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Abstract This paper argues for an increase in the application of empirical evidence to the task of improving the quality and impact of environmental education. Whilst the global scene in environmental education appears to portray optimism and great endeavour, there remain key issues to resolve. Such issues include the apparent lack of impact of formal educational programmes on individual's environmental awareness and concern. The paper argues that an empirical research base can illuminate significant findings relating to human motivation and cognition which may help to resolve such issues. It provides an overview and discussion of some of the findings of one particular substantial international research project in order to illustrate the underpinning case for using research to inform both policy and practice and gives some examples of how the evidence generated from this research programme is being used to shape educational policy and practice.
Joy Palmer (Mon,) studied this question.