In this geographically diverse study of environmental education (eco-ed), I employed survey research methods, conducted two focus groups, and undertook case studies of three eco-ed programs: The Monterey Bay Aquarium, the Seven Pillars Ranch in Jordan, and Ukraine’s National Ecological and Naturalistic Center for Students. The case studies focused on programs in their contexts. The online survey gathered insights from environmentally active individuals worldwide. The focus groups queried professionals with wide-ranging water expertise. This study built on my previous DMin dissertation research, where I had set forth a Seven Pillars methodology. Here, I investigated its applicability to eco-ed. I found that each of its seven areas—vision, special skills, non-duplication, partnership, credit sharing, feedback and staying power—rated highly to environmentally active individuals. I also observed that each attribute was present in all three case studies.
Using the precepts of grounded theory, I discerned common themes and suggested strategies to educate environmentally conscious global citizens in response to unprecedented environmental challenges. I discerned themes including curriculum integration, hard and soft skills, hope, teamwork, practicable activities, relatability, motivators, and emotional issues. In addition to support for using and teaching the Seven Pillars, my findings suggest integrating age-appropriate eco-ed throughout the day, taking a head-heart-hands approach, nourishing hope, employing compelling media, offering relatable and practicable activities, and moving outside the classroom. Because the results support addressing eco-theo-philosophical issues, I suggest employing critical realism, allowing eco-educators to blend them with environmental science in an eco-ed setting.
Please contact Dr. Judi Melton (judi.melton@bgu.edu) for a PDF of the full dissertation