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Special Issue "Environmental and Sustainability Education: Building Bridges in Times of Climate Urgency"
A special issue of Sustainability (ISSN 2071-1050).
Deadline for manuscript submissions: closed (31 January 2023) | Viewed by 7107
Special Issue Editors
Researcher, Technical University of Liberec, The Czech Republic
Interests: environmental and sustainability education; evaluation research, environmental literacy
Researcher, Department of Environmental Studies, Masaryk University (MU), The Czech Republic
Interests: environmental education, environmental literacy, research methodology
Special Issue Information
It is our pleasure to announce the Special Issue “Environmental and Sustainability Education: Building Bridges in Times of Climate Urgency”.
This Special Issue welcomes papers illustrating the need for cooperation among different stakeholders in the field of environmental and sustainability education (ESE). The topic is connected to the theme of the 11th World Environmental Education Congress “Building Bridges in Times of Climate Urgency”, to be held on 14–18 March 2022 in Prague, allowing synergy of our Special Issue with this event.
Closing the gaps between various stakeholders of ESE is a crucial challenge of our time, shaped by the urgency of existential threats to humankind. This Special Issue opens an opportunity for a broad range of manuscripts, including evaluation research, case studies, literature analyses, review studies, and essays.
The manuscripts are expected to discuss the metaphorical concept of a bridge between different facets in the field of environmental and sustainability education, like the practice–theory gap, the policy–practice gap, and the gap between various ESE-relevant discourses, different stakeholders, etc. For this Special Issue, we welcome manuscripts analyzing
- how theory shapes ESE practice or how ESE practice leads to theory’s reshaping
- how different ESE approaches influence each other to establish a new synergy,
- what impact ESE research has on educational policy or how well-designed educational policy supports both research and practice
- how formal and non-formal ESE initiatives support each other
- how different stakeholders are inspired and can learn from each other in various ESE programs
- how schools connected with their communities or schoolteachers of different specializations can learn to cooperate in ESE programs
Besides empirically oriented manuscripts, this Special Issue is open to meta-studies, literate reviews, or well-argued theoretical essays reacting to its theme.
Dr. Jan Činčera
Dr. Roman Kroufek
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 2200 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.
- environmental and sustainability education
- program evaluation
- theory–research gap
- policy– research gap