Evidence for ESD  

NI Curriculum Consultation 2026

 

Education for Sustainable Development  

• The key contributions of subjects to climate change and nature education: a curriculum policy proposal. https://discovery.ucl.ac.uk/id/eprint/10212236/  

• Kitson, A., Phillips, M., Dillon, J. (2025) ‘The key contributions of subjects to climate change and nature education: a curriculum policy proposal.’ UCL Centre for Climate Change and Sustainability Education: London, UK. Available at: https://discovery.ucl.ac.uk/id/eprint/10212236 (accessed 24 March 2026) Page Count: 22. 

• Education for Sustainable Development From: Department of Education and Youth gov.ie Education for Sustainable Development 

• Department of Education and Youth (2026) ‘Education for Sustainable Development’. Government of Ireland. Available at: https://www.gov.ie/en/department-of-education/publications/education-for-sustainable-development/#29-october-2025-tenth-national-forum-on-education-for-sustainable-development (accessed 11 April 2026) Page Count: web page  

• The UK is a leading force in the Greening Education Partnership (GEP), co-convening the initiative and serving on its Advisory Group, underlining our commitment to climate education. Launched by Baroness Barran at COP27 in 2022, the GEP brings together UN member states and organisations to tackle climate change and promote sustainable development through education. Greening Education Partnership | UNESCO 

• UNESCO (2025) ‘Greening every school’. UNESCO. Available at: https://www.unesco.org/en/sustainable-development/education/greening-future/schools (accessed 11 April 2026) Page Count: web page  

• UNESCO (2026) ‘Transforming education to transform the world’. United Nations. Available at: https://www.un.org/id/node/189326 (accessed 11 April 2026) Page Count: web page  

• Education and Skills for Sustainable Development https://www.esdforum.org.uk/site/wp-content/uploads/2026/02/Education-and-skills-for-Sustainable-Development-B-Frazer.pdf 

• Frazer, B (2025). ‘Education and skills for Sustainable Development’. Northern Irish Environment Link. Available at: https://www.esdforum.org.uk/site/wp-content/uploads/2026/02/Education-and-skills-for-Sustainable-Development-B-Frazer.pdf (accessed 24 March 2026) Page Count: 6. 

• ESD and QUB Student Teachers 2024  https://www.esdforum.org.uk/site/wp-content/uploads/2025/02/ESD-and-QUB-Student-Teachers-2024-ESDF-case-study-FINAL-.pdf 

• Kerr, K. (QUB, 2024). ‘ESD and QUB Student Teachers 2024’. Education for Sustainable Development Forum (ESDF). Available at: https://www.esdforum.org.uk/site/wp-content/uploads/2025/02/ESD-and-QUB-Student-Teachers-2024-ESDF-case-study-FINAL-.pdf (accessed 24 March 2026). Page Count: 7. 

• Education and skills for Sustainable Development is a right for children and young people. UNCRC General Comment 26 (2023)  

• United Nations Convention on the Rights of the Child (UNCRC), (2023). ‘General comment No.26 (2023) on children’s rights and the environment, with a special focus on climate change’. UN Doc. CRC/C/GC/26. Available at: UNCRC General Comment 26 (2023) (accessed 24 March 2026). Page Count: 20. 

• Education for sustainable development: a roadmap 

• UNESCO, (2020). ‘Education for Sustainable Development: a roadmap’. UNESCO digital library. DOI: https://doi.org/10.54675/YFRE1448 (accessed 24 March 2026). Page Count: 73. 

• Whole-school sustainability  (European union)  

• European Commission, Directorate-General for Education, Youth, Sport and Culture, (2025) ‘The sustainable school: whole school approach to sustainability.’ Publications Office of the European Union. Available at: https://data.europa.eu/doi/10.2766/5079936 (accessed 9 April 2026) Page Count: 4 

• https://discovery.ucl.ac.uk/id/eprint/10201687/1/CCCSE%20Curriculum%20Review%20Response%20-%20November%202024.pdf  (UCL curriculum review) 

• Centre for Climate Change and Sustainability Education (CCCSE), (2024) ‘Curriculum and Assessment Review: Call for Evidence: CCCSE Response’ UCL. Available at: https://discovery.ucl.ac.uk/id/eprint/10201687/1/CCCSE%20Curriculum%20Review%20Response%20-%20November%202024.pdf (accessed 9 April 2026) Page Count: 18. 

• https://committees.parliament.uk/work/7268/education-for-1116-year-olds/publications/written-evidence/?page=2 ; or here: https://committees.parliament.uk/writtenevidence/120848/pdf/ 

• Climate Change and Sustainability Education (CCCSE), (UCL, 2023) ‘UCL Centre for Climate Chance and Sustainability Education- Written Evidence (EDU0065) UK Parliament. Available at: https://committees.parliament.uk/writtenevidence/120848/pdf/ (accessed 9 April 2026). Page Count: 8 

• The role of subjects and subject associations in climate change and sustainability education in England https://discovery.ucl.ac.uk/id/eprint/10203551/   

• Kitson, A., et al. (2024) ‘The role of subjects and subject associations in climate change and sustainability education in England.’ UCL Centre for Climate Change and Sustainability Education: London, UK. Available at: https://discovery.ucl.ac.uk/id/eprint/10203551/  (accessed 9 April 2026) Page Count: 20 

• Teaching climate change and sustainability in England: committed individuals and the prevalence of ‘self-taught’ professional learning can be accessed here (Greer et al., 2025). 

• Greer, K. et al. (2025) ‘Teaching climate change and sustainability in England: committed individuals and the prevalence of ‘self-taught’ professional learning’, Professional Development in Education, 51(6), pp. 1088–1110. doi: 10.1080/19415257.2025.2536249. (accessed 10 April 2026) Page Count: 23 

Curriculum  

• Open letter to the Secretary of State for Education: Sustainability and climate change education in the National Curriculum. https://www.transform-our-world.org/news/open-letter-to-the-secretary-of-state-for-educationsustainability-and-climate-change-education-in-the-national-curriculum  

• Phillips, M., Walshe, N., (2025) ‘Open Letter to the Secretary of State for Education: Sustainability and Climate Change Education in the National Curriculum’. Global Action Plan, 27/02/25. Available at: https://www.transform-our-world.org/news/open-letter-to-the-secretary-of-state-for-educationsustainability-and-climate-change-education-in-the-national-curriculum (accessed 24 March 2026). Page Count: 1.  

• Progression of Big Ideas in Sustainability Framework.pdf 

• CCEA, (2025) ‘Progression of Big Ideas in Sustainability Framework’. CCEA. Available at: Progression of Big Ideas in Sustainability Framework.pdf (accessed 25 March 2026). Page Count: 35.  

• CCEA Sustainable Futures pdf | 2 MB – last updated 09/10/2024  

• CCEA, (2024) ‘The Place of Sustainability in the Northern Irish Curriculum: A Contemporary View in an Era of the Climate Crisis’. CCEA. Available at: Sustainable Futures pdf | 2 MB – last updated 09/10/2024 (accessed 25 March 2026) Page Count 18 

• CCEA Sustainable Futures: Easy Read Version pdf | 3.3 MB – last updated 09/10/2024  

• CCEA, (2024) ‘The Place of Sustainability in the Northern Ireland Curriculum: Easy Read Version’. CCEA. Available at: Sustainable Futures: Easy Read Version pdf | 3.3 MB – last updated 09/10/2024 (accessed 25 March 2026) Page Count: 8. 

• Education_for_Sustainable_Development_Curriculum_Design_Toolkit_FINAL_1741962947.pdf 

• Higgins, K., Calvert, A., (2024) ‘Education for Sustainable Development Curriculum Design Toolkit’. Advance HE. Available at: Education_for_Sustainable_Development_Curriculum_Design_Toolkit_FINAL_1741962947.pdf (accessed 25 March 2026) Page Count: 21 

• Education for Sustainable Development: a review of the literature 2015-2022 

• Vogel, M., et al. (2023) ‘Education for Sustainable Development: a review of the literature 2015-2022′. Advance HE. Available at: Education for Sustainable Development: a review of the literature 2015-2022 (accessed 25 March 2026) Page Count: 112.  

• Improving_educator_confidence_in_embedding_ESD_in_T_L_2.pdf  

• Calvert, A., & Higgins, K. (2025). ‘Improving educator confidence in embedding Education for Sustainable Development in teaching and learning’. Paper presented at EuroSoTL Network Biannual Conference 2025, Gronigen, Netherlands. Available at: Improving_educator_confidence_in_embedding_ESD_in_T_L_2.pdf (accessed 25 March 2026) Page Count: 21. 

• Investing in Better future. Independent Review of Education https://www.independentreviewofeducation.org.uk/key-documents/investing-better-future 

• Bloomer, K., et al. (2023) ‘Investing in a Better Future.’ Full Report. Independent Review of Education. Available at: https://www.independentreviewofeducation.org.uk/key-documents/investing-better-future (accessed 25 March 2026) Page Count: Vol. 1 – 113, Vol. 2 – 339, Vol. 3 – 53 

• WWF. Schools for Nature report. https://www.wwf.org.uk/sites/default/files/2024-09/Schools-for-Nature-Report-2024.pdf 

• McKinlay, M., The Education Company (2024) ‘Schools for Nature’. WWF. Available at: https://www.wwf.org.uk/sites/default/files/2024-09/Schools-for-Nature-Report-2024.pdf (accessed 25 March 2026) Page Count: 21 

• Curriculum Framework for SDGs.pdf  

• Osman, A., Ladhani, S., Findlater, E., McKay, V. (2017) ‘A Curriculum Framework for the Sustainable Development Goals’ Commonwealth Secretariat. Available at: https://www.thecommonwealth-ilibrary.org/index.php/comsec/catalog/book/1064 (accessed 25 March 2026) Page Count: 106 

• Curriculum for Excellence through Outdoor Learning 2010 p.7 Learning + Teaching Scotland https://www.playscotland.org/resources/print/Curriculum-for-Excellence-through-Outdoor-Learning.pdf?plsctml_id=11493 

• Learning and Teaching Scotland (2010) ‘Curriculum for Excellence through Outdoor Learning’. Learning and Teaching Scotland. Available at: https://www.playscotland.org/resources/print/Curriculum-for-Excellence-through-Outdoor-Learning.pdf?plsctml_id=11493 (accessed 25 March 2026) Page Count: 28 

• Curriculum 

• European Commission, Directorate-General for Education, Youth, Sport and Culture, (2025) ‘The sustainable school: curriculum.’ Publications Office of the European Union. Available at: https://data.europa.eu/doi/10.2766/1226747 (accessed 9 April 2026) Page Count: 4 

• https://committees.parliament.uk/committee/647/education-for-1116-year-olds-committee/news/198933/urgent-reform-needed-in-1116-education-to-fully-prepare-pupils-for-the-future/ 

• Committees (2023) ‘Urgent reform needed in 11-16 education to fully prepare pupils for the future’. UK Parliament (12/12/23). Available at: https://committees.parliament.uk/committee/647/education-for-1116-year-olds-committee/news/198933/urgent-reform-needed-in-1116-education-to-fully-prepare-pupils-for-the-future/ (accessed 9 April 2026) Page Count: web page 

• The key contributions of subjects to climate change and nature education:  Curriculum Policy Proposal  https://discovery.ucl.ac.uk/id/eprint/10212236/ 

• Kitson, A., (2025) ‘The key contributions of subjects to climate change and nature education: a curriculum policy proposal.’ UCL Centre for Climate Change and Sustainability Education: London, UK. Available at: https://discovery.ucl.ac.uk/id/eprint/10212236/  (accessed 9 April 2026) Page Count: 22 

• UNESCO (2024) ‘Greening every curriculum’. UNESCO. Available at: https://www.unesco.org/en/sustainable-development/education/greening-future/curriculum (accessed 11 April 2026) Page Count: web page 

Outdoor Education 

• Research Report, Feild Studies Ireland: The Inclusion of Outdoor Education in Northern Ireland Primary Schools  

• Play and Wellbeing in Northern Irish Primary Schools  

• Latimer, C., Winter, K., & Lloyd, K. (2023). An exploration of outdoor play and wellbeing in Northern Irish primary schools. International Journal of Play, 12(3), 304-320. https://doi.org/10.1080/21594937.2023.2235467 (accessed 25 March 2026) Page Count: 33 

• Plenary Motion NI Assembly: Mainstreaming and Strategy for Outdoor Learning in Schools 24/11/2025 https://www.esdforum.org.uk/resources/plenary-motion-ni-assembly-mainstreaming-and-strategy-for-outdoor-learning-in-schools-24-11-2025/ 

• ‘Curriculum Mainstreaming and Strategy of Outdoor Learning in Schools.’ NIA Deb 24 November 2025, Vol. 184, pp. 13-22. Available at: https://www.esdforum.org.uk/resources/plenary-motion-ni-assembly-mainstreaming-and-strategy-for-outdoor-learning-in-schools-24-11-2025/ (accessed 25 March 2026) Page Count: 9. 

• Scotland’s Outdoor Play & Learning Coalition Position Statement 

https://www.playscotland.org/resources/print/Outdoor-Play-Learning-Coalition-Statement.pdf?plsctml_id=19410 

• Inspiring Scotland (2018) ‘Scotland’s Outdoor Play & Learning Coalition Position Statement’. Scottish Government. Available at: https://www.playscotland.org/resources/print/Outdoor-Play-Learning-Coalition-Statement.pdf?plsctml_id=19410 (accessed 25 March 2026) Page Count: 3 

• Inspiring Scotland (2020) ‘Scotland’s National Outdoor Play and Learning Position Statement’. Scottish Government. Available at: https://inspiringscotland.org.uk/wp-content/uploads/2021/03/National-Position-Statement-Dec-2020.pdf (accessed 25 March 2026) Page Count: 11. 

• Evaluation of the impact of Northern Ireland Forest School Association 

• McCormick, B. (UU 2025) ‘Evaluation of the impact of Northern Ireland Forest School Association’. NIFSA. Available at: https://pure.ulster.ac.uk/en/publications/evaluation-of-the-impact-of-northern-ireland-forest-school-associ/ (accessed 25 March 2026) Page Count: 26. 

• Outdoor education in Northern Ireland: Impacts and Issues 

• Kane, G. (2025) ‘Outdoor Education in NI: impacts and issues.’ NIA Research and Information Service Briefing Paper. Available at: Outdoor education in Northern Ireland: Impacts and Issues (accessed 25 March 2026) Page Count: 38. 

• High Quality Outdoor Learning – A Guide for All, Institute for outdoor learning https://www.outdoor-learning.org/standards/high-quality-outdoor-learning.html 

• Institute for Outdoor Learning (2025) ‘High Quality Outdoor Learning 2025- a Guide for All’.  Institute for Outdoor Learning. Available at: https://www.outdoor-learning.org/standards/high-quality-outdoor-learning.html (accessed 25 March 2026) Page Count: 48. 

• 5 key benefits of outdoor learning. Learning Through Landscapes. https://ltl.org.uk/news/5-key-benefits-of-outdoor-learning/  

• Learning Through Landscapes (2019) ‘Polli:nation, Evaluation Report’ Learning Through Landscapes. Available at: https://ltl.org.uk/wp-content/uploads/woocommerce_uploads/2019/06/pollination-project-final-report.pdf (accessed 25 March 2025) Page Count: web page  

• Learning Through Landscapes (2026) ‘5 Key Benefits of Outdoor Learning’. Learning Through Landscapes. Available at: https://ltl.org.uk/news/5-key-benefits-of-outdoor-learning/ (accessed 25 March 2026) Page Count: webpage  

• Bradford, J. (QUB 2025). ‘Next Steps for Outdoor Education in Northern Ireland.’ Children in Northern Ireland (CiNI). Available at: https://www.esdforum.org.uk/site/wp-content/uploads/2026/03/Report-PAI3097.docx.pdf (accessed 25 March 2026) Page Count: 20 

• Outdoor learning 

• European Commission, Directorate-General for Education, Youth, Sport and Culture, (2025) ‘The sustainable school: outdoor learning.’ Publications Office of the European Union. Available at: https://data.europa.eu/doi/10.2766/3346918 (accessed 9 April 2026) Page Count: 3 

 

Green Skills 

• Transitioning to a greener economy – a skills perspective https://www.economy-ni.gov.uk/publications/transitioning-greener-economy-skills-perspective 

• Energy and Utility Skills (2023) ‘Investigating the skills required for a transition to an advanced zero emission, indigenous diverse energy secure and circular economy in Northern Ireland’. Skills for the Energy Transition in Northern Ireland. Available at: https://www.economy-ni.gov.uk/publications/transitioning-greener-economy-skills-perspective (accessed 25 March 2026) Page Count: 169.  

• green skills 2030 Green Skills 2030 – The First National Further Education & Training (FET) Strategy for the Green Transition  

• Solas (2024) ‘Green Skills 2030 – The First National Further Education & Training (FET) Strategy for the Green Transition’. Government of Ireland. Available at: green skills 2030 (accessed 25 March 2026) Page Count: 168 

• green skills 2030 https://a.storyblok.com/f/70398/x/5eb093ebc1/green-skills-2030-implementation-plan-final-web.pdf 

• Solas (2024) ‘Green Skills 2030; Implementation Plan’. Government of Ireland. Available at: green skills 2030 https://a.storyblok.com/f/70398/x/5eb093ebc1/green-skills-2030-implementation-plan-final-web.pdf (accessed 25 March 2026) Page Count: 119. 

• Kerr, K & O’Neill, N (2026), ‘SCoTENS Final Report: Addressing the elephant (ears) in the room of biology education across Ireland. Belfast: School of Social Sciences, Education and Social Work, Queen’s University Belfast. Available at: https://pure.qub.ac.uk/en/publications/the-elephant-ears-in-the-room-of-biology-education-addressing-the/ (accessed 2 April 2026) Page Count: 50 

• Green Careers 

• European Commission, Directorate-General for Education, Youth, Sport and Culture, (2025) ‘The sustainable school : green careers.’ Publications Office of the European Union. Available at: https://data.europa.eu/doi/10.2766/7737813 (accessed 9 April 2026) Page Count: 3  

 

Case Studies 

• ESDF Case Study, best practice Ontario, Canada https://www.esdforum.org.uk/site/wp-content/uploads/2022/12/National-Strategy-Best-Practice-1.-Ontario-Canada.pdf 

• ESDF Case Study, best practice New Zealand https://www.esdforum.org.uk/site/wp-content/uploads/2022/12/National-Strategy-Best-Practice-2.-New-Zealand-1.pdf 

• ESDF (2022) ‘Case Study: New Zealand’. Northern Ireland Environment Link. Available at: https://www.esdforum.org.uk/site/wp-content/uploads/2022/12/National-Strategy-Best-Practice-2.-New-Zealand-1.pdf (accessed 25 March 2026) Page Count: 3 

• ESDF Case Study, best practice Italy https://www.esdforum.org.uk/site/wp-content/uploads/2022/12/National-Strategy-Best-Practice-3.-Italy.pdf 

• ESDF (2022) ‘Case Study: Italy’. Northern Ireland Environment Link. Available at: https://www.esdforum.org.uk/site/wp-content/uploads/2022/12/National-Strategy-Best-Practice-3.-Italy.pdf (accessed 25 March 2026) Page Count: 2 

• Curriculum making and climate change and sustainability education: the experiences of school teachers from England (Rushton and Walshe, 2025). 

• Rushton, E. A. C. and Walshe, N. (2025) ‘Curriculum making and climate change and sustainability education: a case study of school teachers’ practices from England, UK’. Environmental Education Research, 31(5), pp. 1083–1097. doi:  10.1080/13504622.2025.2471990. Page Count: 15.   

• Leading whole school spaces of agency for climate change and sustainability education. A case study of four schools from England (Rushton et al., 2024). 

• Rushton E., Walshe N., Kitson A., & Sharp., S (2025), ‘Leading whole school spaces of agency for climate change and sustainability education. A case study of four schools from England’. Journal of Professional Capital and Community, Vol. 10 No. 1 pp. 79–92, Doi: https://doi.org/10.1108/JPCC-06-2024-0093 (Accessed 10 April 2026) Page Count: 13 

Evidence from UK and Ireland  

• the specification for the new Leaving Cert subject Climate Action and Sustainable Development in Ireland  

• Department of Education (2025) ‘Curriculum Specification for Leaving Certificate Climate Action and Sustainable Development’. Government of Ireland.  Available at: https://www.curriculumonline.ie/getmedia/df1d6c85-f630-436f-9383-7503b64d6ed5/SC-Climate-Action-Sustainable-Dev-Spec-ENG.pdf (accessed 2 April 2026) Page Count: 35 

• National Strategy on Education for Sustainable Development (ESD) in Ireland  

Layout 1 

• Department of Education and Youth (2026) ‘ESD to 2030: Second National Strategy on Education for Sustainable Development’. Government of Ireland. Available at: Layout 1 (accessed 2 April 2026) Page Count: 16 

• Ireland.https://www.solas.ie/f/70398/x/135e0f3789/solas-green-skills-strategy-2030.pdf 

• SOLAS (2024) ‘Green Skills 2030: The 1st National Further Education & Training (FET) Strategy for the Green Transition’. Government of Ireland. Available at: https://www.solas.ie/f/70398/x/135e0f3789/solas-green-skills-strategy-2030.pdf (accessed 2 April 2026) Page Count: 168 

• Schools (Residential Outdoor Education) (Scotland) Bill https://www.parliament.scot/bills-and-laws/bills/s6/schools-residential-outdoor-education-scotland-bill 

• Schools (Residential Outdoor Education) (Scotland) Act 2026. Available at: https://www.legislation.gov.uk/asp/2026/3/contents/enacted (accessed 2 April 2026) Page Count: 5. 

• Senedd reception to launch the Outdoor Alliance Wales Manifesto, 24th September 2025. Wales. Institute for Outdoor Learning   https://www.outdoor-learning.org/resource/press-release-senedd-reception-to-launch-the-outdoor-alliance-wales-manifesto-24th-september-2025.html 

• Institute for Outdoor Learning (2025) ‘Press Release: Senedd reception to launch the Outdoor Alliance Wales Manifesto’. Outdoor Alliance Wales. Available at: https://www.outdoor-learning.org/resource/press-release-senedd-reception-to-launch-the-outdoor-alliance-wales-manifesto-24th-september-2025.html (accessed 2 April 2026) Page Count: 3. 

• Student engagement and participation (featuring a shout-out to Ireland’s leading environmental education and youth organisation!) 

• European Commission, Directorate-General for Education, Youth, Sport and Culture, (2025) ‘The sustainable school: student engagement and participation.’ Publications Office of the European Union. Available at: https://data.europa.eu/doi/10.2766/9788846 (accessed 9 April 2026) Page Count: 3 

• A survey of teachers in England is here (Greer et al., 2023).] 

• Greer, K., (2023) ‘Teaching climate change and sustainability: A survey of teachers in England.’ UCL Centre for Climate Change and Sustainability Education: London, UK. Available at: https://discovery.ucl.ac.uk/id/eprint/10173208/ (accessed 10 April 2026) Page Count: 44. 

• Scotland: Very early findings are here (Rushton et al., 2026) 

• Rushton, E., et al. (2026) ‘Learning for Sustainability across Scotland: Understanding opportunities to further support school teachers’. Available at: https://discovery.ucl.ac.uk/id/eprint/10221282/1/Rushtonetal2026_ScotlandLfS_SchoolSurvey.pdf (accessed 10 April 2026) Page Count: 7 

• The initial report Climate change and sustainability education: A survey of students in England (Walshe et al., 2024) 

• Walshe, N., et al., (2024) ‘Climate Change and Sustainability education: A survey of students in England.’ UCL. London, UK. Available at: www.ucl.ac.uk/ioe/departments-and-centres/centres/ucl-centre-climate-change-andsustainability-education (accessed 10 April 2026) Page Count: 46 

• ‘What do I do? Save the environment or let children go hungry?’ Leading English schools at time of climate crisis (Higham, Kitson & Sharp, 2025) 

• Higham, R., Kitson, A., & Sharp, S. (2025) ‘‘What do I do? Save the environment or let children go hungry?’ Leading English schools at time of climate crisis.’ International Journal of Leadership in Education. Available at: https://doi.org/10.1080/13603124.2025.2472393 (accessed 10 April 2026) Page Count: 20 

Evidence from Young People 

• Clean and green: Young people’s attitudes to environmental goals by Dr Jonny Hanson https://www.ark.ac.uk/ARK/sites/default/files/2025-09/RU164.pdf 

• Hanson, J. (2025) ‘Clean and green: Young people’s attitudes to environmental goals.’ ARK Research Update No.164. Available at: https://www.ark.ac.uk/ARK/sites/default/files/2025-09/RU164.pdf (accessed 2 April 2026) Page Count: 6. 

• Student perspectives on climate change and sustainability education: experiences and expectations of ages 11-14 in England (Walshe, Perry & Healy, 2025). 

• Walshe, N., Perry, J. & Healy, G., (2025) ‘Student perspectives on climate change and sustainability education in England: experiences and expectations.’ UCL Open Environment 7(1). doi: https://doi.org/10.14324/111.444/ucloe.3341 (accessed 10 April 2026) Page Count: 21 

Further Evidence 

• The 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015 

• United Nations General Assembly (2015) ‘Transforming our world: the 2030 Agenda for Sustainable Development’. Resolution A/RES/70/1. Available at: 2030 Agenda for Sustainable Development (accessed 2 April 2026) Page Count: 35  

• 17 Sustainable Development Goals (SDGs), including SDG 4 – Quality Education 

• United Nations Development Programme (2026) ‘The SDGs in Action’. United Nations. Available at: https://www.undp.org/sustainable-development-goals (accessed 2 April 2026) Page Count: web page  

• The Climate Act NI 2022 

• Department of Agriculture, Environment and Rural Affairs (DAERA) (2022) ‘The Climate Change Act (Northern Ireland) 2022- Key Elements’. Northern Ireland Executive. Available at:  https://www.daera-ni.gov.uk/articles/climate-change-act-northern-ireland-2022-key-elements (accessed 2 April 2026). Page Count: web page 

• https://www.globallearningni.com/case-studies/dunclug-primary-school-and-hope-school-kenya  

• Global Learning Schools NI (2019) ‘Connecting Classrooms through Global Learning Case Study: International Partnership between Dunclug Primary School and Hope Primary School, Kenya, 2019-20′. Centre for Global Education. Available at: https://www.globallearningni.com/case-studies/dunclug-primary-school-and-hope-school-kenya (accessed 2 March 2026) Page Count: web page  

•  https://www.globallearningni.com/case-studies/st-bernards-ps-glengormley-shares-their-experience-of-the-connecting-class  

• Global Learning Schools NI (2020) ‘Case Studies’. Centre for Global Education. Available at: https://www.globallearningni.com/case-studies/st-bernards-ps-glengormley-shares-their-experience-of-the-connecting-class (accessed 2 April 2026) Page Count: web page  

• UNESCO (2024) ‘Greening teacher training and education system capacities.’ UNESCO. Available at: https://www.unesco.org/en/sustainable-development/education/greening-future/teachers (accessed 11 April 2026) Page Count: web page 

Teachers Opinions  

• Understanding teacher agency in the context of school-based climate change and sustainability education: a case study of the experiences of teachers and school students in England (Walshe and Rushton, 2025). 

• Walshe, N. & Rushton, E. A. C. (2025). ‘Understanding teacher agency in the context of school-based climate change and sustainability education: A case study of the experiences of teachers and school students in England.’ British Educational Research Journal, 00, 1–25. Available at: https://doi.org/10.1002/berj.70036 (accessed 10 April 2026) Page Count: 25 

• Towards a justice-oriented climate change and sustainability education: perspectives from school teachers in England. (Rushton, Walshe & Johnston, 2025) 

• Rushton, E. A. C., Walshe, N., & Johnston, B. J. (2026). Towards justice-oriented climate change and sustainability education: Perspectives from school teachers in England. The Curriculum Journal, 37, 7–24. Available at: https://doi.org/10.1002/curj.322 (accessed: 10 April 2026) Page Count: 18. 

• Agentic action as an aim for sustainability education: views from secondary school teachers in England (Sheldrake, Walshe & Hargreaves, 2025). 

• Sheldrake, R., Walshe, N., & Hargreaves, E. (2025). ‘Agentic action as an aim for sustainability education: views from secondary school teachers in England.’ Environmental Education Research, 31(6), 1117–1134. Available at: https://doi.org/10.1080/13504622.2025.2464240 (accessed 10 April 2026) Page Count: 18 

Evidence from around the World 

• Bringing to Life the Qualities of a Meaningful Transformative Education which might be helpful to consider as a framework here (Greer and Glackin, 2025). 

• Glackin, M. and Greer, K. (2025) ‘Bringing to Life the Qualities of a Meaningful Transformative Education’, Australian Journal of Environmental Education, 41(4), pp. 758–773. doi:10.1017/aee.2024.75. (accessed 10 April 2026) Page Count: 16 

• Egypt: Including voices of over 500 primary-aged girls in Alexandria. Project summary report here (Hargreaves et al., 2025); full report here (Hargreaves et al., 2025) 

• Hargreaves et al., (2025). ‘Climate Change and sustainable development education in Egypt: Policy-relevant evidence from girls and their teachers in under-privileged urban primary schools in Egypt.’ UCL. Centre for Climate Change and Sustainability Education. Available at: https://discovery.ucl.ac.uk/id/eprint/10210589/1/Hargreaves%20et%20al%202025%20Climate%20change%20and%20sustainable%20development%20education%20in%20Egypt.pdf (accessed 10 April 2026) Page Count: 63  

• Brazil: Project summary report here (Rushton et al., 2025) 

• Rushton, E., et al. (2025) ‘Exploring school-based climate change and sustainability education: a case study of teachers’ practices in Brazil’. UCL. Centre for Climate Change and Sustainability Education. Available at: https://discovery.ucl.ac.uk/id/eprint/10216580/1/17179%20UCL%20Brazil%20Report%20PROOF_4.pdf (accessed 10 April 2026) Page Count: 18 

Wider Benefits 

• Links between natural environments, learning and health: evidence briefing (EIN063) https://publications.naturalengland.org.uk/publication/5745607154335744 

• Dillon, J., & Lovell, B., (2022) ‘Links between natural environment, learning and health: evidence briefing’. Natural England Evidence Information Note. EIN063. Available at: https://publications.naturalengland.org.uk/publication/5745607154335744 (accessed 2 April 2026) Page Count: 20 

• Do experiences With Nature Promote Learning? Converging Evidence of a Cause-and-Effect Relationship.  https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2019.00305/full 

• Kuo, M., Barnes, M., & Jordan, C. (2019) ‘Do Experiences with Nature Promote Learning? Converging Evidence of a Cause-and-effect Relationship’. Environmental Psychology vol.10(305). Available at: https://doi.org/10.3389/fpsyg.2019.00305 (accessed 2 April 2026) Page Count: 9 

• Leadership 

• European Commission, Directorate-General for Education, Youth, Sport and Culture, (2025) ‘The sustainable school: leadership.’ Publications Office of the European Union. Available at: https://data.europa.eu/doi/10.2766/5581319 (accessed 9 April 2026) Page Count: 4 

• Tackling eco-anxiety 

• European Commission, Directorate-General for Education, Youth, Sport and Culture, (2025) ‘The sustainable school: eco-anxiety.’ Publications Office of the European Union. Available at: https://data.europa.eu/doi/10.2766/6246287 (accessed 9 April 2026) Page Count: 3 

• Dis/Misinformation and Fake News 

• European Commission, Directorate-General for Education, Youth, Sport and Culture, (2025) ‘The sustainable school : dis/misinformation and fake news.’ Publications Office of the European Union. Available at: https://data.europa.eu/doi/10.2766/9185830 (accessed 9 April 2026) Page Count: 3 

•  Citizenship 

• European Commission, Directorate-General for Education, Youth, Sport and Culture, (2025) ‘The sustainable school: citizenship.’ Publications Office of the European Union. Available at: https://data.europa.eu/doi/10.2766/2252832 (accessed 9 April 2026) Page Count: 3 

• Networks and Partnerships 

• European Commission, Directorate-General for Education, Youth, Sport and Culture, (2025) The sustainable school : networks and partnerships. Publications Office of the European Union. Available at: https://data.europa.eu/doi/10.2766/4780519 (accessed 9 April 2026) Page Count: 4 

• Socioeconomic variation in emotional and behavioural engagement with the climate crisis in England: Perspectives for education (Edwards, Perry & Walshe, 2025) 

• Edwards, R. C., Perry, J., & Walshe, N. (2025). ‘Socioeconomic Variation in Emotional, Cognitive, and Behavioural Engagement with the Climate Crisis in England: Perspectives for Education.’ Behavioral Sciences, 15(4), 407. Available at: https://doi.org/10.3390/bs15040407 (accessed 10 April 2026) Page Count: 22 

• UNESCO (2025) ‘Greening communities.’ UNESCO. Available at: https://www.unesco.org/en/sustainable-development/education/greening-future/communities (accessed 11 April 2026) Page Count: web pa 

Reading Evidence  

• Outdoor Learning Across the Curriculum Theory and Guidelines for Practice  

By Simon Beames, Peter Higgins, Robbie Nicol, Heidi Smith 

• Beames, S., Higgins, P., Nicol, R., & Smith, H. (2023) ‘Outdoor Learning Across the Curriculum’. Theory and Guidelines for Practice. Available at: https://doi.org/10.4324/9781003010890  (accessed 2 April 2026) Page Count: 165 

• Teaching the Primary Curriculum Outdoors Edited by: Learning Through Landscapes 

• Learning Through Landscapes (2022) ‘Teaching the Primary Curriculum Outdoors’ SAGE Publications, June 2022. Available at: https://ltl.org.uk/product/teaching-the-primary-curriculum-outdoors/ (accessed 2 April 2026) Page Count: 256