Search Results (70)

Regular classes in outdoor education are gaining popularity worldwide, driven by their potential to enhance a wide range of educational outcomes. The aim of this scoping review is to establish the current state of knowledge about the effects of this form of teaching on academic achievement and its associated factors. Of the 2362 articles included in the corpus, 41 studies involving 10,453 students from preschool to college were analyzed to identify provenance, type of interventions, research design and outcomes. The analyses suggest that outdoor teaching appears to improve learning in sciences, reading, writing, social studies and mathematics. Outdoor teaching seems to support the development of various factors associated with academic achievement, including self-awareness, school climate, motivation and well-being. This leads us to conclude that, in the current state of knowledge, outdoor teaching is a promising pedagogical approach. However, further research is needed to identify and understand its long-term effects across a broader range of disciplines and for a broader range of competences. Full article

Biophilic design has emerged as a multidimensional response to growing concerns about health, well-being, and ecological balance in the built environment. Despite its rising prominence, research on the topic remains fragmented across building typologies, user groups, and geographic contexts. This study presents a comprehensive review of the biophilic design literature, employing a hybrid methodology combining structured content analysis and bibliometric mapping. All peer-reviewed studies indexed in the Web of Science and Scopus were manually screened for architectural relevance and systematically coded. A total of 435 studies were analysed to identify key trends, thematic patterns, and research gaps in the biophilic design discipline. This review categorises the literature by methodological strategies, building typologies, spatial scales, population groups, and specific biophilic design parameters. It also examines geographic and cultural dimensions, including climate responsiveness, heritage buildings, policy frameworks, theory development, pedagogy, and COVID-19-related research. The findings show a strong emphasis on institutional contexts, particularly workplaces, schools, and healthcare, and a reliance on perception-based methods such as surveys and experiments. In contrast, advanced tools like artificial intelligence, simulation, and VR are notably underused. Few studies engage with neuroarchitecture or neuroscience-informed approaches, despite growing recognition of how spatial design can influence cognitive and emotional responses. Experimental and biometric methods remain scarce among the few relevant contributions, revealing a missed opportunity to connect biophilic strategies with empirical evidence. Regarding biophilic parameters, greenery, daylight, and sensory experience are the most studied parameters, while psychological parameters remain underexplored. Cultural and climate-specific considerations appear in relatively few studies, and many fail to define a user group or building typology. This review highlights the need for more inclusive, context-responsive, and methodologically diverse research. By bridging macro-scale bibliometric patterns with fine-grained thematic insights, this study provides a replicable review model and valuable reference for advancing biophilic design as an evidence-based, adaptable, and human-centred approach to sustainable architecture. Full article

As global environmental challenges intensify, there is an increasing need to equip younger generations with the knowledge, values, and sense of responsibility necessary for a sustainable future. This study explores how environmental citizenship education (ECE), implemented through a nature-based learning program within a Nature and Science School (NSS) in Türkiye, was experienced and interpreted by primary school pupils in relation to their development of understanding of sustainability and environmental citizenship. NSSs, integrated into the formal education system by the Turkish Ministry of National Education, offer inquiry-driven and experiential learning in natural settings. The study took place in Talat Göktepe Grove, a biodiverse site including forest and marine ecosystems, where a four-month ECE program was conducted. A holistic single-case study design was employed, drawing on pupil diaries and semi-structured interviews. A total of 88 pupils engaged in structured outdoor activities addressing biodiversity, sustainability, and the climate crisis. Initially, pupils described environmental citizenship through individual actions. Over time, their perspectives expanded to include civic participation, environmental rights, and collective responsibility. Their reflections also revealed a more nuanced understanding of sustainability, encompassing concepts such as ecosystem balance, renewable energy, and environmental justice. The study provides insight into how nature-based education may support meaning-making around environmental citizenship and sustainability in early education. Full article

Urbanization and climate change present increasing challenges to outdoor human thermal comfort, particularly in university campuses where academic, social, and recreational activities converge. This study assesses microclimatic risk factors along the main avenue of the NOVA FCT campus by analyzing outdoor human thermal comfort using the physiologically equivalent temperature (PET) and modified PET (mPET) indices. Field measurements of air temperature, humidity, wind velocity, and radiation were conducted at multiple Points Of Interest (POIs) to evaluate thermal stress levels and identify critical zones of discomfort. Results indicate significant spatial and temporal variations in thermal stress, with sun-exposed areas (G2) experiencing PET values exceeding 50 °C, during peak summer hours, while shaded locations (G1) showed substantial thermal relief (PET reductions up to 27 °C between G1 and G2 POIs). Wind velocity and urban morphology played crucial roles in modulating microclimatic conditions. Wind velocity above 2.0 m/s was associated with perceptible thermal relief (3–8 °C PET/mPET reduction), especially in narrow, shaded passages. Significant spatial variability was observed, linked to differences in urban morphology, surface materials, and vegetation coverage. This research provides actionable insights for urban planners and campus administrators, contributing to the development of more sustainable and thermally comfortable outdoor environments in educational settings. Full article

This study aims to analyze the level of teacher training and education on climate change received by future Social Science teachers in Primary Education. Based on a questionnaire completed by 1224 pre-service teachers from five Spanish universities and one Colombian university, the main results indicate that the majority received training on this phenomenon during their school years (78.3%), though the percentage nearly halves in higher education (44.0%). In addition, future Social Science teachers have a moderate level of preparation—half of the participants selected “3” on a Likert scale (1 to 5), accounting for 54.2% of responses. For this reason, it is necessary to expand climate change education in higher education in order to equip teachers for addressing future environmental issues in the classroom. Education represents one of the most important factors in adapting to climate change, helping present and future societies build resilience to climate change scenarios. Full article

The research presented here is based on the study of secondary school students’ conceptions of sustainability and climate change, as well as the barriers described in the literature on the insufficient involvement of teachers in education for sustainability. Based on the results of these analyses, a collaborative intervention carried out with secondary school teachers and their students was designed, implemented, and evaluated in order to respond to the shortcomings and needs of both in this context. The teachers involved participated in an itinerary based on research in didactics of science. As a first step for the intervention, the knowledge of sustainability referred to by pre-service and in-service teachers was studied. The results of the research show the need for more training in sustainability and climate change for secondary school teachers in order to be able to effectively include this content in the subjects they teach. On the other hand, it has been shown that the collaborative work carried out with secondary school teachers improves their willingness and motivation to deal with issues related to sustainability in the classroom, taking advantage of the numerous opportunities offered by the curriculum. Full article

There are three main approaches to human thermal comfort; a psychological approach, a thermo-physiological approach, and an approach based on human energy balance. According to the ISO 7730 and ASHRAE Standard 55-2023 standards, the psychological approach defines thermal comfort as a mental state in which individuals feel satisfied with their surrounding environment. According to this definition, thermal comfort is very subjective and may vary between individuals, as well as according to the environment and climate. This study aimed to evaluate the thermal comfort levels of students in primary and high school classrooms situated within the semi-arid climatic conditions of Şanlıurfa. For this purpose, 15 Temmuz Şehitleri Secondary School, Kadir Evliyaoğlu College, and TOBB Science High School in Şanlıurfa were chosen as fieldwork locations. Within the scope of the study, the climatic conditions (classroom temperature, air velocity, humidity, radiant temperature, Tw, Tg carbon dioxide) were measured, and how the students felt under the thermal conditions of these classrooms was evaluated. The study encompasses both the heating season (winter) and the non-heating season (summer). Based on the findings obtained from the study, PMV (Predicted Mean Vote) and PPD (Predicted Percentage Dissatisfied) values and whether they are suitable thermal comfort for the people in these places tried to be determined by mathematical modeling and standards such as ASHRAE Standard 55-2023. While PMV values ranged between −0.58 (North) and 2.53 (East+South+West), PPD values were observed between 5% (South and some North facades) and 94% (East+South+West). While the South facade offers values close to the comfort range of 0.01–0.02 in terms of PMV, the East+South+West facade shows serious thermal discomfort with a PMV value of 2.53 and a PPD value of 94%. Full article

The Programme for International Student Assessment (PISA) is a global survey conducted by the Organisation for Economic Co-operation and Development (OECD) to assess educational systems by evaluating the academic performance of 15-year-old school students in mathematics, science, and reading. In PISA 2022, 13,437 students from Australia participated in the test. While the PISA main questionnaire assesses the subject knowledge, the student background questionnaire solicits contextual information such as school climate, learner characteristics, and socioeconomic status. This study analyses how these contextual variables predict student achievement using the machine-learning models Ridge Linear Regression, K-Nearest Neighbours, Decision Trees, eXtreme Gradient Boosting, and Support Vector Machines, and it reports the evaluation matrices and the most accurate model in predicting student achievement. The analysis shows that contextual variables are associated with student achievement and account for 42% of the variance in achievement. In addition to evaluating multiple machine-learning regressors, Shapley Additive Explanation (SHAP) analysis is conducted to explain the model predictions and evaluate feature importance. Using SHAP analysis, this paper demonstrates how educators and school administrators may effectively interpret the machine-learning results and devise strategies for student success. Full article

This research aimed to investigate the knowledge levels and teaching practices of Saudi science teachers regarding climate change, focusing on exploring the correlation between these aspects. The cross-sectional descriptive survey included teachers at middle and high school levels in public schools. The questionnaire study comprised three sections: collecting demographic data, assessing teachers’ understanding of climate change through factual inquiries, and evaluating teaching practices related to climate change. The findings reveal a promising degree of awareness among teachers, with a majority correctly identifying crucial elements of climate change while also exposing misconceptions and knowledge gaps. While a notable portion of teachers reported teaching climate change-related aspects, some indicated minimal involvement in extracurricular activities linked to climate change. The correlation analysis between science teachers’ climate change knowledge and practices indicates a weak connection between the two variables, suggesting that teachers’ knowledge might not substantially impact their actual teaching practices regarding climate change concepts. Limitations included reliance on self-reported data and a sample size that could impact result generalizability. Future research recommendations include combining quantitative data with qualitative methods, comparing knowledge and practices across regions or demographics, and conducting longitudinal studies. This study’s implications stress the importance of targeted professional development, advocating for climate change education integration into formal curricula, and policy adjustments mandating climate change education. Full article

Climate change education plays an important role in sustainable climate action, but there is a lack of knowledge about how middle and high school teachers address it. This presents an opportunity to explore the research on these essential agents of education in promoting sustainable behaviors among adolescents. This study aims to systematically identify and analyze the existing scientific literature concerning the knowledge, perspectives, challenges, and opportunities of middle and high school teachers regarding climate change as an educational topic. The review protocol adheres to the PRISMA extension for scoping review statements. The methodology includes the establishment of eligibility criteria, consultation of Scopus and Web of Science databases, implementation of a search strategy based on a preliminary scoping exercise, and the utilization of the CADIMA online tool to facilitate the selection and data collection processes. This systematic process resulted in a sample of 41 studies, which were rigorously analyzed. Results suggest multiple factors that challenge how teachers address climate change in their classrooms. Curricular constraints, limited school time, controversy surrounding the phenomenon, and lack of training emerge as potential obstacles. However, these challenges also present opportunities to improve and promote sustainable climate action among young students. Full article

Interactive videos and digital technology have been recognized by educators as supportive tools for learning science. To assess their impact, we compared seventh-grade students’ abilities to explain scientific phenomena and understand climate change using interactive videos. Eighty-for students from a public secondary school participated in this research. They were divided into two groups, one using KKU iNote (EG1) and the other combining KKU iNote with interactive videos (EG2). Significant differences were observed in the scientific explanation scores between groups, with EG2 outperforming EG1. This suggested that interactive videos boosted students’ competency in explaining scientific concepts. Moreover, both groups showed an improved understanding of climate change in post-learning, indicating the positive impact of inquiry-based learning. In particular, EG2 scored higher in their scientific understanding than EG1. This implied that integrating digital technology, particularly interactive videos, effectively enhanced students’ scientific explanation and understanding during inquiry-based science learning. Full article

Understanding the scientific underpinnings of climate change is crucial for informed citizenship and future decision-making. This study investigates the understanding of the scientific underpinnings of climate change among German A-level students, focusing on key content areas such as the atmosphere, the greenhouse effect, the carbon cycle, and the distinction between weather and climate. Using a validated climate change concept inventory (CCCI-422), we assessed 501 students from five urban secondary schools in North Rhine-Westphalia. Results indicate that students correctly answered on average 39% of the questions correctly, revealing significant knowledge gaps, particularly in areas like the greenhouse effect and atmospheric composition. We also identified several overarching ideas that many students demonstrate. This study underscores the importance of integrating comprehensive climate science education into national curricula and classroom instruction to foster scientifically literate future generations capable of addressing the global climate crisis. Full article

Complex systems (CSs) have garnered increasing attention in science education due to their prevalence in the natural world and their importance in addressing pressing issues such as climate change, pandemics, and biodiversity loss. However, the instruments for assessing one’s CS knowledge are limited, and the knowledge of CSs among in-service teachers remains underreported. Guided by the complexity framework, we launched a study to develop and validate a survey instrument for measuring the knowledge of CSs among high school teachers and undergraduate students, as well as delineating the contours of their knowledge. In this article, we present the development and validation of a Complex Systems Knowledge Survey (CSKS), and we use the survey to compare the CS knowledge among 252 high school teachers and 418 undergraduate students in the United States. Our key findings include that (1) both high school teachers and undergraduates exhibit relatively low knowledge of decentralization and stochasticity, (2) undergraduates, especially those in non-STEM majors, demonstrate moderate to low knowledge of emergence, (3) few teachers and undergraduates differentiate between complicated and complex systems, and (4) teachers and undergraduates recognize CS examples across natural and social systems. The implications of our findings are discussed. Full article

In our contemporary digital age, the profound integration of the internet, mobile devices, and innovative educational technologies has revolutionized the landscape of digital education. This transformation has unfolded a world of possibilities, enriched by the versatility and accessibility of digital learning, transcending temporal and spatial boundaries. The convergence of AR (augmented reality) and mobile learning has emerged as a hotbed of innovation in the realm of education. This study stands at the juncture of climate change education and innovative educational technologies, ushering in new dimensions of learning within the context of aurora astronomy. AR technology vividly elucidates the repercussions of climate change on natural phenomena like the auroras, offering students the opportunity to embark on virtual journeys, exploring the environmental transformations impacting the Earth’s magnetic fields and, consequently, the behavior of auroras. This harmonious blend of innovative technology and climate change education equips students with a profound comprehension of climate change’s real-world implications on awe-inspiring natural phenomena such as the auroras. Hence, this research proposes the application of a teaching model that combines mobile learning with AR to a sixth-grade class in a primary school in Taitung County, Taiwan, specifically applied to the biology and environment unit within the natural sciences and technology curriculum. Furthermore, this research aims to address the relevance of auroras in the pressing global issue of climate change. The results indicate that this approach is able to do more than just boost students’ motivation by integrating AR and mobile learning and delving into the complex interconnections between auroras and climate change within the changing backdrop of Earth’s climate. And, by providing students with the opportunity to study auroras through AR and mobile learning, this research seeks to raise awareness of the interconnectedness of environmental phenomena and promote a deeper understanding of the challenges posed by climate change. Full article

Starting from the observation that there is a gap between knowledge of the environmental sciences and practical engagement, for example, in climate change or biodiversity loss, this article explores one possible explanation for this situation—namely, the process of objectification inherent in science. It then proposes to remedy the situation by defending the idea of a ‘first-person ecology’. This term refers to a field of research and practice that looks at the relationship between humans and nature from the point of view of the embodied and situated nature of lived experience. The lived experience of nature at the heart of a first-person ecology is first studied from an epistemic perspective using the concept of recognition, inspired by the Frankfurt School philosopher and sociologist Axel Honneth. It is then approached from a phenomenological perspective, using the emerging field of ecospirituality to describe the characteristics of this experience. Full article