Enhancing Environmental Learning

  • Mark RickinsonEmail author
  • Cecilia Lundholm
  • Nick Hopwood


In this final chapter, we re-visit the main arguments and findings of the book and consider what these tell us about students’ environmental learning in formal settings. We then discuss how the ideas presented in this book might inform the development of environmental learning in terms of practice, policy and research. The key motivation for writing this book is the urgent need for more and better research-based understandings of environmental learning and students’ experiences. In our early chapters, we show how the learning demands associated with environmental and sustainable development issues are becoming ever greater, but research into the nature and dynamics of such learning is still in its early infancy. Despite the fact that environmental education and education for sustainable development have become features of many countries’ formal education systems, very little is known about what such provision looks and feels like for the learners concerned. Until recently, there have been all too few empirical investigations specifically focused on learning in environmental education. The tendency has been to focus on environmental learning outcomes as opposed to environmental learning processes and to make little use of wider learning theory.


Environmental Learning Environmental Education Formal Setting Initial Teacher Education Environmental Learning Research 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer Science+Business Media B.V. 2009

Authors and Affiliations

  • Mark Rickinson
    • 1
    Email author
  • Cecilia Lundholm
    • 2
  • Nick Hopwood
    • 3
  1. 1.Oxford University and Policy Studies InstituteWallingfordUK
  2. 2.Department of Education and Stockholm Resilience CentreStockholm UniversityStockholmSweden
  3. 3.Centre for Excellence in Preparing for Academic PracticeOxford Learning InstituteOxfordUK

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