A manifesto for Education for Environmental Sustainability: implications for science education

Lynda Dunlop, Elizabeth Rushton

Research output: Contribution to journalArticlepeer-review


Drawing on a UK-based case study, the authors share their insights from a series of
online, inclusive, participatory workshops with the aim of co-creating with teachers and young people an illustrated manifesto for Education for Environmental Sustainability (EfES). They focus on the implications for science education by examining what young people (aged 16–18) and teachers said were priorities for education: knowledge for action, the development of skills to think critically and conduct research, and opportunities to communicate and network.
Original languageEnglish
JournalSchool Science Review
Issue number383
Publication statusPublished - 21 Jan 2022

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© 2022, The Association for Science Education . This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details

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