Bill Finnegan and I (Isobel Talks) recently co-authored a report commissioned by NAAEE: “Engaging the Next Generation: The state of environmental, sustainability and climate education in UK schools and effective practice in the classroom”. The report explores effective practices in delivering environmental, sustainability and climate education in schools across the United Kingdom. Drawing on a comprehensive review of academic and grey literature, as well as relevant case studies, the report identifies key factors that contribute to high-quality educational experiences for young people.
Due to space constraints, we had to limit the historical context section in the main report. However, understanding this rich history is crucial for educators and policymakers. In this blog post, I’ll share some fascinating insights into how environmental education has evolved in the UK.
The roots of environmental education run deep, extending back to influential 18th and 19th-century thinkers such as Goethe, Rousseau and Montessori. In the UK, Scottish Professor of Botany, Sir Patrick Geddes, pioneered experiential environmental learning, emphasising direct contact with nature. This approach laid the groundwork for what would become a fundamental principle in environmental education.
The 1970s marked a turning point. The first Earth Day in 1970 and the Stockholm Conference in 1972 garnered an increase in public environmental awareness. A pivotal moment came in 1977 with the UNESCO Intergovernmental Conference on Environmental Education in Tbilisi, which produced what many consider the first international definition of environmental education. The Tbilisi Declaration emphasised that environmental education should increase knowledge and awareness, develop necessary skills, and foster attitudes and commitments for responsible environmental action.
The introduction of environmental education into the UK’s formal education system has had its ups and downs. In 1989, it was introduced as one of five cross-curricular themes in the National Curriculum for England and Wales. However, the simultaneous introduction of school league tables and an inspection framework that did not include environmental education resulted in the themes being marginalised. Even dedicated GCSE and A-level courses in environmental studies struggled to gain traction, with only 3% of secondary schools in England currently offering A-level environmental science.
The different nations within the UK have taken varying approaches. Scotland has been particularly progressive, establishing the Scottish Schools Environment Research Centre and integrating sustainability throughout its curriculum. Wales has also made significant strides, particularly with its new curriculum reforms in 2022 that embed environmental education across all Areas of Learning. Northern Ireland holds a special place in environmental education history – the world’s first Green Flag was awarded to Downpatrick Nursery School in 1994.
Recent developments show promise for the future. The Department for Education’s 2022 Sustainability and Climate Change Strategy aimed to establish the English education sector as world-leading in sustainability and climate change by 2030. The new Labour government is undertaking a full Curriculum and Assessment Review, which many hope will lead to strengthened climate, environmental and sustainability education.
The evolution of environmental education reflects broader changes in our understanding of environmental challenges. The field began as the study of the natural world around us [JD1] but has now expanded to encompass climate change education (CCE) and education for sustainable development (ESD). These approaches recognise that environmental education is not just about understanding nature, important though that might be – it is also about developing the skills, knowledge, and motivation to address complex environmental challenges.
Looking ahead, the success of environmental education will depend on how well we can integrate these lessons from history with contemporary needs. The varying approaches across the UK’s nations offer valuable insights into what works and what doesn’t. As we face increasingly urgent environmental challenges, ensuring effective environmental education for the next generation has never been more critical.
The full report, which explores current practices and recommendations for the future, is available through the NAAEE website. I encourage educators, policymakers, and anyone interested in environmental education to read it and join the conversation about how we can best prepare our young people to address environmental challenges.
[JD1]Of what?