Environmental Education Research and Publications

In Fall 2025, the the Environmental and Sustainability Committee released the Environmental Flourishing and Climate Action Plan: In the Faculty and Beyond, developed in response to urgent calls for action amid accelerating climate change and related global challenges.This is a comprehensive strategy embedding environmental responsibility into every facet of academic and community work. The Plan reinforces our commitment to fostering sustainability and flourishing through teaching, research, policy, and community engagement.

Environmental Education Publications from Faculty

Field, E., Barraclough, L. (2025). Applying the 7P Framework to youth adult-partnerships in climate organizing spaces: “If we are going to be the ones living with climate change, we should have a say.” Youth, 5(33), 66: https://doi.org/10.3390/youth5030066

Field, E., Andrews, M., Hannah, J., Kerr, E., Stephens, D., & Elliott, A. (2024). Accelerating change-making: Critically reflexive learning across schools aiming to amplify regenerative practices. In I. Eikeland, B. Bjonness, & A. Wals (Eds), Whole school approaches to sustainability: Principles, practices, and prospects. Springer SDG 4 Series. https://link.springer.com/chapter/10.1007/978-3-031-56172-6_7

Field, E., Berger, P., Lee, D., Strutt, C., Nguyen, A. (2024). Knowledge, urgency, and agency: Reflections on climate change education course outcomes. Environmental Education Research, 11, 1885-1912. https://doi.org/10.1080/13504622.2023.2296359

Field, E., Stapleton, S., Lowan-Trudeau, G., & Harris, C. (2024). Climate activism in K-12 formal education across North American contexts. Handbook on global climate activism. Routledge.

Field, E., Tremblay, M., Inwood, H.(2024). Report from national roundtable on climate change education in teacher education. Accelerating climate change education in teacher education. https://accelerating-cce.ca/10-2/national-roundtable-in-cce-in-teacher-education/

Field, E. (2023). ECCC grant: Accelerating Climate Change Education in Teacher Education. $488,500

Field, E., Lee, D., Layton, S., Hunt, O., Barclay, C., & Berger, P. (Guest Editors). (2022). Special Issue: Year of Climate Action. Pathways: The Ontario Journal of Outdoor Education 34(4).

Field, E. (2022). SSHRC Connections grant: Youth Sustainability Summit: Enabling Youth-led Dialogue through Action. $24,354

Field, E. & Berger, P. (2022). Your school and climate action. Principal Connections, 26(2), pp. 58-60.

Field, E., Schwartzberg, P., & Berger, P. (2020). How should climate change be taught in schools?. Ed Can Network Facts on Education. https://www.edcan.ca/articles/climate-change/

Galway, L. P., & Field, E. (2023). Climate emotions and anxiety among young people in Canada: A national survey and call to action. The Journal of Climate Change and Health. 9, https://doi.org/10.1016/j.joclim.2023.100204

Grewal, R., Field, E., Berger, P. (2022). Bring climate injustices to the forefront: Learning from the youth climate justice movement. In E. Walsh (Ed.), Equity and social justice in climate change education: Exploring social and ethical dimensions of environmental education (pp. 39-70). Routledge.

Nguyen, A. T., Berger, P., Field, E.  (2025). More green thoughts than actions: Insights from marketing instructors at a Canadian University. Cleaner and Responsible Consumption, 16, https://doi.org/10.1016/j.clrc.2025.100257

Stevenson, R. B., Whitehouse, H. L., Field, E. (2024). Teaching climate justice education holistically in schools. In G. Noblit (Ed.), Oxford Rresearch encyclopedia of education. Oxford University Press. doi: https://doi.org/10.1093/acrefore/9780190264093.013.1791

UNESCO. (2024). Greening curriculum guidance: Teaching and learning for climate action. [Contributing authors: Felisa Tibbits, Margaret Sinclair, Simon Klein, Christina Kwauk, Ellen Field, Yue Liu, & Mustafa Ozturk] UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000390022

Contributions from Graduate Students (dissertations, theses and portfolios) 

Derochie, Emilie. (2024). Project-based learning activities as a pedagogy that encourages future 'change makers' [portfolio]

Frank, Mark. (2022). Perspectives on climate change solutions, Actions and education from environmentally conscience youth in British Columbia [thesis]

Howlett, Sidney. (2024). Exploring supports for students’ complex climate emotions in Ontario schools through interviews with Ontario secondary teachers [thesis]

Kearey-Moreland, Jacob. (2023). Growing garden-based educators [thesis]

Miller, Shelley. (2021). Women in power: Learning through climate emergency declarations in Canada. [thesis]

Nguyen, Anh Thu. (2022). Perceptions of marketing teachers regarding sustainability in marketing education: A case study in Canada [thesis]

Romero, Malinali Castañeda. (2024). Exploring the role of climate emotion tools in climate science learning with youth and Indigenous climate activists from Mexico [thesis]

Spiropoulos, Gia. (2020). Climate change education inquiries in the secondary classroom: A practical guide  [portfolio]