collection database was examined to retrieve environmental education research papers published from 2013 to 2022. A total of 1851 papers were included in the final analysis. CiteSpace was utilized for visualizing and analyzing environmental education researchers, keyword co-occurrences, and keyword clustering, and Timeview was employed to generate relevant maps. The analysis identified five major hotspots in environmental education research: environmental awareness and literacy, theories in environmental education, delivery modes and methods, developments and implementation of environmental education, and the intersection of climate change and environmental justice. Emerging research directions include environmental justice, climate change education, critical environmental education, and environmental citizenship education. The results show that environmental education is gradually transcending the natural realm currently and integrating into a holistic framework encompassing societal, economic, and political dimensions. Environmental citizenship education is increasingly attracting the attention of scholars. Solving environmental problems requires interdisciplinary dialogue. Full article
(This article belongs to the Special Issue Challenges and Future Trends of Sustainable Environmental Education)
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Other

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13 pages, 2202 KiB  
Project Report
Development of a Project to Strengthen Environmental Education in Educational Institutions in Bolivia: “Environmental Care with a One Health Approach”
by Carlos Fernando Gonzales-Ortiz, Apolonia Rodríguez-Gonzales, Katja Radon and María Teresa Solís-Soto
Sustainability 2025, 17(8), 3464; https://doi.org/10.3390/su17083464 - 13 Apr 2025
Viewed by 547
Abstract
In response to the urgent need for environmental education in the world, the Environmental Care with a One Health approach (ECOH) project aimed to promote sustainable environmental practices in educational institutions in Sucre, Bolivia. The ECOH project was implemented in four phases: (1) [...] Read more.
In response to the urgent need for environmental education in the world, the Environmental Care with a One Health approach (ECOH) project aimed to promote sustainable environmental practices in educational institutions in Sucre, Bolivia. The ECOH project was implemented in four phases: (1) building alliances with local leaders and communities; (2) identifying practices and perceptions of the environmental situation among the general population and educational units (Online survey); (3) implementing educational interventions; and (4) disseminating educational materials. During the second phase, most of the participants (86%) identified the local environmental situation as poor and waste and solid waste management (SWM) as the main concern (64%). Although 70% of the participants were interested in environmental issues, only 44% practiced waste separation. Considering this, and the feasibility of implementing subsequent actions, educational interventions on SWM were developed in schools, and waste sorting bins were delivered. Educational materials were distributed through social networks, and a mobile app was launched to increase outreach. The project promoted cross-sectoral cooperation, raised awareness, and encouraged active participation in environmental protection focused in academic units. ECOH project demonstrated that participatory educational interventions can effectively address local challenges and promote sustainable practices, contributing to a healthier environment for people and animals. Full article
(This article belongs to the Special Issue Challenges and Future Trends of Sustainable Environmental Education)
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