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  23. <title>NEW Blog series :: Environmental Lunacy Project</title>
  24. <link>https://naee.org.uk/new-blog-series-environmental-lunacy-project/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=new-blog-series-environmental-lunacy-project</link>
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  27. <pubDate>Sun, 05 Jan 2025 11:42:55 +0000</pubDate>
  28. <category><![CDATA[Blog]]></category>
  29. <category><![CDATA[Environmental Lunacy Project]]></category>
  30. <guid isPermaLink="false">https://naee.org.uk/?p=22034</guid>
  31.  
  32. <description><![CDATA[<p>A Year of Environmental Lunacy &#8211; By Paula Owens                  Moon cycle:&#160;&#160;&#160;&#160;&#160;&#160;New Moon&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;30th&#160;December 2024 &#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;Full Moon&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;13th January 2025 &#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;New Moon&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;29th&#160;January 2025 Wolf Moon The first lunar cycle of the year in the northern hemisphere has been traditionally known by some cultures as the Wolf Moon. During the long, dark winter months when food was scarce, wolves were&#8230;</p>
  33. <p>The post <a href="https://naee.org.uk/new-blog-series-environmental-lunacy-project/">NEW Blog series :: Environmental Lunacy Project</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  34. ]]></description>
  35. <content:encoded><![CDATA[
  36. <figure class="wp-block-image size-large"><a href="https://naee.org.uk/wp-content/uploads/2025/01/IMG_moon-scaled.jpeg"><img fetchpriority="high" decoding="async" width="1024" height="683" src="https://naee.org.uk/wp-content/uploads/2025/01/IMG_moon-1024x683.jpeg" alt="" class="wp-image-22035" srcset="https://naee.org.uk/wp-content/uploads/2025/01/IMG_moon-1024x683.jpeg 1024w, https://naee.org.uk/wp-content/uploads/2025/01/IMG_moon-300x200.jpeg 300w, https://naee.org.uk/wp-content/uploads/2025/01/IMG_moon-768x512.jpeg 768w, https://naee.org.uk/wp-content/uploads/2025/01/IMG_moon-1536x1024.jpeg 1536w, https://naee.org.uk/wp-content/uploads/2025/01/IMG_moon-2048x1365.jpeg 2048w" sizes="(max-width: 1024px) 100vw, 1024px" /></a></figure>
  37.  
  38.  
  39.  
  40. <p class="has-text-align-center"><strong>A Year of Environmental Lunacy </strong>&#8211; <strong>By Paula Owens     </strong>            </p>
  41.  
  42.  
  43.  
  44. <p>Moon cycle:&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;New Moon&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;30<sup>th</sup>&nbsp;December 2024</p>
  45.  
  46.  
  47.  
  48. <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Full Moon&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;13th January 2025</p>
  49.  
  50.  
  51.  
  52. <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;New Moon&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;29<sup>th</sup>&nbsp;January 2025</p>
  53.  
  54.  
  55.  
  56. <p><strong>Wolf Moon</strong></p>
  57.  
  58.  
  59.  
  60. <p>The first lunar cycle of the year in the northern hemisphere has been traditionally known by some cultures as the Wolf Moon. During the long, dark winter months when food was scarce, wolves were likely to have been heard howling to each other more frequently. Additionally, this time of year also coincides with the start of the breeding season, so wolves were also heard calling out for a mate.&nbsp;</p>
  61.  
  62.  
  63.  
  64. <p>However, while wolves can still be found in the wild in parts of north America, and in mainland Europe, the entire wolf population of the British Isles was exterminated by about 1760 following centuries of persecution and hunting. It is unlikely then that we will hear the haunting cries of this iconic predator in our local area in the UK.&nbsp;</p>
  65.  
  66.  
  67.  
  68. <figure class="wp-block-image size-large"><a href="https://naee.org.uk/wp-content/uploads/2025/01/vecteezy_fox-night-1-scaled.jpeg"><img decoding="async" width="1024" height="683" src="https://naee.org.uk/wp-content/uploads/2025/01/vecteezy_fox-night-1-1024x683.jpeg" alt="" class="wp-image-22037" srcset="https://naee.org.uk/wp-content/uploads/2025/01/vecteezy_fox-night-1-1024x683.jpeg 1024w, https://naee.org.uk/wp-content/uploads/2025/01/vecteezy_fox-night-1-300x200.jpeg 300w, https://naee.org.uk/wp-content/uploads/2025/01/vecteezy_fox-night-1-768x512.jpeg 768w, https://naee.org.uk/wp-content/uploads/2025/01/vecteezy_fox-night-1-1536x1024.jpeg 1536w, https://naee.org.uk/wp-content/uploads/2025/01/vecteezy_fox-night-1-2048x1365.jpeg 2048w" sizes="(max-width: 1024px) 100vw, 1024px" /></a></figure>
  69.  
  70.  
  71.  
  72. <p><strong>Fox Moon</strong></p>
  73.  
  74.  
  75.  
  76. <p>However, there&nbsp;<em>is</em>&nbsp;a piercing scream that you might hear on a cold January night, whether you be a country or city dweller. I heard this sound myself close to the January full Moon last year and it sent a shiver through me: it is the sound of a fox, a vixen or female fox to be precise, as a dog fox makes more of a low, barking sound. While you might hear foxes screaming and barking throughout the year, you are far more likely to hear this sound during January as it is peak mating season for foxes. The vixen screams to let the dog fox know that she is about and looking for a mate.</p>
  77.  
  78.  
  79.  
  80. <p>So, I propose that the January full Moon is known as the Vixen or Fox Moon. The fox is related to the wolf and has become one of Britain’s most iconic species. The Red Fox has adapted to live in urban and rural environments and to eat a varied diet that includes birds and beetles, rabbits and rats, fruits and berries, as well as left over and scrap food, particularly in urban environments. It is a survivor despite continued persecution by some people.</p>
  81.  
  82.  
  83.  
  84. <p><strong>Noticing Foxes</strong></p>
  85.  
  86.  
  87.  
  88. <p>The cubs&nbsp;are born about March and emerge from their den (or earth) underground, in late spring. If you are lucky enough to have foxes near you, they might even wander into your garden with their young at this time. They are fully grown at about seven months and sadly only live for about three years, as many are killed in road traffic accidents.&nbsp;</p>
  89.  
  90.  
  91.  
  92. <p>While your best opportunity to see foxes might be in an urban environment, where they are more accustomed to people, you might notice signs of foxes in the countryside by looking out for their poo. A fox poo, known as scat, is often left on footpaths and close to molehills and rocks. The scat is dark or black with a twist at one end and will contain remains of the fox’s food, such as fur and bones. Although foxes hunt mainly at night, they can often be seen during the daytime too, particularly at dawn and dusk &#8211; the term for this behaviour is&nbsp;<em>crepuscular.</em></p>
  93.  
  94.  
  95.  
  96. <p>I once stood silently watching a fox in winter as it patiently stood still above the ground and listened for several minutes for before pouncing and digging, perhaps seeking mice. There is even some research that suggests foxes align themselves with the Earth’s magnetic field when they hunt like this, it’s made me want to find and observe foxes even more!&nbsp;&nbsp;Only a few nights ago, returning home at dusk,&nbsp;I saw the tell -tale sign of a bushy tail disappear into shrub and thicket at the edge of our road. They are out there!</p>
  97.  
  98.  
  99.  
  100. <p><strong><em>What’s happening where you are?</em></strong></p>
  101.  
  102.  
  103.  
  104. <p><em>At this time of year, you are also likely to see bright yellow Aconites appear and notice Barn Owls hunting more during the day. Take time to look for and notice humble mosses, these flourish in damp conditions and are more visible in the winter months, while the tuneful notes of birds that sing all year round, such as the tiny Wren, or the Robin, may be more apparent at this relatively quiet time. What’s happening where you live?</em></p>
  105.  
  106.  
  107.  
  108. <p><em>Please tag us in your stories or pictures using the hashtag #environmentalLunacy. You can find us here:</em></p>
  109.  
  110.  
  111.  
  112. <p><strong>Facebook NAEE UK&nbsp;</strong></p>
  113.  
  114.  
  115.  
  116. <p><strong>Instagram NAEEUK</strong></p>
  117.  
  118.  
  119.  
  120. <p><strong>Twitter&nbsp;&nbsp;@NAEE_UK&nbsp;&nbsp;</strong></p>
  121.  
  122.  
  123.  
  124. <p><strong>Activity Ideas related to Foxes</strong></p>
  125.  
  126.  
  127.  
  128. <p><em>Foxy facts</em></p>
  129.  
  130.  
  131.  
  132. <p>Have any children seen a fox? Have they heard a fox scream? What do they know about them? Create a class fact file and spot any sightings on a map. Ask friends and family too.</p>
  133.  
  134.  
  135.  
  136. <p><em>Foxy Words</em></p>
  137.  
  138.  
  139.  
  140. <p>Children read ‘I am Fox’ from the book&nbsp;<em>the Lost Spells</em>&nbsp;by Rob Macfarlane and Jackie Morris, out of doors. Ask children to imagine that they can ‘conjure’ the animal to appear through the power of words.&nbsp;</p>
  141.  
  142.  
  143.  
  144. <p><em>Des Res</em></p>
  145.  
  146.  
  147.  
  148. <p>Children investigate and consider the attractiveness of their school grounds to foxes. Foxes are a top predator so one way to attract them would be to ensure a healthy and diverse wildlife population – what needs to be improved to make this happen? Messy spaces attract wildlife, so leaving piles of leaf litter for example, will encourage a healthy soil and attract earthworms which are a valuable part of a fox’s diet.&nbsp;</p>
  149.  
  150.  
  151.  
  152. <p><em>Rewilding debate</em></p>
  153.  
  154.  
  155.  
  156. <p>What do children think about Wolves being hunted to extinction? There is talk of trying to reintroduce some species – we call this ‘rewilding’ – and pupils could research more about this. Successful attempts to reintroduce Beaver, and White-Tailed Eagles in England have happened over the past few years. Now there is talk of reintroducing Lynx into the UK. Investigate the pros and cons and set up a debate.</p>
  157.  
  158.  
  159.  
  160. <p><strong>General Activity Ideas</strong></p>
  161.  
  162.  
  163.  
  164. <p><em>Camera Spy</em></p>
  165.  
  166.  
  167.  
  168. <p>Invest in a night wildlife trail camera and set it up in the school grounds overnight to see if you have any might time visitors. What other nighttime creatures visit? This could be a good way to document an unfolding year of wildlife around your school.</p>
  169.  
  170.  
  171.  
  172. <p><em>Colour Palette</em></p>
  173.  
  174.  
  175.  
  176. <p>Notice and record different colours you can find in your local area each month, either by using and matching colour swatches, sketching with crayons, or by collecting images digitally with a camera. Keep a colour palette for each lunar cycle and compare.</p>
  177.  
  178.  
  179.  
  180. <p><em>Wildlife audit</em></p>
  181.  
  182.  
  183.  
  184. <p>What other wildlife can you spot at this time of year? Look out for tracks and other evidence. Keep a daily diary and have a rota of paired observation &#8211; either outside during lunch break, or quietly watching from a classroom window. Pupils could even build an outdoor hide. Conduct a nature audit of your school grounds, photograph and map your favourite spots.</p>
  185.  
  186.  
  187.  
  188. <p><em>Sound Maps</em></p>
  189.  
  190.  
  191.  
  192. <p>What other natural sounds might you hear at different times of the day? Take a compass outside and orient yourself facing north. Listen carefully and ask pupils to map the sounds they hear and the direction they come from. Can they identify different birdsong? Download the Merlin App and record birdsong – it will tell you what bird you are listening to.</p>
  193.  
  194.  
  195.  
  196. <p><em>Moon Glossary&nbsp;[Link to file]</em></p>
  197.  
  198.  
  199.  
  200. <p><em>Useful websites</em></p>
  201.  
  202.  
  203.  
  204. <p>Disappearance of Wolves&nbsp;<a href="https://ukwct.org.uk/files/disappearance.pdf">https://ukwct.org.uk/files/disappearance.pdf</a></p>
  205.  
  206.  
  207.  
  208. <p>Discover Fox Behaviour&nbsp;&nbsp;<a href="https://www.discoverwildlife.com/animal-facts/mammals/understand-fox-behaviour">https://www.discoverwildlife.com/animal-facts/mammals/understand-fox-behaviour</a></p>
  209.  
  210.  
  211.  
  212. <p>Foxes use the Earth’s Magnetic Field&nbsp;<a href="https://www.nationalgeographic.com/science/article/foxes-use-the-earths-magnetic-field-as-a-targeting-system">https://www.nationalgeographic.com/science/article/foxes-use-the-earths-magnetic-field-as-a-targeting-system</a></p>
  213.  
  214.  
  215.  
  216. <p>Nature’s calendar January&nbsp;<a href="https://www.rspb.org.uk/birds-and-wildlife/natures-calendar/natures-calendar-january">https://www.rspb.org.uk/birds-and-wildlife/natures-calendar/natures-calendar-january</a></p>
  217.  
  218.  
  219.  
  220. <p>Top ten wildlife to spot in January&nbsp;<a href="https://www.bbowt.org.uk/blog/pete-hughes/our-top-10-wildlife-sightings-january#:">https://www.bbowt.org.uk/blog/pete-hughes/our-top-10-wildlife-sightings-january</a></p>
  221.  
  222.  
  223.  
  224. <p>Secret life of urban foxes&nbsp;<a href="https://www.nhm.ac.uk/discover/the-secret-life-of-urban-foxes.html">https://www.nhm.ac.uk/discover/the-secret-life-of-urban-foxes.html</a></p>
  225.  
  226.  
  227.  
  228. <p>What do Foxes eat?&nbsp;<a href="https://www.woodlandtrust.org.uk/blog/2019/08/what-foxes-eat/">https://www.woodlandtrust.org.uk/blog/2019/08/what-foxes-eat/</a></p>
  229.  
  230.  
  231.  
  232. <p>Reference&nbsp;</p>
  233.  
  234.  
  235.  
  236. <p>Macfarlane, R and Morris, J. (2020)&nbsp;<em>The Lost Spells</em>&nbsp;UK Hamish Hamilton. Penguin Random House</p>
  237.  
  238.  
  239.  
  240. <p></p>
  241.  
  242.  
  243.  
  244. <p class="has-text-align-center"><strong>Geographical Lunacy: Moon Glossary </strong></p>
  245.  
  246.  
  247.  
  248. <p><strong>Apogee&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</strong><em>the point in an object’s orbit farthest away from the centre of Earth, or a planet.</em></p>
  249.  
  250.  
  251.  
  252. <p><strong>Black Moon&nbsp;&nbsp;&nbsp;&nbsp;</strong><em>the second of two New Moons in the same calendar month</em></p>
  253.  
  254.  
  255.  
  256. <p><strong>Blood Moon</strong>&nbsp;&nbsp;&nbsp;a<em>&nbsp;total lunar eclipse is sometimes called a Blood Moon because when fully eclipsed, the Full Moon takes on a red tinge. The term is also frequently used to describe four total lunar eclipses that occur in a row. Find out more&nbsp;</em><a href="https://www.bbc.co.uk/newsround/61409375"><em>here</em></a><em>.</em></p>
  257.  
  258.  
  259.  
  260. <p><strong>Blue Moon</strong>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;<em>a seasonal Blue Moon is the third Full Moon of an astronomical season that has four Full Moons. A monthly Blue Moon is the second Full Moon in a calendar month with two Full Moons.</em></p>
  261.  
  262.  
  263.  
  264. <p><strong>Ebb tide&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</strong><em>the change from high to low tide</em></p>
  265.  
  266.  
  267.  
  268. <p><strong>Eclipse&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</strong><em>a total lunar eclipse takes place when the Earth comes between the Sun and the Moon and its shadow covers the Moon. The Moon appears to turn red when the eclipse reaches totality. A ‘Blood Moon’.&nbsp;</em>[Next Total Lunar Eclipse: Fri, 14 Mar 2025 03:57:28]&nbsp;</p>
  269.  
  270.  
  271.  
  272. <p><strong>Flood tide&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</strong><em>the change from low to high tide</em></p>
  273.  
  274.  
  275.  
  276. <p><strong>Full Moon</strong>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;<em>when the Sun and the Moon are aligned on opposite sides of Earth, and 100% of the Moon&#8217;s face is illuminated by the Sun</em></p>
  277.  
  278.  
  279.  
  280. <p><strong>Gibbous Moon</strong>&nbsp;<em>the oval-to-round shape of the Moon</em></p>
  281.  
  282.  
  283.  
  284. <p><strong>Harvest Moon&nbsp;</strong><em>the Full Moon closest to the September equinox is called the Harvest Moon.</em></p>
  285.  
  286.  
  287.  
  288. <p><strong>Lunar Day</strong><em>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;the time it takes Earth to reach the same position in relation to the Moon, on average, 24 hours and 50 minutes</em></p>
  289.  
  290.  
  291.  
  292. <p><strong>Micromoon</strong>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;<em>when a Full Moon or a New Moon coincides with apogee.</em></p>
  293.  
  294.  
  295.  
  296. <p><strong>Moonbow&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</strong><em>similar to rainbows, they are created by moonlight instead of direct sunlight.</em><strong></strong></p>
  297.  
  298.  
  299.  
  300. <p><strong>Neap Tide&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</strong><em>seven days after a spring tide—refers to a period of moderate tides when the sun and moon are at right angles to each other</em></p>
  301.  
  302.  
  303.  
  304. <p><strong>New Moon</strong>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;<em>when the Sun and Moon are aligned, with the Sun and Earth on opposite sides of the Moon.</em></p>
  305.  
  306.  
  307.  
  308. <p><strong>Spring Tide&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</strong><em>also known as King Tide, these happen&nbsp;&nbsp;during Full Moon and New Moon phases, the Moon and the Sun&#8217;s gravitational forces combine to pull the ocean’s water in the same direction – the ‘springing forth’ of the tide. They happen twice a lunar month.</em></p>
  309.  
  310.  
  311.  
  312. <p><strong>Tidal range</strong><em>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;technical term for the difference in water level between high tide and low tide&nbsp;</em></p>
  313.  
  314.  
  315.  
  316. <p><strong>Supermoon</strong>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;<em>when the Full Moon or New Moon occurs near the Moon&#8217;s closest approach to Earth, its perigee.&nbsp;</em></p>
  317.  
  318.  
  319.  
  320. <p><strong>Waning Crescent Moon</strong>&nbsp;<em>waning means shrinking and getting smaller, crescent refers to the curved sickle shape.</em></p>
  321.  
  322.  
  323.  
  324. <p><strong>Waxing Crescent Moon&nbsp;</strong><em>waxing means growing larger.</em></p>
  325. <p>The post <a href="https://naee.org.uk/new-blog-series-environmental-lunacy-project/">NEW Blog series :: Environmental Lunacy Project</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  326. ]]></content:encoded>
  327. <wfw:commentRss>https://naee.org.uk/new-blog-series-environmental-lunacy-project/feed/</wfw:commentRss>
  328. <slash:comments>0</slash:comments>
  329. </item>
  330. <item>
  331. <title>The Evolution of Environmental Education in the UK: A Historical Perspective</title>
  332. <link>https://naee.org.uk/the-evolution-of-environmental-education-in-the-uk-a-historical-perspective/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=the-evolution-of-environmental-education-in-the-uk-a-historical-perspective</link>
  333. <comments>https://naee.org.uk/the-evolution-of-environmental-education-in-the-uk-a-historical-perspective/#respond</comments>
  334. <dc:creator><![CDATA[NAEE Web Team]]></dc:creator>
  335. <pubDate>Mon, 30 Dec 2024 09:36:16 +0000</pubDate>
  336. <category><![CDATA[Blog]]></category>
  337. <guid isPermaLink="false">https://naee.org.uk/?p=22028</guid>
  338.  
  339. <description><![CDATA[<p>Bill Finnegan and I (Isobel Talks) recently co-authored a report commissioned by NAEE: “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&#8230;</p>
  340. <p>The post <a href="https://naee.org.uk/the-evolution-of-environmental-education-in-the-uk-a-historical-perspective/">The Evolution of Environmental Education in the UK: A Historical Perspective</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  341. ]]></description>
  342. <content:encoded><![CDATA[
  343. <p></p>
  344.  
  345.  
  346.  
  347. <p><strong>Bill Finnegan and I (Isobel Talks) recently co-authored a report commissioned by NAEE: “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.</strong></p>
  348.  
  349.  
  350.  
  351. <p>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&#8217;ll share some fascinating insights into how environmental education has evolved in the UK.</p>
  352.  
  353.  
  354.  
  355. <p>The roots of environmental education run deep, extending back to influential 18<sup>th</sup>&nbsp;and 19<sup>th</sup>-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.</p>
  356.  
  357.  
  358.  
  359. <p>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.</p>
  360.  
  361.  
  362.  
  363. <p>The introduction of environmental education into the UK&#8217;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.</p>
  364.  
  365.  
  366.  
  367. <p>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 &#8211; the world&#8217;s first Green Flag was awarded to Downpatrick Nursery School in 1994.</p>
  368.  
  369.  
  370.  
  371. <p>Recent developments show promise for the future. The Department for Education&#8217;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.</p>
  372.  
  373.  
  374.  
  375. <p>The evolution of environmental education reflects broader changes in our understanding of environmental challenges. The field began as the study <a>of the natural world around us </a><a href="applewebdata://0239BCBD-EC39-4ACE-8EDC-4E2AF4EC80C1#_msocom_1">]</a> 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.</p>
  376.  
  377.  
  378.  
  379. <p>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&#8217;s nations offer valuable insights into what works and what doesn&#8217;t. As we face increasingly urgent environmental challenges, ensuring effective environmental education for the next generation has never been more critical.</p>
  380.  
  381.  
  382.  
  383. <p>The full report, which explores current practices and recommendations for the future, is available through the NAEE 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.</p>
  384.  
  385.  
  386.  
  387. <hr class="wp-block-separator has-alpha-channel-opacity"/>
  388.  
  389.  
  390.  
  391. <p> </p>
  392. <p>The post <a href="https://naee.org.uk/the-evolution-of-environmental-education-in-the-uk-a-historical-perspective/">The Evolution of Environmental Education in the UK: A Historical Perspective</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  393. ]]></content:encoded>
  394. <wfw:commentRss>https://naee.org.uk/the-evolution-of-environmental-education-in-the-uk-a-historical-perspective/feed/</wfw:commentRss>
  395. <slash:comments>0</slash:comments>
  396. </item>
  397. <item>
  398. <title>Teaching Wisdom</title>
  399. <link>https://naee.org.uk/teaching-wisdom/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=teaching-wisdom</link>
  400. <comments>https://naee.org.uk/teaching-wisdom/#respond</comments>
  401. <dc:creator><![CDATA[NAEE Web Team]]></dc:creator>
  402. <pubDate>Sun, 22 Dec 2024 12:01:36 +0000</pubDate>
  403. <category><![CDATA[Blog]]></category>
  404. <guid isPermaLink="false">https://naee.org.uk/?p=22017</guid>
  405.  
  406. <description><![CDATA[<p>Today’s post is by regular contributor,&#160;Richard Jurin. Before his retirement, Richard led the Environmental Studies programme at the University of Northern Colorado, where he launched a degree in Sustainability Studies.&#160; His academic interests are environmental worldviews and understanding barriers to sustainability. As ever, with our blogs, the views expressed are not necessarily shared by NAEE.&#8230;</p>
  407. <p>The post <a href="https://naee.org.uk/teaching-wisdom/">Teaching Wisdom</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  408. ]]></description>
  409. <content:encoded><![CDATA[
  410. <p>Today’s post is by regular contributor,&nbsp;<strong><em>Richard Jurin</em></strong>. Before his retirement, Richard led the Environmental Studies programme at the University of Northern Colorado, where he launched a degree in Sustainability Studies.&nbsp; His academic interests are environmental worldviews and understanding barriers to sustainability. As ever, with our blogs, the views expressed are not necessarily shared by NAEE.</p>
  411.  
  412.  
  413.  
  414. <p>“<strong><em>Do you need more knowledge?&nbsp; Is more information going to save the world, or faster computers, more scientific or intellectual analysis?&nbsp; Is it not wisdom that humanity needs most at this time</em></strong>” Eckahrt Tolle.</p>
  415.  
  416.  
  417.  
  418. <p>In many of my posts I have talked about the need for teaching and fostering wisdom, and most recently, about values.&nbsp; When I taught my college worldviews class which was covered as a historical narrative with discussions about worldviews prevalent at the time during narrative.&nbsp; I endeavored to always remain neutral in order to allow students to recognize their own values and as importantly, where those values derived.&nbsp; The final assignment was a written essay where the student discussed and defined for themselves their ‘Ecological Identity’ (based on work by Mitchell Thomashow).&nbsp; From debriefing discussions at the end of the class, my students felt empowered because they had been allowed to discover this identity and inherent values for themselves.&nbsp; And as importantly, it also taught them that there are many perspectives to be understood when trying to resolve ‘wickedly complex’ problems and that open-mindedness was as much part of the solution as scientific knowledge.&nbsp;&nbsp;</p>
  419.  
  420.  
  421.  
  422. <p>Like many educators, I think I did this intuitively, since I never benefited from a class on teaching wisdom.&nbsp; And while I never used the word wisdom, I now recognize teaching wisdom was what I was actually doing.&nbsp; When I retired, my class was taken over by a junior faculty member who tried to inculcate the students from his environmental perspectives.&nbsp; While his aims were admirable, they were still indoctrinal and I suspect his success was less than he would have wished.&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</p>
  423.  
  424.  
  425.  
  426. <p>Many will equate wisdom with religiosity or even psychology or philosophy, but it is generally excluded from any scientific education in favor of the apparent neutrality of empirical facts.&nbsp; This inherent belief that facts will speak for themselves and have no inherent value, I believe is one of the greatest barriers to finding solutions for a sustainable future.&nbsp; As we move forward we must have discussions in which people reconcile their beliefs and values about science, technology and the natural world.&nbsp; Our current disconnection and separateness from each other and the natural world are as important to explore if we are to recognize that wise decisions are a prerequisite of an interconnected, viable and thriving future.&nbsp; &nbsp;&nbsp;</p>
  427.  
  428.  
  429.  
  430. <p>I wish I had&nbsp;<em>The Cambridge Handbook of Wisdom</em>&nbsp;(Sternberg, Robert J. &amp; Gluck, Judith (Eds), 2019, Cambridge University Press) to help me as an educator.&nbsp; I recall reading many psychology papers concerning wisdom, yet the departments at mine, or any institution near me, were sparse in faculty who were knowledgeable in the study of wisdom; and the college of education, while sensitive to the idea, did not espouse the need teach such a topic to their teacher trainees already overwhelmed with classes preparing them to survive in modern academia. &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</p>
  431.  
  432.  
  433.  
  434. <p>Like environmental education, wisdom is seen as an extra topic to add to already extremely busy curricula.&nbsp; Individually we all recognize when wisdom is encountered (especially during decision-making) but including it in educator training and student education is compounded by the problem that wisdom is difficult to define because it encompasses so much.&nbsp; According to the Oxford online dictionary, Wisdom is defined as: 1)&nbsp;<em>The ability to make good judgments based on experience, knowledge, and understanding; 2) the ability to discern or judge what is true, right, or lasting, and 3) Expert knowledge in the fundamental pragmatics of life that permits exceptional insight, judgment, and advice about complex and uncertain matters</em>.</p>
  435.  
  436.  
  437.  
  438. <p>The recent list of wonderful NAEE posts concerning the&nbsp;<em>Francis Review</em>&nbsp;were fascinating and encouragingly full of critical analysis of the problem of developing curricula for a changing world.&nbsp; I do not mean this as a criticism for all the amazing work done within our field of environmental education in the face of dogmatic systems, yet I come back to the Leopold quote I used in my last post,&nbsp;“[Sustainable]&nbsp;<em>development&nbsp;is a job not of building roads into the lovely country, but of building receptivity into the still unlovely human mind.</em>”&nbsp;&nbsp;I feel that the quote below by Gus Speth says it all succinctly – teaching wisdom may be as, if not more, important than any facts in education for a better world.</p>
  439.  
  440.  
  441.  
  442. <p><em><strong>“I used to think the top environmental problems were biodiversity loss, ecosystem collapse, and climate change.&nbsp; I thought that with 30 years of good science we could address those problems.&nbsp; I was wrong.&nbsp; The top environmental problems are selfishness, greed and apathy…and to deal with those we need a spiritual and cultural transformation.&nbsp; And we scientists don’t know how to do that</strong></em><em><strong>”&nbsp;</strong></em><em>Gus Speth</em>.&nbsp; &nbsp;<strong></strong></p>
  443.  
  444.  
  445.  
  446. <p>&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;</p>
  447.  
  448.  
  449.  
  450. <p>Richard can be contacted at: richardjurin@gmail.com</p>
  451. <p>The post <a href="https://naee.org.uk/teaching-wisdom/">Teaching Wisdom</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  452. ]]></content:encoded>
  453. <wfw:commentRss>https://naee.org.uk/teaching-wisdom/feed/</wfw:commentRss>
  454. <slash:comments>0</slash:comments>
  455. </item>
  456. <item>
  457. <title>NAEE Newsletter 09.12.2024</title>
  458. <link>https://naee.org.uk/naee-newsletter-09-12-2024/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=naee-newsletter-09-12-2024</link>
  459. <comments>https://naee.org.uk/naee-newsletter-09-12-2024/#respond</comments>
  460. <dc:creator><![CDATA[NAEE Web Team]]></dc:creator>
  461. <pubDate>Mon, 09 Dec 2024 15:11:29 +0000</pubDate>
  462. <category><![CDATA[Blog]]></category>
  463. <category><![CDATA[News]]></category>
  464. <category><![CDATA[Webwatch]]></category>
  465. <guid isPermaLink="false">https://naee.org.uk/?p=22024</guid>
  466.  
  467. <description><![CDATA[<p>Here is NAEE&#8217;s latest round-up of news;&#160;&#160;&#160; Engaging the Next Generation. The state of environmental, sustainability and climate education in UK schools and effective practice in the classroom:&#160; We include this important report again this week in case you missed it last time. The report, commissioned by the UK National Association for Environmental Education (NAEE),&#8230;</p>
  468. <p>The post <a href="https://naee.org.uk/naee-newsletter-09-12-2024/">NAEE Newsletter 09.12.2024</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  469. ]]></description>
  470. <content:encoded><![CDATA[
  471. <p>Here is NAEE&#8217;s latest round-up of news;&nbsp;&nbsp;&nbsp;</p>
  472.  
  473.  
  474.  
  475. <p><a href="https://naee.org.uk/wp-content/uploads/2024/11/NAEE-Report-Engaging-the-Next-Generation.pdf" rel="noreferrer noopener" target="_blank"><strong>Engaging the Next Generation. The state of environmental, sustainability and climate education in UK schools and effective practice in the classroom:</strong></a>&nbsp;</p>
  476.  
  477.  
  478.  
  479. <p><img decoding="async" src="https://mail.google.com/mail/u/0?ui=2&amp;ik=2c521e6329&amp;attid=0.1.1&amp;permmsgid=msg-f:1817864905867343374&amp;th=193a5a801bdf360e&amp;view=fimg&amp;fur=ip&amp;permmsgid=msg-f:1817864905867343374&amp;sz=s0-l75-ft&amp;attbid=ANGjdJ8a9d2oC-QiQ27N7AITeZI4fRpYBiAfOCCU2mh4Ds6_oyppHC4E78VaralD9-4WmxZtEsbK4vOo6t8ah2UpiWc5iJm4Z-_0ysj6opGAUdDOOZ-ve4N1VncURi4&amp;disp=emb&amp;zw" alt="A group of children in a field of tall grass
  480.  
  481. Description automatically generated" width="193" height="192">We include this important report again this week in case you missed it last time. The report, commissioned by the UK National Association for Environmental Education (NAEE), 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 in the UK.&nbsp;&nbsp;</p>
  482.  
  483.  
  484.  
  485. <p><strong>***</strong>&nbsp;</p>
  486.  
  487.  
  488.  
  489. <p><strong>News and in the papers</strong>&nbsp;</p>
  490.  
  491.  
  492.  
  493. <p><a href="https://grist.org/international/cop29-agreement-baku-new-collective-quantified-goal/" rel="noreferrer noopener" target="_blank"><strong>&#8216;We lost&#8217;: How COP29 ended with a deal that made the whole world unhappy:</strong></a>&nbsp;Outcomes in Baku left diplomats unhappy, with the resulting New Collective Quantified Goal far from the $1.3 trillion goal. Negotiations demonstrated the power of richer nations, failing developing countries and, in particular, smaller island-states.&nbsp;</p>
  494.  
  495.  
  496.  
  497. <p>Regenvanu writes&nbsp;<a href="https://www.theguardian.com/world/commentisfree/2024/nov/29/the-cop29-agreement-failed-island-states-now-the-uns-top-court-must-act-on-climate-harm" rel="noreferrer noopener" target="_blank"><strong>the shortcomings of COP29 highlight the urgency for the International Court of Justice to issue an advisory opinion on the legal obligations of states in respect to climate harm</strong></a>, as small island states are being hit by superstorms exacerbated by climate change. The ICJ case, brought about by a large coalition of UN member states, began on the 2<sup>nd</sup>&nbsp;of December, with the aim of grounding climate commitments within the rule of law and to bridge the gap in COP29 finance agreements.&nbsp;</p>
  498.  
  499.  
  500.  
  501. <p><strong>Black Friday – great for the consumer, not so great for the planet.&nbsp;</strong>In&nbsp;<a href="https://populationmatters.org/news/2024/11/worst-black-friday-deals-for-the-planet/?utm_source=civi&amp;utm_medium=email&amp;utm_campaign=november_supporter_update_02_12_24" rel="noreferrer noopener" target="_blank">this article,</a>&nbsp;Population Matters &#8216;unpack&#8217; some of the environmental impacts of mass consumption over a short, annual period of time.&nbsp;</p>
  502.  
  503.  
  504.  
  505. <p><strong>Carbon Choices Blog:</strong>&nbsp;Interested in climate issues, policy solutions and what you can do at home?&nbsp;<a href="http://www.carbonchoices.uk/index.php/blog/blog-65" rel="noreferrer noopener" target="_blank"><strong>Here&#8217;s</strong></a>&nbsp;a catalogue of Neil Kitching&#8217;s short climate blogs, all in one place.</p>
  506.  
  507.  
  508.  
  509. <p>***&nbsp;</p>
  510.  
  511.  
  512.  
  513. <p><strong>News about schools, FE, HE and I/TE&nbsp;</strong>&nbsp;</p>
  514.  
  515.  
  516.  
  517. <p>It was announced this week that the proposed&nbsp;<a href="https://www.theguardian.com/environment/2024/dec/02/natural-history-gcse-on-hold-as-qualification-seen-as-tory-initiative-claims-campaigner" rel="noreferrer noopener" target="_blank"><strong>Natural History GCSE&nbsp;</strong>has been put on hold</a>&nbsp;and possibly permanently shelved.&nbsp; It is seen as an initiative of the last government and needing further substantial reassessment. This will be a significant disappointment to many including Mary Colwell, a passionate advocate, supported by the likes of Tim Oates and Caroline Lucas. Others have been more ambivalent about it fearing it may be practised in only a few schools and become elitist, especially without related foundational learning in Primary and Early Years.&nbsp;</p>
  518.  
  519.  
  520.  
  521. <p>Teach the Future have announced a&nbsp;<strong>Youth Shadow Panel and Open Call for Evidence</strong>&nbsp;something that they have pulled together with leading Youth organisations. They want to get news about it out to as many young people as possible &#8211; whether that is via teachers/ youth networks/ parents/ key contacts.&nbsp;</p>
  522.  
  523.  
  524.  
  525. <p>The&nbsp;<a href="https://shadowpanel.uk/" rel="noreferrer noopener" target="_blank">youth-led Shadow Curriculum and Assessment Review</a>, is uniting youth organisations to ensure youth perspectives are included in the official governments Curriculum and Assessment Review.&nbsp; From&nbsp;<strong>2 December until 12 January</strong>, they will be gathering views from children and young people about their experiences in school and college. They are being asked to share:</p>
  526.  
  527.  
  528.  
  529. <ul class="wp-block-list">
  530. <li>What they like about education</li>
  531.  
  532.  
  533.  
  534. <li>What needs to change</li>
  535.  
  536.  
  537.  
  538. <li>What could be better</li>
  539. </ul>
  540.  
  541.  
  542.  
  543. <p>Teach the Future invite your views here as soon as possible:&nbsp;<a href="http://www.shadowpanel.uk/get-involved/share-your-views" rel="noreferrer noopener" target="_blank">www.shadowpanel.uk/get-involved/share-your-views</a>&nbsp;and ahead of the Youth Panel roundtable with Becky Francis and the Official Review panel in two weeks. The results of this review will be brought together in an interim report, feeding into the official Review key themes and plan to have further significant touch points with the official panel throughout the year to ensure youth perspectives are incorporated. The team at Teach the Future have put together&nbsp;<strong>draft wording and graphics</strong>&nbsp;for the above which you can&nbsp;<a href="https://docs.google.com/document/d/1Om5G5U79PgO-JBmh-N3hW6U4mP4KgH1GNmK1t1WR92s/edit?usp=sharing" rel="noreferrer noopener" target="_blank">access in this document</a>.&nbsp;</p>
  544.  
  545.  
  546.  
  547. <p>The&nbsp;<strong>Harmony Project&nbsp;</strong>will be running a science leaders&#8217; webinar on embedding<em>&nbsp;</em>Sustainability and Climate Change Education (SCCE) in the curriculum. They will be sharing resources and demonstrating ways in which the curriculum incorporates the themes of sustainability and nature. The webinar will be held on the&nbsp;<strong>6<sup>th</sup>&nbsp;February online</strong>.&nbsp;&nbsp;</p>
  548.  
  549.  
  550.  
  551. <p>Harmony have also made available the Science subject leader handbook which is being used in schools to develop the science curriculum. You can download a free copy <a href="https://theharmonyproject.us20.list-manage.com/track/click?u=62a3c0421deb70d733929ba22&amp;id=9ae5b7d3f4&amp;e=747b12bb52" rel="noreferrer noopener" target="_blank">here</a>. &nbsp;</p>
  552.  
  553.  
  554.  
  555. <p>If you would like more information about the Harmony Project, email:&nbsp;<a href="https://mail.google.com/mail/u/0/#m_-9088868066571171116_NOP">info@theharmonyproject.org.uk </a>&nbsp;</p>
  556.  
  557.  
  558.  
  559. <p>You can register for the webinar on the 6<sup>th</sup>&nbsp;February&nbsp;<a href="https://www.eventbrite.co.uk/e/leadership-for-sustainability-in-science-tickets-1058929168649?aff=oddtdtcreator" rel="noreferrer noopener" target="_blank">here</a>.&nbsp;&nbsp;</p>
  560.  
  561.  
  562.  
  563. <p><strong><u>Looking for ideas for embedding SCCE in the classroom?&nbsp;</u></strong><a href="https://se-ed.org.uk/" rel="noreferrer noopener" target="_blank"><strong>SEEd</strong></a><strong>&nbsp;</strong>recommends using ideas from&nbsp;<a href="https://drawdown.org/" rel="noreferrer noopener" target="_blank">Project Drawdown.</a>&nbsp;They say that&nbsp;<em>&#8216;COP29 may have brought little in the way of climate solutions, with much less finance being offered by developed countries to support poorer nations in tackling and coping with climate change, but that doesn&#8217;t mean we should stop taking action! Project Drawdown, a resource of climate solutions, has compiled a list of 10 ways you can bring climate change solutions into your classroom.&nbsp;</em><a href="https://se-ed.us4.list-manage.com/track/click?u=108e9fe88ad0fbeacdb75c9f8&amp;id=9b1e0458db&amp;e=6b947cad2f" rel="noreferrer noopener" target="_blank"><em>Read more&#8230;</em></a><em><u>&nbsp;&#8216;</u></em></p>
  564.  
  565.  
  566.  
  567. <p><strong>Compassion fatigue in teachers</strong>: A significant part of teaching involves providing emotional support to students. But with many young people facing mental health and trauma issues, teachers in Australia are reporting compassion fatigue, outlined&nbsp;<a href="https://theconversation.com/i-am-exhausted-australian-teachers-speak-about-how-compassion-fatigue-is-harming-them-and-their-work-244519" rel="noreferrer noopener" target="_blank">in this&nbsp; article</a>&nbsp;by Glenys Oberg. Indeed, this may be a widespread phenomenon; take a look and see if you recognise any parallels.&nbsp;</p>
  568.  
  569.  
  570.  
  571. <p><strong>Podcast series: The UN Sustainable Development Goals and Educational Research&nbsp;</strong>&nbsp;<br>In 2015, United Nations Member States adopted the&nbsp;<strong>2030 Agenda for Sustainable Development</strong>, framed around 17 Sustainable Development Goals (SDGs). The UN describes these goals as &#8220;an urgent call for action by all countries,&#8221; emphasising the importance of global partnerships.&nbsp;</p>
  572.  
  573.  
  574.  
  575. <p><img loading="lazy" decoding="async" src="https://mail.google.com/mail/u/0?ui=2&amp;ik=2c521e6329&amp;attid=0.1.2&amp;permmsgid=msg-f:1817864905867343374&amp;th=193a5a801bdf360e&amp;view=fimg&amp;fur=ip&amp;permmsgid=msg-f:1817864905867343374&amp;sz=s0-l75-ft&amp;attbid=ANGjdJ87sY4ZSEWBWcANj8YxodotqR40DiwUagAj9dTUloneQ14NvSM2RVL9GmXYVH7fWyvXaauB_vV1abksA3F5q4ed-ACWyNOOB0JOGARK3me2vIZlaZpFG9zCr_g&amp;disp=emb&amp;zw" alt="A colorful circle with icons
  576.  
  577. Description automatically generated with medium confidence" width="324" height="173">BERA (British Educational Research Association) has produced a podcast series exploring the intersections of Higher Education (HE) and the United Nations Sustainable Development Goals (SDGs).&nbsp;&nbsp; The series delves into how HE can respond to the urgent call for action set out in&nbsp;<em>The 2030 Agenda for Sustainable Development</em>.&nbsp;&nbsp;</p>
  578.  
  579.  
  580.  
  581. <p>The series invites academics, practitioners, and policymakers to examine the intersections of HE with personal, social, ecological, and resource needs, including poverty eradication, sustainable cities, clean energy, and justice.&nbsp;</p>
  582.  
  583.  
  584.  
  585. <p>There are 7 podcasts in the series and you can&nbsp;<a href="https://www.bera.ac.uk/media-series/the-sdgs-and-higher-education-impacts-on-policy-and-practice" rel="noreferrer noopener" target="_blank">click here to find out more.</a>&nbsp;&nbsp;</p>
  586.  
  587.  
  588.  
  589. <p>***&nbsp;</p>
  590.  
  591.  
  592.  
  593. <p><strong>Some exciting job opportunities available:</strong>&nbsp;</p>
  594.  
  595.  
  596.  
  597. <p><a href="https://candidates.perrettlaver.com/vacancies/4471/head_of_school_of_earth_and_environment/" rel="noreferrer noopener" target="_blank"><strong>Head of School of Earth and Environment</strong></a>– University of Leeds (deadline 15<sup>th</sup>&nbsp;December)&nbsp;</p>
  598.  
  599.  
  600.  
  601. <p><a href="https://www.bats.org.uk/the-trust/jobs-careers/nbmp-support-officer" rel="noreferrer noopener" target="_blank"><strong>NBMP Surveys and Training Support Officer</strong></a>&nbsp;– Bat Conservation Trust, Battersea, London (deadline 16<sup>th</sup>&nbsp;December)&nbsp;</p>
  602.  
  603.  
  604.  
  605. <p><a href="https://www.wessexrt.org.uk/vacancies.html" rel="noreferrer noopener" target="_blank"><strong>River Educator</strong></a><strong>&nbsp;</strong>– Wessex River Trust, Isle of Wight (deadline 2<sup>nd</sup>&nbsp;January)&nbsp;</p>
  606.  
  607.  
  608.  
  609. <p><a href="https://www.bats.org.uk/the-trust/jobs-careers/nbmp-support-officer" rel="noreferrer noopener" target="_blank"><strong>Senior Garden and Youth Programmes Coordinator</strong></a><strong>&nbsp;&#8211;&nbsp;</strong>Global Generation, Southwark (deadline 6<sup>th</sup>&nbsp;January)&nbsp;</p>
  610.  
  611.  
  612.  
  613. <p>For a&nbsp;<strong>wide range of further opportunities</strong>, do look at:&nbsp;</p>
  614.  
  615.  
  616.  
  617. <figure class="wp-block-embed"><div class="wp-block-embed__wrapper">
  618. https://www.environmentjob.co.uk/updates/last_update
  619. </div></figure>
  620.  
  621.  
  622.  
  623. <p>***&nbsp;</p>
  624.  
  625.  
  626.  
  627. <p><strong>And to wrap it up&#8230;&nbsp;&nbsp;&nbsp;</strong>&nbsp;</p>
  628.  
  629.  
  630.  
  631. <figure class="wp-block-image"><img decoding="async" src="https://mail.google.com/mail/u/0?ui=2&amp;ik=2c521e6329&amp;attid=0.1.3&amp;permmsgid=msg-f:1817864905867343374&amp;th=193a5a801bdf360e&amp;view=fimg&amp;fur=ip&amp;permmsgid=msg-f:1817864905867343374&amp;sz=s0-l75-ft&amp;attbid=ANGjdJ89fd-krkIs2STZLaWnjGQgdu9LRO8ys6rZMMmL2hA6SeBRTNTw4FLzW_KImBr4A8Y5yYVH50wDmCxkyrvauOo-JOzL0FmRIzlkyTfqWZ_W0IEQN5YqBN9Rdoc&amp;disp=emb&amp;zw" alt=""/></figure>
  632.  
  633.  
  634.  
  635. <p>The Guardian ran an incredible&nbsp;<a href="https://theguardian.com/world/gallery/2024/dec/04/sinkholes-around-the-world-from-greenwich-to-guatemala-in-pictures?CMP=Share_iOSApp_Other" rel="noreferrer noopener" target="_blank">series of photos of sink-holes,</a>&nbsp;after one appeared in a quiet Welsh village last week. Sink-holes seem to be appearing more frequently, and are believed to related to climate change: &#8216;<em>for every 0.1 degrees Celsius increase in global temperature, sinkhole occurrences increase by 1 to 3 per cent&#8217; (Stephen Chua, Singapore)&nbsp;</em></p>
  636.  
  637.  
  638.  
  639. <p>***&nbsp;</p>
  640.  
  641.  
  642.  
  643. <p><strong>Please do</strong>&nbsp;share our news round-up with colleagues who might be interested. If someone has shared it with you and you would like to join NAEE to support our work, you can do so&nbsp;<a href="https://naee.org.uk/join-naee/" rel="noreferrer noopener" target="_blank">here</a><em>.</em>&nbsp;</p>
  644.  
  645.  
  646.  
  647. <p>&#8212;&nbsp;&nbsp;&nbsp;</p>
  648.  
  649.  
  650.  
  651. <p><strong>National Association for Environmental Education (UK)</strong>&nbsp;</p>
  652.  
  653.  
  654.  
  655. <p>Email:&nbsp;&nbsp;<a href="mailto:info@naee.org.uk" rel="noreferrer noopener" target="_blank">info@naee.org.uk</a>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Web:&nbsp;&nbsp;<a href="http://naee.org.uk/" rel="noreferrer noopener" target="_blank">http://naee.org.uk</a>&nbsp;</p>
  656.  
  657.  
  658.  
  659. <p></p>
  660. <p>The post <a href="https://naee.org.uk/naee-newsletter-09-12-2024/">NAEE Newsletter 09.12.2024</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  661. ]]></content:encoded>
  662. <wfw:commentRss>https://naee.org.uk/naee-newsletter-09-12-2024/feed/</wfw:commentRss>
  663. <slash:comments>0</slash:comments>
  664. </item>
  665. <item>
  666. <title>NAEE Weekly News 30th November 2024</title>
  667. <link>https://naee.org.uk/naee-weekly-news-20-11-2024/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=naee-weekly-news-20-11-2024</link>
  668. <comments>https://naee.org.uk/naee-weekly-news-20-11-2024/#respond</comments>
  669. <dc:creator><![CDATA[NAEE Web Team]]></dc:creator>
  670. <pubDate>Sun, 01 Dec 2024 00:06:49 +0000</pubDate>
  671. <category><![CDATA[Blog]]></category>
  672. <category><![CDATA[News]]></category>
  673. <category><![CDATA[Webwatch]]></category>
  674. <guid isPermaLink="false">https://naee.org.uk/?p=22008</guid>
  675.  
  676. <description><![CDATA[<p>Here is NAEE&#8217;s latest round-up of news: ***&#160; The NAEE AGM&#160;&#160; Last Thursday saw the annual gathering (via Zoom) of NAEE members to receive the annual report and accounts. This brief formality was punctuated by an additional agenda item in which NAEE lifetime membership was bestowed on our former Chair and long-time NAEE champion, Bill&#8230;</p>
  677. <p>The post <a href="https://naee.org.uk/naee-weekly-news-20-11-2024/">NAEE Weekly News 30th November 2024</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  678. ]]></description>
  679. <content:encoded><![CDATA[
  680. <p>Here is NAEE&#8217;s latest round-up of news: </p>
  681.  
  682.  
  683.  
  684. <p>***&nbsp;</p>
  685.  
  686.  
  687.  
  688. <p><strong>The NAEE AGM&nbsp;</strong>&nbsp;</p>
  689.  
  690.  
  691.  
  692. <p>Last Thursday saw the annual gathering (via Zoom) of NAEE members to receive the annual report and accounts. This brief formality was punctuated by an additional agenda item in which NAEE lifetime membership was bestowed on our former Chair and long-time NAEE champion, Bill Scott. &nbsp;The annual report itself will be available on our website very soon.&nbsp;</p>
  693.  
  694.  
  695.  
  696. <p>Formalities over, we were treated to an inspiring talk by Katherine Burke who presented her book&nbsp;<a href="https://www.hawthornpress.com/books/changemaking/social-ecology-change/earthwards/" rel="noreferrer noopener" target="_blank"><em>Earthwards</em></a><em><u>:</u></em><em>&nbsp;Transformative Ecological Education</em>. Kathrine combined the work of leading thinkers in the field with reflections on practice sharing many important lessons along the way. She closed with an invitation to share our own experiences via her&nbsp;<em>Earthwards Community</em>&nbsp;site:&nbsp;<a href="https://earthwards.mn.co/" rel="noreferrer noopener" target="_blank">https://earthwards.mn.co/</a>&nbsp;</p>
  697.  
  698.  
  699.  
  700. <p><a href="https://us06web.zoom.us/rec/share/IGw6gEyh0SD4MIA-XOEnxnuBwqP2etWETv94liAbxcmZfBfu4GRBRZe5sflz80rd.D3S2XUoJxqep1Qiw" rel="noreferrer noopener" target="_blank">The recording of Katharine Burke&#8217;s talk at the NAEE AGM can be found here.</a>&nbsp;&nbsp;</p>
  701.  
  702.  
  703.  
  704. <p>Passcode: gh+YK#b6&nbsp;</p>
  705.  
  706.  
  707.  
  708. <p><strong>***</strong>&nbsp;</p>
  709.  
  710.  
  711.  
  712. <p><strong>News and in the papers</strong>&nbsp;</p>
  713.  
  714.  
  715.  
  716. <p><a href="https://www.worldwildlife.org/stories/what-s-next-after-cop29" rel="noreferrer noopener" target="_blank"><strong>What&#8217;s next after COP29?</strong></a><strong>&nbsp;&nbsp;</strong>As we reflect on the outcomes of COP29, it is important to remain resilient amidst the disappointment towards a, once again, underwhelming result. However, what really shone was the voices of the communities, activists and subnational entities demanding bigger and quicker solutions. We need to look forward with&nbsp;<strong>resilience</strong>&nbsp;and&nbsp;<strong>relentlessness</strong>&nbsp;in addressing the climate crisis.&nbsp;&nbsp;</p>
  717.  
  718.  
  719.  
  720. <p>Saying that, another interesting article considers:&nbsp;<a href="https://www.bbc.co.uk/news/articles/c3rx2drd8x8o" rel="noreferrer noopener" target="_blank"><strong>Will China step up if Trump takes a step back on climate change?</strong></a><strong>&nbsp;&nbsp;</strong>With Trump likely to remove the US from the COP process, a tectonic shift could be taking place, with China playing a more central role.&nbsp;&nbsp;</p>
  721.  
  722.  
  723.  
  724. <p>***&nbsp;</p>
  725.  
  726.  
  727.  
  728. <p><a href="https://naee.org.uk/wp-content/uploads/2024/11/NAEE-Report-Engaging-the-Next-Generation.pdf" rel="noreferrer noopener" target="_blank"><strong>Engaging the Next Generation. The state of environmental, sustainability and climate education in UK schools and effective practice in the classroom:</strong></a><strong>&nbsp;</strong>&nbsp;</p>
  729.  
  730.  
  731.  
  732. <p><img loading="lazy" decoding="async" src="https://mail.google.com/mail/u/0?ui=2&amp;ik=2c521e6329&amp;attid=0.1.1&amp;permmsgid=msg-f:1817184884992277140&amp;th=1937f006692c7a94&amp;view=fimg&amp;fur=ip&amp;permmsgid=msg-f:1817184884992277140&amp;sz=s0-l75-ft&amp;attbid=ANGjdJ-X1TDGb-zNKsBNOKfRLN579VoAlzJzW90spsmAXDkpqm03ApKFgiVT0bu3AS-Ej6zjGqWDJRkFPxeokEjEYOifpn_fExUzDRk8d2k5GA2XWCR9isN4GN5G074&amp;disp=emb&amp;zw" alt="A group of children in a field of tall grass
  733.  
  734. Description automatically generated" width="145" height="144">This report, commissioned by the UK National Association for Environmental Education (NAEE), 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 in the UK.&nbsp;&nbsp;</p>
  735.  
  736.  
  737.  
  738. <p>***&nbsp;</p>
  739.  
  740.  
  741.  
  742. <p><strong>News about schools, FE, HE and I/TE&nbsp;</strong>&nbsp;</p>
  743.  
  744.  
  745.  
  746. <p><strong>UCET Sustainability and Climate Change Education Forum</strong>&nbsp;<br>A final mention for UCET (Universities&#8217; Council for Teacher Education) which is holding this free event supporting teacher educators in implementing sustainability and environmental education in their courses. Hosted at&nbsp;<strong>Liverpool Hope University</strong>, it takes place on&nbsp;<strong>Monday 2nd December 2024, 1:00-4:00pm</strong>. Contributions and case studies will be from the Universities of York, Reading, Worcester, UCL, Liverpool Hope, Gloucestershire and Sheffield Hallam. You can still reserve your place: <a href="https://store.hope.ac.uk/product-catalogue/school-of-education/events/ucet-sustainability-and-climate-change-education-forum-2nd-dec-2024" rel="noreferrer noopener" target="_blank">here</a>.&nbsp;</p>
  747.  
  748.  
  749.  
  750. <p>The event has been organised to coincide with the&nbsp;<strong>Teacher Education for Equity and Sustainability Network (TEESNet)</strong>&nbsp;<a href="https://www.eventbrite.co.uk/e/teesnet-2024-education-for-repair-realising-alternative-futures-together-tickets-907546394697" rel="noreferrer noopener" target="_blank"><strong>14th Annual Conference</strong></a>&nbsp;being held at Liverpool Hope University the next day&nbsp;<strong>Tuesday 3<sup>rd</sup>&nbsp;December</strong>. All are welcome and&nbsp;<a href="https://www.eventbrite.co.uk/e/teesnet-2024-education-for-repair-realising-alternative-futures-together-tickets-907546394697?aff=oddtdtcreator" rel="noreferrer noopener" target="_blank">tickets can be purchased through Eventbrite here.</a>&nbsp;</p>
  751.  
  752.  
  753.  
  754. <p><strong>National Nature Education Park&nbsp;</strong>&nbsp;</p>
  755.  
  756.  
  757.  
  758. <p>The Department for Education&#8217;s NNEP is holding a webinar on<strong>&nbsp;4<sup>th</sup>&nbsp;December 4.15-5pm,&nbsp;</strong>rounding up the autumn term and sharing highlights. A secondary school will be feeding back on work that they have been doing , mapping habitats and identifying opportunities on their learning site. In addition, one of the regional officers will be talking through top Nature Park activities to do in the new year to encourage and enable planning for next term.&nbsp;<a href="https://manifestodigitalltd.cmail20.com/t/y-l-cocyd-ddydsgij-j/" rel="noreferrer noopener" target="_blank"><strong>You can register here</strong></a><strong>&nbsp;</strong>&nbsp;</p>
  759.  
  760.  
  761.  
  762. <p><strong>Teach the Future&nbsp;</strong>&nbsp;</p>
  763.  
  764.  
  765.  
  766. <p>The&nbsp;<a href="https://click.actionnetwork.org/ss/c/u001.XaF8mXqsA6b2dSPmhsleMSGPQ6UJ9busKbJBJvbXHTQI2vSK-9hKfcPWIPcGKp_oyItDCA-VgZrANfWw_xgVVoyntr5B5v9L3zqnlsb4Lg2Ij4WALukFB5hPeFaEK-6x3kck-xgdCaupnP0VcRL9pYy2LpTMywzX35Lf8kdorqh_qqOJ-prJozKTa089GWLYXkamaXT1-z9V2kCOUlQTJdeg0TBVUqE4QPHICyts0_bNI2LDeZzTQ1U6q78J03EfcsUxTaCtda6mUaaU2BJ385OTx5xSoNtgkcJ9IMSEQc5ud92U-YzxXaC5OdE__pvn1_ykzaVXS3LTFJvN9osFk--l8XHXHx-iBgi3cC_tsKQ/4bt/1jOGTkQ0SWKmmiRqV_Ijrw/h0/h001.exIamPuJCSedIq69K6Iqgz_P-5bPC1y_T5JQceK4PUw" rel="noreferrer noopener" target="_blank"><strong>Curriculum for a Changing Climate project</strong></a>&nbsp;has produced&nbsp;<strong>new guidance &#8211; for AS and A level Economics.&nbsp;</strong>&nbsp;</p>
  767.  
  768.  
  769.  
  770. <p>Curriculum for a Changing Climate&nbsp;<strong>reviews the current English national curriculum</strong>&nbsp;and adds a&nbsp;<strong>climate and sustainability education lens</strong>&nbsp;to it through &#8216;tracked changes&#8217; of current subject documents. Already produced are GCSE and primary subject guides&nbsp;<a href="https://click.actionnetwork.org/ss/c/u001.XaF8mXqsA6b2dSPmhsleMSGPQ6UJ9busKbJBJvbXHTQI2vSK-9hKfcPWIPcGKp_oyItDCA-VgZrANfWw_xgVVq42-wcFVhP97wiSNueWj2Vf4uu2VWpSBBQsBWrCF9AyHnlH5Jqab5wftfuvOqhppGiv1ZRsINjaNNU3E0GwlFCIL_vWdw_whei8i5atPJlqA8w_Q1-e6T2zMlykGUsHWM-lf36dnUYFo_jhytUuhb4HIzRhm1ZZs7Xjn03rKw7VU_W0NHMddNh4rJ3WrJo9iNjb6rBSUsjrGVb50HMq2LtJ7sfpeHx7fVYoV94U1gmZnJrHUGIWkMCpo1QJw1e6NIuPzAw2JpmNAF0qnWq7MNE/4bt/1jOGTkQ0SWKmmiRqV_Ijrw/h1/h001.-NA6QoEDgRsBSMR1QT83Vo7TDTuDzMCU-obAD5mpj5c" rel="noreferrer noopener" target="_blank"><strong>on their website</strong></a>, which can be used by teachers as a resource in the classroom.&nbsp;&nbsp;</p>
  771.  
  772.  
  773.  
  774. <p>They are holding a webinar on new guidance for Economics on<strong>&nbsp;9th December, 4pm GMT</strong>, and you can hear from students, a teacher, and academics involved in the project, as well as an exciting keynote speaker, on why sustainability in economics teaching is so important. You can&nbsp;<a href="https://click.actionnetwork.org/ss/c/u001.qUXRBnqZ7T8nxbpAcIVwoUsWLkUMWlo_0JmZttSlm3-z327IamuaRvlY3GTS1RiklyyewuoFgn9Nxf_Nnr1x8RwKojAdmAv_WSpi8HVZZp4iA0tkClP5jKCoYJz8LXWC3d_qySvxgTNPkrrMXMiOcX2WAlNLtQto8-bnP8Hrc_NjbYw7tn7fW9Rvp0mBg605whjHDh8XXzfrn8vEdWbC2da6DjM6lRwLlXILAMOgmcAhqyAjbbRRnJJzTQEpvRU4sX2wBaROyCeel6aTe_OFTDgIn5sw01HJkH-dW-un_PPc9wUbJM5lAhy4HW3J-h__66UeN7Y5EhpeHL_Ewnr6NfpYbRRoETbq-Dns6lWJXM94WwKQhfo72fb2HqNE8N52hY8daadw06ivYVvJMn-Hc8w5551Bi3CAULv3MI_lfX6-AYShMLBaaP25Q0zyTIw5/4bt/1jOGTkQ0SWKmmiRqV_Ijrw/h2/h001.7y_hJ_tFDi3V1dVnJhErN2KGOqJeKSJA-i8GEM766mU" rel="noreferrer noopener" target="_blank"><strong>Register here</strong></a>&nbsp;</p>
  775.  
  776.  
  777.  
  778. <p><img loading="lazy" decoding="async" src="https://mail.google.com/mail/u/0?ui=2&amp;ik=2c521e6329&amp;attid=0.1.2&amp;permmsgid=msg-f:1817184884992277140&amp;th=1937f006692c7a94&amp;view=fimg&amp;fur=ip&amp;permmsgid=msg-f:1817184884992277140&amp;sz=s0-l75-ft&amp;attbid=ANGjdJ_nARRcY0kpc_bxuC65W2EqIuZwhwe8mMZ9HicbJFr4qH4KkFTRr0oC-iZfLHTTzJ6d_6tFu48oHg1jwa3Vr71M2QtvK9DgqKQHcdaTDg0Um9QxyZTd4KDOzto&amp;disp=emb&amp;zw" alt="A close up of a logo
  779.  
  780. Description automatically generated" width="275" height="132"><strong>Creative Approaches&nbsp;</strong>&nbsp;</p>
  781.  
  782.  
  783.  
  784. <p>&nbsp;If you are looking for creative ideas and information for the classroom and local community,&nbsp;&nbsp;<a href="https://cambridgecandi.org.uk/" rel="noreferrer noopener" target="_blank"><strong>Cambridge Curiosity and Imagination</strong></a><strong>&nbsp;</strong>can provide them in abundance along with resources, research and events as shown in their website and through their Newsletter.&nbsp;&nbsp;</p>
  785.  
  786.  
  787.  
  788. <p><strong>***</strong>&nbsp;</p>
  789.  
  790.  
  791.  
  792. <p><strong>Opportunities and Events&nbsp;</strong>&nbsp;</p>
  793.  
  794.  
  795.  
  796. <p>On the 4<sup>th</sup>&nbsp;December it is the&nbsp;<strong>World Wildlife Conservation Day,&nbsp;</strong>raising awareness on problems of wildlife extinction, endangerment and global wildlife trafficking and poaching. In the UK, some endangered animals include the hedgehog, red squirrel, water vole, beaver, Scottish wildcat, hazel dormouse, and the grey long-eared bat.&nbsp;</p>
  797.  
  798.  
  799.  
  800. <p>The&nbsp;<strong>Harmony Project&nbsp;</strong>will be running a science leaders&#8217; webinar on embedding CCSE in the curriculum. They will be sharing resources and demonstrating ways in which the curriculum incorporates the themes of sustainability and nature. The webinar will be held on the&nbsp;<strong>6<sup>th</sup>&nbsp;February online</strong>.&nbsp;&nbsp;</p>
  801.  
  802.  
  803.  
  804. <p>Harmony have also made available the Science subject leader handbook which is being used in schools to develop the science curriculum. You can download a free copy <a href="https://theharmonyproject.us20.list-manage.com/track/click?u=62a3c0421deb70d733929ba22&amp;id=9ae5b7d3f4&amp;e=747b12bb52" rel="noreferrer noopener" target="_blank">here</a>. &nbsp;</p>
  805.  
  806.  
  807.  
  808. <p>If you would like more information about the Harmony Project, email:&nbsp;<a href="https://mail.google.com/mail/u/0/#m_458428610238043771_NOP">info@theharmonyproject.org.uk </a>&nbsp;</p>
  809.  
  810.  
  811.  
  812. <p>You can register for the webinar on the 6<sup>th</sup>&nbsp;February&nbsp;<a href="https://www.eventbrite.co.uk/e/leadership-for-sustainability-in-science-tickets-1058929168649?aff=oddtdtcreator" rel="noreferrer noopener" target="_blank">here</a>.&nbsp;&nbsp;</p>
  813.  
  814.  
  815.  
  816. <p><strong>Podcast series: The UN Sustainable Development Goals and Educational Research&nbsp;</strong>&nbsp;<br>In 2015, United Nations Member States adopted the&nbsp;<strong>2030 Agenda for Sustainable Development</strong>, framed around 17 Sustainable Development Goals (SDGs). The UN describes these goals as &#8220;an urgent call for action by all countries,&#8221; emphasising the importance of global partnerships.&nbsp;</p>
  817.  
  818.  
  819.  
  820. <p><img loading="lazy" decoding="async" src="https://mail.google.com/mail/u/0?ui=2&amp;ik=2c521e6329&amp;attid=0.1.3&amp;permmsgid=msg-f:1817184884992277140&amp;th=1937f006692c7a94&amp;view=fimg&amp;fur=ip&amp;permmsgid=msg-f:1817184884992277140&amp;sz=s0-l75-ft&amp;attbid=ANGjdJ83EYpjaPiOXabCn39eZiCVCkrcRkwDR0qUwETtcYFItC4FPvgpj9fEidcUmi0qU_gT1JPRcQ4zM778C4LnJTUhX-21kF-LXqJ51q6ySQ45GW4ObQoiGkbe7Dw&amp;disp=emb&amp;zw" alt="A colorful circle with icons
  821.  
  822. Description automatically generated with medium confidence" width="243" height="130">BERA (British Educational Research Association) has produced a podcast series exploring the intersections of Higher Education (HE) and the United Nations Sustainable Development Goals (SDGs).&nbsp;&nbsp; The series delves into how HE can respond to the urgent call for action set out in&nbsp;<em>The 2030 Agenda for Sustainable Development</em>.&nbsp;&nbsp;</p>
  823.  
  824.  
  825.  
  826. <p>The series invites academics, practitioners, and policymakers to examine the intersections of HE with personal, social, ecological, and resource needs, including poverty eradication, sustainable cities, clean energy, and justice.&nbsp;</p>
  827.  
  828.  
  829.  
  830. <p>There are 7 podcasts in the series and you can&nbsp;<a href="https://www.bera.ac.uk/media-series/the-sdgs-and-higher-education-impacts-on-policy-and-practice" rel="noreferrer noopener" target="_blank">click here to find out more.</a>&nbsp;&nbsp;</p>
  831.  
  832.  
  833.  
  834. <p>***&nbsp;</p>
  835.  
  836.  
  837.  
  838. <p><strong>Some exciting job opportunities available:</strong>&nbsp;</p>
  839.  
  840.  
  841.  
  842. <p><a href="https://www.the-lsa.org/new-role-research-associate-future-skills-think-tank/" rel="noreferrer noopener" target="_blank"><strong>Research Associate – Future Skills Think Tank</strong></a><strong>&nbsp;–&nbsp;</strong>London School of Economics (deadline 2<sup>nd</sup>&nbsp;December 23:59)&nbsp;</p>
  843.  
  844.  
  845.  
  846. <p><a href="https://www.groundwork.org.uk/jobs/waste-and-recycling-visitor-and-education-centre-coordinator-2/" rel="noreferrer noopener" target="_blank"><strong>Waste &amp; Recycling Visitor and Education Centre Coordinator</strong></a><strong>&nbsp;–&nbsp;</strong>Groundwork, Northeast and Cumbria (deadline 3<sup>rd</sup>&nbsp;December)&nbsp;&nbsp;</p>
  847.  
  848.  
  849.  
  850. <p><a href="https://ce0761li.webitrent.com/ce0761li_webrecruitment/wrd/run/ETREC179GF.open?WVID=5038431NZL" rel="noreferrer noopener" target="_blank"><strong>Course managers &#8211; Forestry and Arboriculture; Arboriculture and Ecology</strong></a><strong>&nbsp;</strong>&#8211; Askham Bryan College (York) (deadline 6<sup>th</sup>&nbsp;December)&nbsp;&nbsp;</p>
  851.  
  852.  
  853.  
  854. <p><a href="https://candidates.perrettlaver.com/vacancies/4471/head_of_school_of_earth_and_environment/" rel="noreferrer noopener" target="_blank"><strong>Head of School of Earth and Environment</strong></a><strong>&nbsp;</strong>– University of Leeds (deadline 15<sup>th</sup>&nbsp;December)&nbsp;</p>
  855.  
  856.  
  857.  
  858. <p>For a&nbsp;<strong>wide range of further opportunities</strong>, do look at:&nbsp;</p>
  859.  
  860.  
  861.  
  862. <figure class="wp-block-embed"><div class="wp-block-embed__wrapper">
  863. https://www.environmentjob.co.uk/updates/last_update
  864. </div></figure>
  865.  
  866.  
  867.  
  868. <p>***&nbsp;</p>
  869.  
  870.  
  871.  
  872. <p><strong>And to wrap it up&#8230;&nbsp;&nbsp;&nbsp;</strong>&nbsp;</p>
  873.  
  874.  
  875.  
  876. <p><img loading="lazy" decoding="async" src="https://mail.google.com/mail/u/0?ui=2&amp;ik=2c521e6329&amp;attid=0.1.4&amp;permmsgid=msg-f:1817184884992277140&amp;th=1937f006692c7a94&amp;view=fimg&amp;fur=ip&amp;permmsgid=msg-f:1817184884992277140&amp;sz=s0-l75-ft&amp;attbid=ANGjdJ_dgZLv8qEalCDDPhJ9EMg2OsPqKtPJ36QyiCExQyvDXl-1dHXTx5rpE1ft1G7mX94Ji5VcAkqfFcaEToXYAhHaRiDGqfr-ygnQxqykffpuzE3X3c5O5gRzjso&amp;disp=emb&amp;zw" alt="Cartoon characters in a field
  877.  
  878. Description automatically generated" width="263" height="112"><a href="https://www.theweatherbies.co.uk/" rel="noreferrer noopener" target="_blank">The Weatherbies:</a>&nbsp;a series of climate-focused children&#8217;s books, written by Yvonne Fleming have recently released a new book in their series!&nbsp;&nbsp;</p>
  879.  
  880.  
  881.  
  882. <p>***&nbsp;</p>
  883.  
  884.  
  885.  
  886. <p><strong>Please do</strong>&nbsp;share our news round-up with colleagues who might be interested. If someone has shared it with you and you would like to join NAEE to support our work, you can do so&nbsp;<a href="https://naee.org.uk/join-naee/" rel="noreferrer noopener" target="_blank">here</a><em>.</em>&nbsp;</p>
  887.  
  888.  
  889.  
  890. <p>&#8212;&nbsp;&nbsp;&nbsp;</p>
  891.  
  892.  
  893.  
  894. <p><strong>National Association for Environmental Education (UK)</strong>&nbsp;</p>
  895.  
  896.  
  897.  
  898. <p>Email:&nbsp;&nbsp;<a href="mailto:info@naee.org.uk" rel="noreferrer noopener" target="_blank">info@naee.org.uk</a>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Web:&nbsp;&nbsp;<a href="http://naee.org.uk/" rel="noreferrer noopener" target="_blank">http://naee.org.uk</a>&nbsp;</p>
  899. <p>The post <a href="https://naee.org.uk/naee-weekly-news-20-11-2024/">NAEE Weekly News 30th November 2024</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  900. ]]></content:encoded>
  901. <wfw:commentRss>https://naee.org.uk/naee-weekly-news-20-11-2024/feed/</wfw:commentRss>
  902. <slash:comments>0</slash:comments>
  903. </item>
  904. <item>
  905. <title>NAEE Annual Report 2023-2024</title>
  906. <link>https://naee.org.uk/naee-annual-report-2023-2024/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=naee-annual-report-2023-2024</link>
  907. <comments>https://naee.org.uk/naee-annual-report-2023-2024/#respond</comments>
  908. <dc:creator><![CDATA[NAEE Web Team]]></dc:creator>
  909. <pubDate>Fri, 29 Nov 2024 23:08:55 +0000</pubDate>
  910. <category><![CDATA[Blog]]></category>
  911. <category><![CDATA[Webwatch]]></category>
  912. <category><![CDATA[NAEE Annual Report 2023-2024]]></category>
  913. <guid isPermaLink="false">https://naee.org.uk/?p=21998</guid>
  914.  
  915. <description><![CDATA[<p>The post <a href="https://naee.org.uk/naee-annual-report-2023-2024/">NAEE Annual Report 2023-2024</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  916. ]]></description>
  917. <content:encoded><![CDATA[
  918. <div data-wp-interactive="core/file" class="wp-block-file"><object data-wp-bind--hidden="!state.hasPdfPreview"  class="wp-block-file__embed" data="https://naee.org.uk/wp-content/uploads/2024/11/NAEE-Annual-Report-2024.pdf" type="application/pdf" style="width:100%;height:600px" aria-label="Embed of NAEE Annual Report 2024."></object><a id="wp-block-file--media-93963151-840d-4ceb-a30a-939d0065e030" href="https://naee.org.uk/wp-content/uploads/2024/11/NAEE-Annual-Report-2024.pdf">NAEE Annual Report 2024</a><a href="https://naee.org.uk/wp-content/uploads/2024/11/NAEE-Annual-Report-2024.pdf" class="wp-block-file__button wp-element-button" download aria-describedby="wp-block-file--media-93963151-840d-4ceb-a30a-939d0065e030">Download</a></div>
  919.  
  920.  
  921.  
  922. <div class="wp-block-media-text is-stacked-on-mobile"><figure class="wp-block-media-text__media"></figure><div class="wp-block-media-text__content">
  923. <p></p>
  924. </div></div>
  925.  
  926.  
  927.  
  928.  
  929.  
  930. <p></p>
  931. <p>The post <a href="https://naee.org.uk/naee-annual-report-2023-2024/">NAEE Annual Report 2023-2024</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  932. ]]></content:encoded>
  933. <wfw:commentRss>https://naee.org.uk/naee-annual-report-2023-2024/feed/</wfw:commentRss>
  934. <slash:comments>0</slash:comments>
  935. </item>
  936. <item>
  937. <title>Engaging the Next Generation</title>
  938. <link>https://naee.org.uk/engaging-the-next-generation/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=engaging-the-next-generation</link>
  939. <dc:creator><![CDATA[NAEEadmin]]></dc:creator>
  940. <pubDate>Wed, 27 Nov 2024 09:19:35 +0000</pubDate>
  941. <category><![CDATA[Environmental Education Feature]]></category>
  942. <guid isPermaLink="false">https://naee.org.uk/?p=21982</guid>
  943.  
  944. <description><![CDATA[<p>The post <a href="https://naee.org.uk/engaging-the-next-generation/">Engaging the Next Generation</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  945. ]]></description>
  946. <content:encoded><![CDATA[<div class="wpb-content-wrapper"><div class="vc_row wpb_row vc_row-fluid"><div class="wpb_column vc_column_container vc_col-sm-12"><div class="vc_column-inner"><div class="wpb_wrapper">
  947. <div class="wpb_text_column wpb_content_element " >
  948. <div class="wpb_wrapper">
  949. <h3>The state of environmental, sustainability and climate education in UK schools and effective practice in the classroom.</h3>
  950. <p>This report, commissioned by the UK National Association for Environmental Education (NAEE), 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 in the UK.</p>
  951. <p>The importance of environmental, sustainability and climate education is clear, as it fosters positive environmental attitudes, critical thinking skills, student engagement, and personal development. In the UK, recent policy developments, such as the Department for Education&#8217;s Sustainability and Climate Change Strategy in England and curriculum reform in Wales and Scotland, have highlighted the growing emphasis on this area of education.</p>
  952.  
  953. </div>
  954. </div>
  955. <style type="text/css" data-type="the7_shortcodes-inline-css">#default-btn-23f953132fae3a2b04aea73bfebf0183.ico-right-side > i {
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  961. }
  962. </style><a href="https://naee.org.uk/wp-content/uploads/2024/11/NAEE-Report-Engaging-the-Next-Generation.pdf" class="default-btn-shortcode dt-btn dt-btn-m link-hover-off btn-inline-left  vc_custom_1732699129485" target="_blank" id="default-btn-23f953132fae3a2b04aea73bfebf0183" rel="noopener"><span>Download report</span></a>
  963. <div class="wpb_text_column wpb_content_element " >
  964. <div class="wpb_wrapper">
  965. <p>Key effective practices for teachers to apply in their teaching include:</p>
  966. <ul>
  967. <li>Implementing cross-curricular integration of environmental topics across subjects such as maths, languages, and physical education to facilitate a holistic understanding of sustainability issues.</li>
  968. <li>Providing hands-on activities, real-world problem-solving, engagement with local sustainability issues, and political participation to support experiential, action oriented learning and foster youth agency.</li>
  969. <li>Utilising community and outdoor learning opportunities, such as field trips, nature connection activities, and partnerships with local organisations, to ground environmental education in the natural world, improving educational outcomes and students’ mental and physical well-being.</li>
  970. <li>Engaging with international case studies and cultural perspectives, especially in terms of the interconnectedness of local lifestyles with ecological systems, to expand learners’ global perspectives.</li>
  971. <li>Addressing the social dimensions of environmental challenges, including issues of justice, equity, and power dynamics, to empower students to design equitable solutions.</li>
  972. <li>Linking environmental education with STEM subjects through hands-on experiments and sustainable design principles to increase exposure to &#8216;green&#8217; career pathways.</li>
  973. <li>Cultivating partnerships with environmental charities, conservation agencies, outdoor learning centres, and sustainability-focused businesses to enhance expertise, resources, and local context.</li>
  974. <li>Adopting whole-school approaches to sustainability and utilising resources supporting school climate action planning to build environmental awareness into both the curriculum and school operations.</li>
  975. </ul>
  976.  
  977. </div>
  978. </div>
  979. </div></div></div></div>
  980. </div><p>The post <a href="https://naee.org.uk/engaging-the-next-generation/">Engaging the Next Generation</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  981. ]]></content:encoded>
  982. </item>
  983. <item>
  984. <title>NAEE Weekly News 23 11 2024</title>
  985. <link>https://naee.org.uk/naee-weekly-news-23-11-2024/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=naee-weekly-news-23-11-2024</link>
  986. <comments>https://naee.org.uk/naee-weekly-news-23-11-2024/#respond</comments>
  987. <dc:creator><![CDATA[NAEE Web Team]]></dc:creator>
  988. <pubDate>Tue, 26 Nov 2024 14:30:43 +0000</pubDate>
  989. <category><![CDATA[Blog]]></category>
  990. <category><![CDATA[Webwatch]]></category>
  991. <guid isPermaLink="false">https://naee.org.uk/?p=21979</guid>
  992.  
  993. <description><![CDATA[<p>Here is NAEE&#8217;s latest round-up of news; *** 2024 AGM&#160;The Association’s AGM will be taking place online this&#160;Thursday November 28th, 1800 to 1930.&#160;Members must register attendanceby Tuesday 26th&#160;November&#160;to receive the zoom link. Please email&#160;info@naee.org.uk. Please also note&#160;the new membership form is live at&#160;https://naee.org.uk/join-naee/ We’re delighted to have Katharine Burke as guest speaker at the AGM.&#160;&#160;Katherine&#8230;</p>
  994. <p>The post <a href="https://naee.org.uk/naee-weekly-news-23-11-2024/">NAEE Weekly News 23 11 2024</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  995. ]]></description>
  996. <content:encoded><![CDATA[
  997. <p>Here is NAEE&#8217;s latest round-up of news;</p>
  998.  
  999.  
  1000.  
  1001. <p>***</p>
  1002.  
  1003.  
  1004.  
  1005. <p><strong>2024 AGM&nbsp;</strong>The Association’s AGM will be taking place online this&nbsp;<strong>Thursday November 28<sup>th</sup>, 1800 to 1930</strong>.&nbsp;<strong>Members must register attendance</strong>by Tuesday 26<sup>th</sup>&nbsp;November&nbsp;to receive the zoom link. Please email&nbsp;<a href="mailto:info@naee.org.uk" target="_blank" rel="noreferrer noopener">info@naee.org.uk.</a></p>
  1006.  
  1007.  
  1008.  
  1009. <p><strong><em>Please also note&nbsp;</em></strong><strong><em>the new membership form is live at&nbsp;</em></strong><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fnaee.org.uk%2Fjoin-naee%2F&amp;data=05%7C02%7Ctessa.willy%40ucl.ac.uk%7Cae2b25f91dca4e4a476b08dd026e7416%7C1faf88fea9984c5b93c9210a11d9a5c2%7C0%7C0%7C638669395598857086%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&amp;sdata=%2BmqXBrYs%2FVUD0AG2arf7vFaRaljXv4EjPhwT5gcJ%2Fko%3D&amp;reserved=0" target="_blank" rel="noreferrer noopener"><strong><em>https://naee.org.uk/join-naee/</em></strong></a></p>
  1010.  
  1011.  
  1012.  
  1013. <p>We’re delighted to have Katharine Burke as guest speaker at the AGM.&nbsp;&nbsp;Katherine is the author of&nbsp;<a href="https://www.hawthornpress.com/books/changemaking/social-ecology-change/earthwards/" target="_blank" rel="noreferrer noopener"><em>Earthwards</em></a><em>: Transformative Ecological Education</em>published by the Hawthorn Press.</p>
  1014.  
  1015.  
  1016.  
  1017. <p><strong>***</strong></p>
  1018.  
  1019.  
  1020.  
  1021. <p><strong>News and in the papers</strong></p>
  1022.  
  1023.  
  1024.  
  1025. <p><strong>Cop29</strong></p>
  1026.  
  1027.  
  1028.  
  1029. <figure class="wp-block-image"><img decoding="async" src="https://mail.google.com/mail/u/0?ui=2&amp;ik=2c521e6329&amp;attid=0.1.1&amp;permmsgid=msg-f:1816530308600279421&amp;th=19359cb0f7d9b17d&amp;view=fimg&amp;fur=ip&amp;permmsgid=msg-f:1816530308600279421&amp;sz=s0-l75-ft&amp;attbid=ANGjdJ_t5txGff2hLjqUIUeGcDo976b__dxxROlQXnWR0TBXBnqf35XDcUinGu1b_mdQHW_utV6mnWIudPSCwuT-OfZduWqzUbleg-pnKeajfBl1Qyl5RysWCaRe5U8&amp;disp=emb&amp;zw" alt=""/></figure>
  1030.  
  1031.  
  1032.  
  1033. <p>As of Saturday 23<sup>rd</sup>, the draft for the deal for COP29 remains under threat although the richer countries have just increased their annual financing offer to $300 billion to poorer nations by 2035. The draft agreement ‘<em>calls on’&nbsp;</em>all countries to work together to scale up funding for developing countries to $1.3 trillion by 2035, however, it is more of a broader aim. Further mitigation targets have not been promising, with counties not having to commit to transitioning away from fossil fuels. However, at this stage, nothing is certain.</p>
  1034.  
  1035.  
  1036.  
  1037. <p>NAEE Trustee, Quinn Runkle, who attended COP29 on behalf of SOS-UK, has shared the good news that the UK has committed to include education in its NDC (Nationally Determined Contribution). With less than a third of countries currently having done so, this is a significant and meaningful step by the UK.</p>
  1038.  
  1039.  
  1040.  
  1041. <p>Meanwhile, Energy Minister Ed Milliband announced the UK&#8217;s commitment to the Universal Youth Clause in the NDC. Notes that UK is the first country to sign up and sees this as an important invitation from government for young people to be involved in shaping policy and strategy for climate action.</p>
  1042.  
  1043.  
  1044.  
  1045. <p>The OECD also formally announced the introduction of the new PISA Climate Literacy ranking, which will commence in 2029, alongside Numeracy and Literacy.&nbsp;<br></p>
  1046.  
  1047.  
  1048.  
  1049. <p><a href="https://www.bbc.co.uk/news/articles/cwy9dwg7rpeo" target="_blank" rel="noreferrer noopener">How is the world doing in tackling climate change?</a>&nbsp;As COP29 wraps up, the BBC looks at the progress the world has made since COP28. Whilst positive changes have been made, CO2 emissions from fossil fuels are projected to reach a new high in 2024 at 37.4bn tonnes, up 0.8% from 2023. We remain far off our target of 1.5˚C.</p>
  1050.  
  1051.  
  1052.  
  1053. <p>At the same time conservation expert warns the&nbsp;<a href="https://www.bbc.co.uk/news/articles/c93qvqx5y01o" target="_blank" rel="noreferrer noopener">‘The sixth great extinction is happening’</a>&nbsp;Jane Goodall says that the ‘Window for time to save the climate is closing’ urging that effective action in COP29 is more important now than ever. </p>
  1054.  
  1055.  
  1056.  
  1057. <p>***</p>
  1058.  
  1059.  
  1060.  
  1061. <p>Published this month, &nbsp;from the author of&nbsp;<em>Braiding Sweetgrass</em>&nbsp;Robin Wall-Kimmerer,&nbsp;<a href="https://www.penguin.co.uk/books/464622/the-serviceberry-by-kimmerer-robin-wall/9780241721308" target="_blank" rel="noreferrer noopener">the Serviceberry</a>&nbsp;is described by Penguin Books as: ‘<strong>an inspiring vision of how to reorient our lives around gratitude, reciprocity and community</strong><br>As indigenous scientist and author, Robin Wall-Kimmerer harvests serviceberries alongside the birds, she considers the ethic of reciprocity that lies at the heart of the gift economy. How, she asks, can we learn from indigenous wisdom and the plant world to reimagine what we value most?<br></p>
  1062.  
  1063.  
  1064.  
  1065. <figure class="wp-block-image"><img decoding="async" src="https://mail.google.com/mail/u/0?ui=2&amp;ik=2c521e6329&amp;attid=0.1.2&amp;permmsgid=msg-f:1816530308600279421&amp;th=19359cb0f7d9b17d&amp;view=fimg&amp;fur=ip&amp;permmsgid=msg-f:1816530308600279421&amp;sz=s0-l75-ft&amp;attbid=ANGjdJ-KPaHuhA6QX2l2BogOkfQMSlK8e9UjkEV5FOBa1YTsQLrzVsMrQ47LwCT-5xdqfoSRiY6ZOtIzqau6yz_YnSARzBzfHt_B_unaVd8csNbVd6FF1jl5oi0ztUs&amp;disp=emb&amp;zw" alt=""/></figure>
  1066.  
  1067.  
  1068.  
  1069. <p>Our economy is rooted in scarcity, competition, and the hoarding of resources, and we have surrendered our values to a system that actively harms what we love. Meanwhile, the serviceberry’s relationship with the natural world is an embodiment of reciprocity, interconnectedness, and gratitude. The tree distributes its wealth—its abundance of sweet, juicy berries—to meet the needs of its natural community. And this distribution ensures its own survival.&nbsp;<em>The Serviceberry</em>&nbsp;is an antidote to the broken relationships and misguided goals of our times, and a reminder that “hoarding won’t save us, all flourishing is mutual.”</p>
  1070.  
  1071.  
  1072.  
  1073. <p>***</p>
  1074.  
  1075.  
  1076.  
  1077. <p><strong>News about schools, FE, HE and I/TE&nbsp;</strong></p>
  1078.  
  1079.  
  1080.  
  1081. <p><strong>UCET Sustainability and Climate Change Education Forum</strong><br>A final reminder about UCET (Universities’ Council for Teacher Education) who are offering this free event with the aim of supporting teacher educators in implementing sustainability and environmental education in their courses. Hosted at&nbsp;<strong>Liverpool Hope University</strong>, it takes place on&nbsp;<strong>Monday 2nd December 2024, 1:00-4:00pm</strong>. Contributions and case studies will be from the Universities of York, Reading, Worcester, UCL, Liverpool Hope, Gloucestershire and Sheffield Hallam. You can reserve your place:&nbsp;<a href="https://store.hope.ac.uk/product-catalogue/school-of-education/events/ucet-sustainability-and-climate-change-education-forum-2nd-dec-2024" target="_blank" rel="noreferrer noopener">here</a>.</p>
  1082.  
  1083.  
  1084.  
  1085. <p>The event has been organised to coincide&nbsp;with the&nbsp;<strong>Teacher Education for Equity and Sustainability Network (TEESNet)</strong>&nbsp;<a href="https://www.eventbrite.co.uk/e/teesnet-2024-education-for-repair-realising-alternative-futures-together-tickets-907546394697" target="_blank" rel="noreferrer noopener"><strong>14th Annual Conference</strong></a>&nbsp;being held at Liverpool Hope University the next day&nbsp;<strong>Tuesday 3<sup>rd</sup>&nbsp;December</strong>. All are welcome and&nbsp;<a href="https://www.eventbrite.co.uk/e/teesnet-2024-education-for-repair-realising-alternative-futures-together-tickets-907546394697?aff=oddtdtcreator" target="_blank" rel="noreferrer noopener">tickets can be purchased through Eventbrite here.</a></p>
  1086.  
  1087.  
  1088.  
  1089. <p>And across the pond, for info, Donald Trump&#8217;s pick to lead Education is Linda McMahon &#8216;best known for&nbsp;<a href="https://www.npr.org/2024/11/19/nx-s1-5192689/education-department-trump-linda-mcmahon" target="_blank" rel="noreferrer noopener">building the professional wrestling company WWE</a>&nbsp;into a powerhouse alongside her husband.&#8217; Her ambition is to abolish the Department of Education returning that responsibility back to individual states. Trump claims she will increase parental choice. This has implications for environmental learning, particularly in states where creationism is replacing evolution.</p>
  1090.  
  1091.  
  1092.  
  1093. <p><strong>***</strong></p>
  1094.  
  1095.  
  1096.  
  1097. <p><strong>Opportunities and Events&nbsp;</strong></p>
  1098.  
  1099.  
  1100.  
  1101. <p><strong>23 Nov – 1 December is&nbsp;</strong><a href="https://treecouncil.org.uk/seasonal-campaigns/national-tree-week/" target="_blank" rel="noreferrer noopener"><strong>National Tree Week</strong></a><strong>&nbsp;–&nbsp;</strong>run by the Tree Council to celebrate the start of the annual tree-planting season. Events are being held across the country and are shown on their interactive map.</p>
  1102.  
  1103.  
  1104.  
  1105. <p><strong>Communicate 2024: New Connections for Nature, 26, 27 and 28 November</strong></p>
  1106.  
  1107.  
  1108.  
  1109. <p><strong>This week:&nbsp;</strong>Communicate is the UK’s leading annual conference for environmental communicators running since 2004, bringing together a diverse group of delegates to explore the latest issues in science communication, nature conservation and engaging people with the natural world.</p>
  1110.  
  1111.  
  1112.  
  1113. <p>Registration is now open, and you can&nbsp;<a href="https://www.eventbrite.com/cc/communicate-2024-3116929?utm-campaign=social&amp;utm-content=creatorshare&amp;utm-medium=discovery&amp;utm-term=odclsxcollection&amp;utm-source=cp&amp;aff=escb" target="_blank" rel="noreferrer noopener">book your ticket here</a>, but will be closing soon.</p>
  1114.  
  1115.  
  1116.  
  1117. <p>On BBC i-player –&nbsp;<a href="https://www.bbc.co.uk/programmes/m00256gj" target="_blank" rel="noreferrer noopener"><strong>Can Scientists save the world?</strong></a><strong>&nbsp;</strong>A Panorama special on the problems of climate change and whether scientists are able to solve some of them.</p>
  1118.  
  1119.  
  1120.  
  1121. <p><strong>FACE &#8211; NDC (Facility for Action for Climate Empowerment to Achieve Nationally Determined Contributions)</strong>&nbsp;is a UN supported project in Zambia. It aims to provide teachers and students of all ages with the skills and understanding to support a green transition in various sectors of the economy as well as working towards achieving climate change mitigation targets. They are now looking for&nbsp;<strong>international Mentors</strong>&nbsp;from various countries to support the 50 NGOs and Civil Society Organisations delivering this in Zambia. Mentors will receive training that will help them to expand their own knowledge. This will also expose them to international experiences and the possibility of international partnerships or collaborations. Involvement is free of charge and could just be a one-off session or multiple sessions on different topics.</p>
  1122.  
  1123.  
  1124.  
  1125. <p><strong>Anyone interested should contact</strong>&nbsp;<a href="mailto:lorenzo.cintori@fao.org" target="_blank" rel="noreferrer noopener">lorenzo.cintori@fao.org</a>&nbsp;or&nbsp;<a href="mailto:facendc@fao.org" target="_blank" rel="noreferrer noopener">facendc@fao.org.</a>&nbsp;Lorenzo is based in Italy, but mentors can be in any country.</p>
  1126.  
  1127.  
  1128.  
  1129. <p>***</p>
  1130.  
  1131.  
  1132.  
  1133. <p><strong>Some exciting job opportunities available:</strong></p>
  1134.  
  1135.  
  1136.  
  1137. <p><a href="https://fieldstudiescouncil.current-vacancies.com/Jobs/Advert/3675221?cid=2021&amp;t=Education-Support-Assistant-" target="_blank" rel="noreferrer noopener"><strong>Education Support Assistant</strong></a><strong>&nbsp;–&nbsp;</strong>Field Studies Council (Pembrokeshire) (deadline 24<sup>th</sup>&nbsp;November) &#8211; a great opportunity for our readers who are just starting out on their journey into environmental education</p>
  1138.  
  1139.  
  1140.  
  1141. <p><a href="https://jobs.arts.ac.uk/job/11372-digital-net-zero-manager/?utm_source=Environment_Job&amp;utm_medium=job_listing&amp;utm_campaign=40698&amp;utm_id=40698/" target="_blank" rel="noreferrer noopener"><strong>Digital Arts Net Zero Manager</strong></a><strong>&nbsp;</strong>– University of the Arts London (deadline 28<sup>th</sup>&nbsp;November)</p>
  1142.  
  1143.  
  1144.  
  1145. <p><a href="https://www.environmentjob.co.uk/jobs/103645-head-of-higher-education-and-field-conservation" target="_blank" rel="noreferrer noopener"><strong>Head of Higher Education and Field Conservation</strong></a><strong>&nbsp;</strong>– Bristol Zoological Society (deadline 29<sup>th</sup>&nbsp;November)</p>
  1146.  
  1147.  
  1148.  
  1149. <p><a href="https://ce0761li.webitrent.com/ce0761li_webrecruitment/wrd/run/ETREC179GF.open?WVID=5038431NZL" target="_blank" rel="noreferrer noopener"><strong>Course managers &#8211; Forestry and Arboriculture; Arboriculture and Ecology</strong></a><strong>&nbsp;</strong>&#8211; Askham Bryan College (York) (deadline 6<sup>th</sup>&nbsp;December)</p>
  1150.  
  1151.  
  1152.  
  1153. <p><a href="https://candidates.perrettlaver.com/vacancies/4471/head_of_school_of_earth_and_environment/" target="_blank" rel="noreferrer noopener"><strong>Head of School of Earth and Environment</strong></a><strong>&nbsp;</strong>– University of Leeds (deadline 15<sup>th</sup>&nbsp;December)</p>
  1154.  
  1155.  
  1156.  
  1157. <p>For a&nbsp;<strong>wide range of further opportunities</strong>,&nbsp;do look at:</p>
  1158.  
  1159.  
  1160.  
  1161. <figure class="wp-block-embed"><div class="wp-block-embed__wrapper">
  1162. https://www.environmentjob.co.uk/updates/last_update
  1163. </div></figure>
  1164.  
  1165.  
  1166.  
  1167. <p>***</p>
  1168.  
  1169.  
  1170.  
  1171. <p><strong>And to wrap it up&#8230; &nbsp;&nbsp;</strong></p>
  1172.  
  1173.  
  1174.  
  1175. <p><a href="https://www.bbc.co.uk/news/articles/c1jr7j2835lo" target="_blank" rel="noreferrer noopener"><strong>Boki the bear recovering well after brain surgery,</strong></a>&nbsp;the two-year old cub is the first brown bear to have brain surgery and is reportedly back to his normal self.</p>
  1176.  
  1177.  
  1178.  
  1179. <p><a href="https://www.theguardian.com/world/2024/nov/18/japan-weasel-shoe-thief-kindergarten-gosho-kodomo-en-fukuoka" target="_blank" rel="noreferrer noopener"><strong>Police track down unlikely shoe thief from Japanese kindergarten</strong></a><strong>&nbsp;&#8211;&nbsp;</strong>a weasel was caught on security cameras stealing shoes, likely to line its nest for winter.</p>
  1180.  
  1181.  
  1182.  
  1183. <p>***</p>
  1184.  
  1185.  
  1186.  
  1187. <p><strong>Please do</strong>&nbsp;share our news round-up with colleagues who might be interested. If someone has shared it with you and you would like to join NAEE to support our work, you can do so&nbsp;<a href="https://naee.org.uk/join-naee/" target="_blank" rel="noreferrer noopener">here</a><em>.</em></p>
  1188.  
  1189.  
  1190.  
  1191. <p>&#8212; &nbsp;</p>
  1192.  
  1193.  
  1194.  
  1195. <p><strong>National Association for Environmental Education (UK)</strong></p>
  1196.  
  1197.  
  1198.  
  1199. <p>Email:&nbsp;&nbsp;<a href="mailto:info@naee.org.uk" target="_blank" rel="noreferrer noopener">info@naee.org.uk</a>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Web:&nbsp;&nbsp;<a href="http://naee.org.uk/" target="_blank" rel="noreferrer noopener">http://naee.org.uk</a></p>
  1200. <p>The post <a href="https://naee.org.uk/naee-weekly-news-23-11-2024/">NAEE Weekly News 23 11 2024</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  1201. ]]></content:encoded>
  1202. <wfw:commentRss>https://naee.org.uk/naee-weekly-news-23-11-2024/feed/</wfw:commentRss>
  1203. <slash:comments>0</slash:comments>
  1204. </item>
  1205. <item>
  1206. <title>Remodeling the Plane while you are flying it – part 4: Choices Along the Razor’s Edge.</title>
  1207. <link>https://naee.org.uk/remodeling-the-plane-while-you-are-flying-it-part-4-choices-along-the-razors-edge/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=remodeling-the-plane-while-you-are-flying-it-part-4-choices-along-the-razors-edge</link>
  1208. <comments>https://naee.org.uk/remodeling-the-plane-while-you-are-flying-it-part-4-choices-along-the-razors-edge/#respond</comments>
  1209. <dc:creator><![CDATA[NAEE Web Team]]></dc:creator>
  1210. <pubDate>Sat, 23 Nov 2024 12:49:26 +0000</pubDate>
  1211. <category><![CDATA[Blog]]></category>
  1212. <guid isPermaLink="false">https://naee.org.uk/?p=21974</guid>
  1213.  
  1214. <description><![CDATA[<p>Today’s post is by regular contributor,&#160;Richard Jurin. Before his retirement, Richard led the Environmental Studies programme at the University of Northern Colorado, where he launched a degree in Sustainability Studies.&#160; His academic interests are environmental worldviews and understanding barriers to sustainability. As ever, with our blogs, the views expressed are not necessarily shared by NAEE.&#8230;</p>
  1215. <p>The post <a href="https://naee.org.uk/remodeling-the-plane-while-you-are-flying-it-part-4-choices-along-the-razors-edge/">Remodeling the Plane while you are flying it – part 4: Choices Along the Razor’s Edge.</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  1216. ]]></description>
  1217. <content:encoded><![CDATA[
  1218. <p>Today’s post is by regular contributor,&nbsp;<strong><em>Richard Jurin</em></strong>. Before his retirement, Richard led the Environmental Studies programme at the University of Northern Colorado, where he launched a degree in Sustainability Studies.&nbsp; His academic interests are environmental worldviews and understanding barriers to sustainability. As ever, with our blogs, the views expressed are not necessarily shared by NAEE.</p>
  1219.  
  1220.  
  1221.  
  1222. <p></p>
  1223.  
  1224.  
  1225.  
  1226. <p><strong><em>“Twenty centuries of “progress” have brought the average citizen a vote, a national anthem, a Ford, a bank account, and a high opinion of himself, but not the capacity to live in high density without befouling and denuding his environment, nor a conviction that such capacity, rather than such density, is the true test of whether he is civilized.” </em></strong>Aldo Leopold<em>.</em></p>
  1227.  
  1228.  
  1229.  
  1230. <p>When I talk of the need for a spiritual perspective within the sustainability solution, it’s not a religious perspective per se; indeed, I would argue that it has more to do with core values and ethics towards the natural world than beliefs in a deity.  If we take the most basic look at worldviews; Anthropocentric (human centered values), Biocentric (life centered values &#8211; fauna or both fauna and flora), and Eco-centric (planetary centered values), then we can still frame everything within a scientific perspective, yet still include a deeper philosophical understanding about the value of the natural world by any technology or life choice derived from scientific-materialism.</p>
  1231.  
  1232.  
  1233.  
  1234. <p>A simple example by Jared Diamond of how value choices create widely different outcomes can be seen in the natural outcomes of two originally ecologically similar south pacific islands.&nbsp; The people of Easter Island acting as if the trees were an inexhaustible resource managed to denude their island of all trees.&nbsp; Meanwhile, the equivalent population of Henderson Island valued the trees and today, it is still a tropically treed paradise. &nbsp;&nbsp;Newer explanations posit that it is was arrival of Europeans that promoted Easter Islands decline, yet, Henderson Island, under the same pressures, did not follow that same decline.&nbsp; &nbsp;</p>
  1235.  
  1236.  
  1237.  
  1238. <p>American University of Wisconsin Professor, Aldo Leopold (wildlife biologist, naturalist, ecologist, forester, philosopher, and conservationist) is now best known for his seminal book&nbsp;<em>A Sand County Almanac</em>&nbsp;(<strong>SCA</strong>-1949).&nbsp; Had he not tragically died in 1948, there is little doubt that he would have featured alongside Rachel Carson as a pioneer of the early environmental movement.&nbsp; I assigned SCA to my students in a college worldviews course in order to get them to reflect deeply on their values as Leopold guides them through a history of conservationism with philosophical overtones.&nbsp; He never mentions spirituality or eco-centrism, but at the end of reading this book, nearly all my students felt more eco-centrically connected to the final ‘Land Ethic’ idea and how ethics are central to value choices about our natural world.&nbsp;&nbsp;</p>
  1239.  
  1240.  
  1241.  
  1242. <p>A series of quotes from Leopold&#8217;s writings should highlight how values can be understood as a major and transformative aspect of understanding our choices and how they affect us and the world in which we live.  In SCA, Leopold uses the whole book to bring realization to the ultimate value inherent within his Land Ethic conclusion.  Examples of how he frames an idea to provoke something profound within the readers mind, follow:  </p>
  1243.  
  1244.  
  1245.  
  1246. <p><em>“To those devoid of imagination, a blank place on the map is a useless waste; to others, the most valuable part.”</em></p>
  1247.  
  1248.  
  1249.  
  1250. <p><em>“All ethics so far evolved rest upon a single premise: that the individual is a member of a community of interdependent parts.”</em></p>
  1251.  
  1252.  
  1253.  
  1254. <p><em>“One of the penalties of an ecological education is that one lives alone in a world of wounds. Much of the damage inflicted on land is quite invisible to laymen. An ecologist must either harden his shell and make believe that the consequences of science are none of his business, or he must be the doctor who sees the marks of death in a community that believes itself well and does not want to be told otherwise.”</em></p>
  1255.  
  1256.  
  1257.  
  1258. <p><em>“The last word in ignorance is the man who says of an animal or plant, “What good is it?” If the land mechanism as a whole is good, then every part is good, whether we understand it or not. If the biota, in the course of eons, has built something we like but do not understand, then who but a fool would discard seemingly useless parts? To keep every cog and wheel is the first precaution of intelligent tinkering.”</em></p>
  1259.  
  1260.  
  1261.  
  1262. <p><em>&#8220;Perhaps the most important of these purposes is to teach the student how to put the sciences together in order to use them. All the sciences and arts are taught as if they were separate. They are separate only in the classroom. Step out on the campus and they are immediately fused. Land ecology is putting arts and sciences together for the purpose of understanding our environment.</em></p>
  1263.  
  1264.  
  1265.  
  1266. <p><em>In our attempt to make conservation easy, we have made it trivial.</em></p>
  1267.  
  1268.  
  1269.  
  1270. <p>Leopold’s Golden Rule of Ecology:<em>&nbsp;“A thing is right when it tends to preserve the integrity, stability and beauty of the biotic community. It is wrong when it tends otherwise.”</em></p>
  1271.  
  1272.  
  1273.  
  1274. <p><em>“The ‘<strong>Land Ethic</strong>’ simply enlarges the boundaries of the community to include soils, waters, plants, and animals, or collectively: the land. In short, a land ethic changes the role of Homo sapiens from conqueror of the land-community to plain member and citizen of it. It implies respect for his fellow-members, and also respect for the community as such… I have purposely presented the land ethic as a product of social evolution because nothing so important as an ethic is ever &#8216;written&#8217;… It evolves in the minds of a thinking community.”</em></p>
  1275.  
  1276.  
  1277.  
  1278. <p>Science and technology without spiritual wisdom is sterile.  Do we let technology dominate or do we use technology to promote the ability of all life to flourish.  We are currently walking a razor’s edge of indecision, yet a decision will be made, either by us or for us.  We have reached a point where the ecology of the natural world will become balanced again.  We can choose to help redress that balance or the natural world will do it for us.  Indigenous peoples around the globe have lessons for us to learn if we are but willing to simply listen. We can have technology and still live within the natural world.  The short documentary ‘<em>The Twelve</em>’ by Lucy Martens and Olivier Girard (2019) explores this well in what it means to be human.  </p>
  1279.  
  1280.  
  1281.  
  1282. <p>Remodeling the Plane while you are flying it – whether if continues to fly or plunge to the earth is on us to choose at this time.&nbsp; As educators, it is understood that we not to promote or impose values per se, but I would add it is imperative that we guide people to understand their values and that values can, and must change if we are to thrive in an ecologically changing world.&nbsp; If we are to thrive as a species in a technologically advancing society, we all must be a part of the discussion about what this remodeled plane will be. &nbsp;&nbsp;Interestingly, as I read the NAEE manifesto, values appear 18 times as an essential part of decision-making.&nbsp; Leopold understood this and endeavored to guide his readers to understand their own values and the options of other viable perspectives.&nbsp; This is crucial as we individually make optimal choices instead of allowing others with ethically dubious agendas to make them for us.&nbsp; &nbsp;</p>
  1283.  
  1284.  
  1285.  
  1286. <p>Humanity needs to consider whether it will strive to be an autonomous species absolutely reliant on technology (present and potential) with little regard to the rest of the ecosphere, or whether it will be a part of the ecosphere as Leopold envisioned.&nbsp; Questioning the values and beliefs that determine our ethics will yield that answer.&nbsp; The effort to tiptoe along the razors edge of indecision of technological versus spiritual solutions can no longer be maintained – it is unlikely that humanity will fall on the spiritual side unless values can be actively questioned and discussed.&nbsp;&nbsp;&nbsp;&nbsp;</p>
  1287.  
  1288.  
  1289.  
  1290. <p>We all individually now have to make the choices for the world we want to see.&nbsp; As scientists, both Aldo Leopold and Rachel Carson promoted the need to have respect for the natural world.&nbsp; A prerequisite would be that we also have respect for each other and stop the derisive divisions creating war and aggression that threaten everything.&nbsp; We need to apply wisdom to all our technology and life choices with the intention that technology be used in a responsible way and not just for monetary profit.&nbsp;&nbsp;</p>
  1291.  
  1292.  
  1293.  
  1294. <p>To paraphrase one of Leopold’s classic quotes; “[Sustainable]&nbsp;<em>development&nbsp;is a job not of building roads into the lovely country, but of building receptivity into the still unlovely human mind.</em>”&nbsp; From my own educator experience, students given the option to freely explore their beliefs and values will come to rational conclusions about what is of real value to them versus the manufactured values of a materialistic-consumer worldview. &nbsp;&nbsp;</p>
  1295.  
  1296.  
  1297.  
  1298. <p>“<strong><em>We urgently need to bring about a revolution in the aims and methods of science – and of academic inquiry more generally. Instead of giving priority to the search for knowledge, universities need to devote themselves to seeking and promoting wisdom by rational means, wisdom being the capacity to realize what is of value in life, for oneself and others, wisdom thus including knowledge, understanding and technological know-how, but much else besides. A basic task ought to be to help humanity learn how to create a better world. Acquiring scientific knowledge dissociated from a more basic concern for wisdom, as we do at present, is dangerously and damagingly irrational</em></strong>.” Nicholas Maxwell (The Menace of Science without Wisdom).</p>
  1299.  
  1300.  
  1301.  
  1302. <p>&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;</p>
  1303.  
  1304.  
  1305.  
  1306. <p>Richard can be contacted at: richardjurin@gmail.com</p>
  1307. <p>The post <a href="https://naee.org.uk/remodeling-the-plane-while-you-are-flying-it-part-4-choices-along-the-razors-edge/">Remodeling the Plane while you are flying it – part 4: Choices Along the Razor’s Edge.</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  1308. ]]></content:encoded>
  1309. <wfw:commentRss>https://naee.org.uk/remodeling-the-plane-while-you-are-flying-it-part-4-choices-along-the-razors-edge/feed/</wfw:commentRss>
  1310. <slash:comments>0</slash:comments>
  1311. </item>
  1312. <item>
  1313. <title>The Latest from Natural England</title>
  1314. <link>https://naee.org.uk/the-latest-from-natural-england-3/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=the-latest-from-natural-england-3</link>
  1315. <comments>https://naee.org.uk/the-latest-from-natural-england-3/#respond</comments>
  1316. <dc:creator><![CDATA[NAEE Web Team]]></dc:creator>
  1317. <pubDate>Wed, 20 Nov 2024 16:20:10 +0000</pubDate>
  1318. <category><![CDATA[Blog]]></category>
  1319. <guid isPermaLink="false">https://naee.org.uk/?p=21971</guid>
  1320.  
  1321. <description><![CDATA[<p>Here&#8217;s the latest update from Natural England by way of relevant evidence and reports, policy agenda developments, large scale delivery sector initiatives, resources and news items from the UK and abroad, with a focus on schools, education and learning. This supports the Strategic Research Network for People and Nature to develop better coherence and collaboration&#8230;</p>
  1322. <p>The post <a href="https://naee.org.uk/the-latest-from-natural-england-3/">The Latest from Natural England</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  1323. ]]></description>
  1324. <content:encoded><![CDATA[
  1325. <p>Here&#8217;s the latest update from <em>Natural England</em> by way of relevant evidence and reports, policy agenda developments, large scale delivery sector initiatives, resources and news items from the UK and abroad, with a focus on schools, education and learning. This supports the Strategic Research Network for People and Nature to develop better coherence and collaboration in research and to improve links between research, policy and practice in these areas.</p>
  1326.  
  1327.  
  1328.  
  1329. <p><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.us13.list-manage.com%2Ftrack%2Fclick%3Fu%3Dcc783bc279a29e015c50801f3%26id%3Da25a68ec0f%26e%3D7267d69a2b&amp;data=05%7C02%7Cedswahs%40bath.ac.uk%7Ce2d7538a555242e37e1a08dd0828b2a4%7C377e3d224ea1422db0ad8fcc89406b9e%7C0%7C0%7C638675693089034890%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&amp;sdata=K%2BsvTBxGuYq4XMFEA4yY7IOwVG23jG2%2BYYBdHaMKinI%3D&amp;reserved=0">Outdoor recreation shows promise as an equitable context for youth informal STEM learning in amenity-rich rural areas.</a><br><strong>J Seaman&nbsp;<em>et al</em>. &#8211; Journal of Outdoor Recreation and Tourism.</strong><br>This article reports on an intervention delivered to middle and high-school aged youth in a rural area in the northeastern U.S. that examined whether outdoor recreation activities can serve as an accessible context for informal STEM learning. Results show strong engagement regardless of sociodemographic barriers, suggesting that outdoor recreation activities may be harnessed to engage youth who have historically been excluded from STEM and other career pathways, yet whose future participation is important for achieving rural development aims.<br>&nbsp;<br><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.us13.list-manage.com%2Ftrack%2Fclick%3Fu%3Dcc783bc279a29e015c50801f3%26id%3D3d4617df8a%26e%3D7267d69a2b&amp;data=05%7C02%7Cedswahs%40bath.ac.uk%7Ce2d7538a555242e37e1a08dd0828b2a4%7C377e3d224ea1422db0ad8fcc89406b9e%7C0%7C0%7C638675693089044008%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&amp;sdata=0rREkcjqeCREPJgqYxoBk8cZpXr%2FmrdszbpHdVAEvvU%3D&amp;reserved=0">Between nature kindergartens and Forest School: Forging pathways for nature play in Australia’s ECE sector.</a><br><strong>A England&nbsp;<em>et al</em>. &#8211; Issues in Educational Research.</strong><br>In this review article we examine Australian outdoor, nature play programs in early childhood education (ECE) settings to identify the relevance of these claims to Australian ECE contexts. In such settings, legislation mandates that early childhood qualified educators implement programs underpinned by philosophy and pedagogy. Although not infallible, this likely minimises the potential for commodification. Whereas among private-for-profit, outdoor, nature play programs without the same legislated requirements, we argue the potential for commodification may be greater. We identify the need for research to examine the philosophical and pedagogical basis of such private-for-profit programs. As there is no Australian research in these settings, we recommend a research agenda to explore this gap.<br>&nbsp;<br><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.us13.list-manage.com%2Ftrack%2Fclick%3Fu%3Dcc783bc279a29e015c50801f3%26id%3D872426d261%26e%3D7267d69a2b&amp;data=05%7C02%7Cedswahs%40bath.ac.uk%7Ce2d7538a555242e37e1a08dd0828b2a4%7C377e3d224ea1422db0ad8fcc89406b9e%7C0%7C0%7C638675693089053256%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&amp;sdata=oI%2B%2BDnMW0OhhamBuciazL%2B1dmlHV%2Fuk89PeA4SvkF9U%3D&amp;reserved=0">Towards flourishing: the understanding and experience of the staff in one Irish primary school of Forest School.</a><br><strong>J Whelan and O Kelly &#8211; Journal of Adventure Education and Outdoor Learning.</strong><br>This paper, using qualitative data from a larger ethnography of FS, focusses on how eight staff in one Irish primary school understood and experienced Forest School (FS). Data, collected over 22 FS sessions during 2019–2020, comprised focus groups, staff review meetings and documentary material. Thematic analysis describes how FS promoted connection to nature through being with(in) nature, offered a distinctive space for children’s social and emotional development, utilised novel pedagogical routines and fostered a broader expression of teacher identity. FS offers possibilities towards the public policy goal of flourishing for all in our schools.<br>&nbsp;<br><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.us13.list-manage.com%2Ftrack%2Fclick%3Fu%3Dcc783bc279a29e015c50801f3%26id%3Dd480d8c34f%26e%3D7267d69a2b&amp;data=05%7C02%7Cedswahs%40bath.ac.uk%7Ce2d7538a555242e37e1a08dd0828b2a4%7C377e3d224ea1422db0ad8fcc89406b9e%7C0%7C0%7C638675693089067530%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&amp;sdata=oqMhyXbrpTK%2BIK4paAg2CMoK8Md9N2w5TA3QyqVSofk%3D&amp;reserved=0">Nature School as a Manifestation of Child-Friendly Schools in Madura Elementary Schools.</a><br><strong>T Citrawati&nbsp;<em>et al</em>. – In Proceedings of International Conference on Science, Education and Technology.</strong><br>This study explores the implementation of Child-Friendly Schools (CFS) through the Nature School model in Madura, Indonesia. The research findings show that Nature Schools in Madura have successfully created a safe, comfortable, and supportive learning environment for the holistic development of children by utilizing the natural environment as an open classroom, interactive learning methods, emphasis on character education, and active involvement of parents and the community. The benefits include increased motivation and academic achievement, positive character development, higher environmental awareness, and better physical and mental health. This study provides insights into best practices in implementing CFS through the Nature School approach and can serve as a reference for other schools wishing to adopt similar concepts.<br>&nbsp;<br><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.us13.list-manage.com%2Ftrack%2Fclick%3Fu%3Dcc783bc279a29e015c50801f3%26id%3D928b9ea9aa%26e%3D7267d69a2b&amp;data=05%7C02%7Cedswahs%40bath.ac.uk%7Ce2d7538a555242e37e1a08dd0828b2a4%7C377e3d224ea1422db0ad8fcc89406b9e%7C0%7C0%7C638675693089078857%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&amp;sdata=CB5Xq2uzJTGD9d0HptSkpKebjhjg6hZxzbGTwmo%2FgwA%3D&amp;reserved=0">Boosting biodiversity in school grounds: a theory of change.</a><br><strong>VJ Burton&nbsp;<em>et al</em>. &#8211; ARPHA Proceedings.</strong><br>The National Education Nature Park aims to involve every nursery, school, and college in England in enhancing the biodiversity on their site, whilst supporting young people’s wellbeing, pro-environmental behaviours, and green skills. Here, we present our Theory of Change for the Nature Park and the design features of the programme that connect participation in citizen science with achieving two crucial types of change &#8211; environmental change in the form of biodiversity gain, and the behaviour change that underpins it.<br>&nbsp;<br><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.us13.list-manage.com%2Ftrack%2Fclick%3Fu%3Dcc783bc279a29e015c50801f3%26id%3Da7be4caa97%26e%3D7267d69a2b&amp;data=05%7C02%7Cedswahs%40bath.ac.uk%7Ce2d7538a555242e37e1a08dd0828b2a4%7C377e3d224ea1422db0ad8fcc89406b9e%7C0%7C0%7C638675693089088725%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&amp;sdata=b0fUnnxxIg3DC7GoKmREhs6ulVyBK%2FgvlsFOwwHq2r0%3D&amp;reserved=0">Horizons of Possibility &#8211; Young People’s Encounters with Nature and Their Qualities in Social Programs.</a><br><strong>NU Sørensen and AMW Nielsen &#8211; Journal of Applied Youth Studies.</strong><br>This article presents an analysis of young people’s encounters with nature within a context of social programs and sheds light on the many different types of entanglements and interconnections that unfold in young people’s encounters with nature, as well as on the processes of becoming they are associated with. The article shows how this perspective confronts deficit discourses, where young people in social programs are seen as either lacking resources and agency or whose resources and agency are going in the wrong direction, as well as those contemporary discourses that position and problematize the overall present youth generation as fragile, hypersensitive and disoriented.<br>&nbsp;<br><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.us13.list-manage.com%2Ftrack%2Fclick%3Fu%3Dcc783bc279a29e015c50801f3%26id%3D1185f9b104%26e%3D7267d69a2b&amp;data=05%7C02%7Cedswahs%40bath.ac.uk%7Ce2d7538a555242e37e1a08dd0828b2a4%7C377e3d224ea1422db0ad8fcc89406b9e%7C0%7C0%7C638675693089098282%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&amp;sdata=RBa4BpEO8RQaP1Uka%2Fo6ekjNS74ZX8MpKza6O%2FRsTSA%3D&amp;reserved=0">Unlocking the potential of outdoor learning with MathCityMap in mathematics education.</a><br><strong>RA Sholikhakh&nbsp;<em>et al</em>. &#8211; AIP Conference Proceedings.</strong><br>The potential of the digital platform MathCityMap (MCM) to enhance mathematics learning outside of the classroom is examined in this article. Our findings show that the integration of out-of-class learning with MCM digital technology is able to strengthen student engagement, deepen conceptual understanding, and apply mathematical knowledge in real-world contexts. Learning experiences outside the classroom with MCM also have the potential to help students hone critical thinking and problem-solving skills when facing various mathematical challenges in their environment. This article recommends that educators integrate MCM into the mathematics curriculum as an innovative effort to increase the effectiveness and quality of the learning process.<br>&nbsp;<br><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.us13.list-manage.com%2Ftrack%2Fclick%3Fu%3Dcc783bc279a29e015c50801f3%26id%3D9876cb6599%26e%3D7267d69a2b&amp;data=05%7C02%7Cedswahs%40bath.ac.uk%7Ce2d7538a555242e37e1a08dd0828b2a4%7C377e3d224ea1422db0ad8fcc89406b9e%7C0%7C0%7C638675693089107630%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&amp;sdata=yHInY%2Br%2Bxh%2B9uwXEj84P%2B5XDwsJp9mt%2FtCl%2F%2FIS7Qiw%3D&amp;reserved=0">Learning of outdoor-based environmental education to improve environmental literacy of prospective teachers.</a><br><strong>R Amini&nbsp;<em>et al</em>. &#8211; AIP Conference Proceedings.</strong><br>A study of outdoor based instruction on environmental education for prospective teachers was carried out to encourage them to improve their environmental literacy in taking care of the school environment. It was found that: the improvement of concept mastery in environmental education was better than regular class, the performance and attitude of prospective teachers at elementary school was in good category, their ability in implementing outdoor based instruction was in good category, their attitude in taking care of school environment was in very good category. So outdoor based instruction on environmental education is effective in improving prospective teachers’ ability in planning, implementing, and evaluating, as well as in inculcating attitude and behavior on taking care towards their environment.<br>&nbsp;<br><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.us13.list-manage.com%2Ftrack%2Fclick%3Fu%3Dcc783bc279a29e015c50801f3%26id%3D233b501ff5%26e%3D7267d69a2b&amp;data=05%7C02%7Cedswahs%40bath.ac.uk%7Ce2d7538a555242e37e1a08dd0828b2a4%7C377e3d224ea1422db0ad8fcc89406b9e%7C0%7C0%7C638675693089116824%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&amp;sdata=Vxz70ofCM%2BCq1g%2BBMZAYVmJAqp2W7c79ElS8BhKRCfE%3D&amp;reserved=0">Exploring Nature and Learning Science Through an Afterschool Birding Club.</a><br><strong>SA Britton&nbsp;<em>et al</em>. &#8211; Journal of Experiential Education.</strong><br>Two elementary teachers created an afterschool bird club to engage students in birding to help them develop a better appreciation for their surroundings and increase awareness of the natural world. The study reveals an evident value for elementary students in social interactions, improved relationships with others, a building of scientific knowledge and awareness, and an increased appreciation for nature. Benefits include allowing students to interact with tools and materials relating to science and bird identification. They make this a fun way to enact their passion and hopefully inspire children to develop a love for birds, birding, and a desire to conserve the local habitat.<br>&nbsp;<br><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.us13.list-manage.com%2Ftrack%2Fclick%3Fu%3Dcc783bc279a29e015c50801f3%26id%3Dfa1d73080f%26e%3D7267d69a2b&amp;data=05%7C02%7Cedswahs%40bath.ac.uk%7Ce2d7538a555242e37e1a08dd0828b2a4%7C377e3d224ea1422db0ad8fcc89406b9e%7C0%7C0%7C638675693089126180%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&amp;sdata=ioJfWScOik0vpHDdaLqZ%2FwuTxndsTqFxLL5%2BMcFagsY%3D&amp;reserved=0">Re-naturalizing the built environment. Plants, architecture, and pedagogy in contemporary green schools.</a><br><strong>L Chiesi&nbsp;<em>et al</em>. &#8211; Frontiers in Sustainable Cities.</strong><br>This study discusses the essential need of re-naturalizing the built environment, focusing on schools. Leveraging research on the impact of nature on health, children’s development, and learning, we analyze case studies from America, Asia, and Europe with distinct trajectories of interplay between architecture and pedagogy. Using a theoretical framework on plant-architecture relationship, we identify effective re-naturalization solutions in some applications of biophilic design in rural and urban contexts, cautioning against superficial nature incorporations in schools. Our study asserts that technological sustainability is needed but insufficient, emphasizing the necessity of concurrent efforts in architecture and education to create meaningful student-nature connections.<br>&nbsp;<br><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.us13.list-manage.com%2Ftrack%2Fclick%3Fu%3Dcc783bc279a29e015c50801f3%26id%3D4e27af85c9%26e%3D7267d69a2b&amp;data=05%7C02%7Cedswahs%40bath.ac.uk%7Ce2d7538a555242e37e1a08dd0828b2a4%7C377e3d224ea1422db0ad8fcc89406b9e%7C0%7C0%7C638675693089135350%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&amp;sdata=e1D2mx%2FoeuxzzdQQ1OeJw8XXLILSLxiRsDwGnIXbW0w%3D&amp;reserved=0">Outdoor Learning in Elementary Schools: Utilizing the Surrounding Environment to Increase Student Learning Engagement.</a><br><strong>B Cahyanto&nbsp;<em>et al</em>. &#8211; Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD).</strong><br>This research aimed to reveal reasons that encourage teachers to use outdoor learning, the implementation of outdoor learning in schools, obstacles, and the positive impact of implementing outdoor learning at SDN 2 Tajinan. The research results showed teachers use outdoor learning to increase learning engagement, provide authentic learning experiences, hone skills, and introduce students to the environment. The obstacles faced by teachers are difficulties in conditioning students due to the large number of students and the weather and natural conditions. Implementing outdoor learning requires more preparation and tends to take longer than conventional learning. Positive impacts include increasing student enthusiasm and involvement in learning, making learning more lively, and increasing students&#8217; social-emotional aspects, responsibility, and concern for the environment.<br>&nbsp;<br><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.us13.list-manage.com%2Ftrack%2Fclick%3Fu%3Dcc783bc279a29e015c50801f3%26id%3D179ae52be8%26e%3D7267d69a2b&amp;data=05%7C02%7Cedswahs%40bath.ac.uk%7Ce2d7538a555242e37e1a08dd0828b2a4%7C377e3d224ea1422db0ad8fcc89406b9e%7C0%7C0%7C638675693089144474%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&amp;sdata=IRlL7xn%2FFc%2BHdxVrzmo3pZDpDjC5ZCY3NqDe0l2d9Ks%3D&amp;reserved=0">Bridging the Classroom and Nature: Dilemmas Faced by Teachers in Outdoor Education.</a><br><strong>A Khan and R Patel &#8211; International English Literature and Language Journal.</strong><br>This paper explores the dilemmas faced by educators in facilitating outdoor education, including logistical, institutional, and pedagogical obstacles. By examining these dilemmas, the paper emphasizes the need for more comprehensive teacher training, better institutional frameworks, and resource allocation to promote effective outdoor education. The study concludes with recommendations for addressing these challenges to create a seamless bridge between classroom learning and nature-based education.<br>&nbsp;<br><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.us13.list-manage.com%2Ftrack%2Fclick%3Fu%3Dcc783bc279a29e015c50801f3%26id%3D8a90a4f1f1%26e%3D7267d69a2b&amp;data=05%7C02%7Cedswahs%40bath.ac.uk%7Ce2d7538a555242e37e1a08dd0828b2a4%7C377e3d224ea1422db0ad8fcc89406b9e%7C0%7C0%7C638675693089153167%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&amp;sdata=nrOB6iiviBy470e2Q51j5JOMZlOmy%2Fbbr6YTtlmntbk%3D&amp;reserved=0">Teaching Outside the Classroom: The Challenges of Outdoor Education for K-12 Educators.</a><br><strong>N Patel and A Singh &#8211; International English Literature and Language Journal.</strong><br>This paper explores the various barriers that educators encounter when teaching outside the traditional classroom setting, including logistical concerns, curriculum integration, safety issues, and the need for professional development. By analyzing these challenges, this research aims to provide insights into the complexities of outdoor education and propose strategies for overcoming obstacles to enhance teaching and learning in natural environments.<br>&nbsp;<br><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.us13.list-manage.com%2Ftrack%2Fclick%3Fu%3Dcc783bc279a29e015c50801f3%26id%3D081ddfadd7%26e%3D7267d69a2b&amp;data=05%7C02%7Cedswahs%40bath.ac.uk%7Ce2d7538a555242e37e1a08dd0828b2a4%7C377e3d224ea1422db0ad8fcc89406b9e%7C0%7C0%7C638675693089161787%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&amp;sdata=xDRZY0%2FmPGz7JOHI8cKnJHgw%2Fh9qv8YlBdZP7T9FXms%3D&amp;reserved=0">Wilderness and Pedagogy: K-12 Teachers&#8217; Journey in Facilitating Outdoor Learning.</a><br><strong>A Khan and Ravi Patel &#8211; International English Literature and Language Journal.</strong><br>Through a combination of qualitative interviews and a review of existing literature, this research uncovers the practical, emotional, and pedagogical dimensions of outdoor learning facilitation. The study highlights the importance of training, institutional support, and a reflective mindset in empowering teachers to successfully integrate outdoor learning into their teaching practices.<br>&nbsp;<br><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.us13.list-manage.com%2Ftrack%2Fclick%3Fu%3Dcc783bc279a29e015c50801f3%26id%3Db244d331f8%26e%3D7267d69a2b&amp;data=05%7C02%7Cedswahs%40bath.ac.uk%7Ce2d7538a555242e37e1a08dd0828b2a4%7C377e3d224ea1422db0ad8fcc89406b9e%7C0%7C0%7C638675693089170687%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&amp;sdata=ONuEodM3EVicJfuIuJx6eUnN9bwfbIGrlAYpUs15ezk%3D&amp;reserved=0">Urban green spaces in early childhood education and care: insights from teachers in Stavanger, Norway.</a><br><strong>JEM Castilla&nbsp;<em>et al</em>. &#8211; European Early Childhood Education Research Journal.</strong><br>This study explores the role of urban green spaces (UGSs) in Early Childhood Education and Care (ECEC) teachers’ pedagogical practices and their impact on children’s environmental and sustainability learning. The study reveals the crucial role of UGSs in shaping both teachers’ pedagogical practices and children’s learning across various subject areas. The research highlights the educational significance of diverse UGSs in providing varied and tailored learning experiences crucial for children’s education and development. The study provides findings supporting the application of experiential learning theory within UGSs and ECEC settings, and reveals a growing concern among teachers about the reduction of UGSs due to increasing urbanization. The results underscore the need for both teachers’ advocacy and strategic policy to preserve UGSs for future generations.<br>&nbsp;<br><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.us13.list-manage.com%2Ftrack%2Fclick%3Fu%3Dcc783bc279a29e015c50801f3%26id%3Dd9a4f7397c%26e%3D7267d69a2b&amp;data=05%7C02%7Cedswahs%40bath.ac.uk%7Ce2d7538a555242e37e1a08dd0828b2a4%7C377e3d224ea1422db0ad8fcc89406b9e%7C0%7C0%7C638675693089179612%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&amp;sdata=vrT4B5IL%2B6y6%2BUoHaN9EBeLtzRZhhaUkd3OkFVtrEKs%3D&amp;reserved=0">The Role of Nature Education in Building Students&#8217; Emotional Connections with the Environment.</a><br><strong>M Arsyad&nbsp;<em>et al</em>. &#8211; Journals Scientica Education Journal.</strong><br>This study aims to explore how nature education can strengthen students’ emotional ties to their surroundings. The findings of this study indicate that experiences in nature not only increase environmental awareness but also create a deeper connection between students and nature. Students who engage in nature education tend to show positive attitudes towards environmental conservation and are more active in conservation activities. These experiences can also improve students’ mental health by reducing stress and increasing emotional well-being. Nature education not only functions as an educational tool, but also as a medium to form a generation that is more concerned and responsible for the environmen</p>
  1330. <p>The post <a href="https://naee.org.uk/the-latest-from-natural-england-3/">The Latest from Natural England</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
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