Does Local Context Matter for Case-Based Environmental Education?

Evidence-based environmental education strategies are key for training environmentally conscious global citizens. For example, case-based education has emerged as a valuable strategy, though questions remain about the effective design of case studies that enhance engagement with complex environmental issues. We conducted an experiment in two undergraduate environmental science courses, one major and one non-major track, to test whether case studies set in a local context improve learning attitudes and outcomes. In each course, one section received a case study based on local issues and the other received an identically structured case study removed from the local context. Using a validated survey instrument, we assessed if learning attitudes and outcomes were improved through incorporating local issues. We found that learning attitudes and outcomes differed significantly for major and non-major track courses but did not differ between sections receiving local and non-local cases. Although local case studies may offer other benefits not addressed here, our findings suggest that local contexts are not necessary for overall effectiveness. Our results will inform educators looking to integrate case-based learning approaches into their environmental science curricula to improve student engagement with complex environmental and natural resource topics.