Environmental education plays a vital role in cultivating environmentally responsible citizens. Although teachers are central to environmental education, their pedagogical practices remain under-researched. Thus, this study targeted to systematically review empirical research on environmental education teaching practices to synthesize findings and identify gaps. 2273 papers between 2015 and 2024 from Teacher Reference Center, ERIC, and GreenFILE were filtered to cover studies focused on environmental education teaching practices by teachers under formal education. To interpret trends of discoveries, we propose an expanded Technological Pedagogical Content Knowledge framework—TPAC+E—by incorporating environmental knowledge alongside existing dimensions. Majority of 111 peer-reviewed articles employed case study designs and interviews, with an increasing emphasis on digital technologies in the post-COVID era. Common teaching practices identified include cross-disciplinary integration, outdoor learning, participatory approaches, and the promotion of critical thinking and empathy. However, widespread reliance on textbooks and teacher-centered instruction persists. The review also highlights significant research gaps in primary education and in underrepresented regions such as the Global South and East Asia. We advocate for more interdisciplinary and context-specific approaches, along with enhanced support for teacher training and curriculum development. This review offers both practical and conceptual insights to advance equitable and effective environmental education worldwide.
Zhang et al. (2025) studied this question.