Systematic review identifies trends and gaps in environmental education teaching practices, highlighting pedagogical approaches and needs in various regions.
Key Points
The review identifies common teaching practices in environmental education, including outdoor learning and participatory approaches.
Majority of 111 peer-reviewed articles used case study designs with a noted rise in digital technologies since COVID-19.
Research highlights significant gaps in primary education and underserved regions, especially in the Global South and East Asia.
Advocates for context-specific approaches, enhanced teacher training, and improved curriculum development to advance equitable education.