Research motivation
Over the past four decades there has been a growing understanding that the continued economic, environmental, social and technological developments instigated by human beings have changed the biosphere. There are substantial concerns among the environmental community that the limits of the earth’s capacity to provide for human existence are within sight (see Ehrlich & Ehrlich, 1991; Meadows, Meadows, Randers, & Behrens, 1972; Millennium EcoSystem Assessment Board, 2005; World Commission On the Environment Development, 1990).
These concerns have led governments to re-examine prevailing cultural norms about the nature of the earth as an infinite resource for human exploitation, and promoted moves to more sustainable patterns of development. Environmental education has been identified at the national and international policy level as an important change agent for sustainable development (Department of the Environment and Heritage, 2005; UNESCO, 2004). The United Nations (2004) has declared 2005-2014 as the ‘Decade of Education for Sustainable Development’. Thus, environmental education in the early, primary, secondary and tertiary years has an essential role to play in the development of students who are capable of understanding and who are motivated to respond to work toward building a sustainable future.
Current projects
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