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Experiential activities are the most direct form of ecological teaching, so outdoor education is an important way of learning. Through direct observation and life experience, students will learn about the ecological environment, understand the importance of the ecological environment, raise their awareness of environmental protection, and put into practice the protection of the ecological environment. This study involved plant teaching activities that incorporated school plant learning paths into environmental education, so that students could learn about flora, experience nature, and take care of the environment. We created an augmented reality application for use in schools that takes the user on an ecological tour of the plants in the diet of butterflies. The application formed the localized and special mobile learning content in a school. Students were allowed to walk out of the classroom and use their mobile device to engage in autonomous learning, and we then determined their acceptance of the augmented reality application. Through this application we were able to tell whether students were able to adapt to learning with technology combined with traditional teaching methods. This application was tested on a group of elementary school students, who were then interviewed using quantitative and qualitative research methods to understand the users’ feedback.

(1) Background: Education serves as a catalyst for social transformation toward sustainability, yet limited empirical evidence exists regarding primary education’s contribution to regional sustainable development, particularly in island contexts facing unique environmental and economic pressures. This study examined primary education teachers’ perceptions, practices, and challenges in implementing Education for Sustainable Development (ESD) in Zakynthos, Greece. (2) Methods: A triangulated quantitative approach surveyed a representative sample of 105 primary education teachers from the Zakynthos Primary Education Directorate using a 28-item structured questionnaire assessing ESD knowledge, teaching practices, barriers, and improvement strategies. Teacher questionnaire data were triangulated with KEPEA (Center for Environmental Education and Sustainability) program documentation (103 programs, 2020–2025) and school implementation records from 75 participating schools. Data were analyzed using descriptive statistics, Mann–Whitney U tests, Kruskal–Wallis tests, and Spearman correlations. (3) Results: Most teachers (65.7%) reported adequate knowledge of sustainable development concepts, with 75.3% incorporating ESD into teaching practice often or very often. Triangulation revealed convergent findings: environmental sustainability dominated teacher perceptions (67.3%) and KEPEA programming (78.4%), while economic sustainability received limited attention (18.1%). Female teachers demonstrated significantly higher ESD knowledge (U = 892.5, p < 0.05, r = 0.34). The majority (98.1%) considered ESD integration important, yet only 48.5% felt adequately prepared to teach sustainability topics. A notable attitude-action gap emerged: while 86.6% valued community partnerships, only 47.6% engaged frequently, and KEPEA documented 33.7% of formal collaborations. Primary barriers included insufficient curriculum time (61.9%) and limited resources (51.4%). Teachers identified training programs (71.4%) and access to educational materials (71.4%) as priority interventions. (4) Conclusions: Primary education teachers in Zakynthos demonstrate strong commitment to ESD but face structural barriers limiting implementation effectiveness. The environmental-economic imbalance suggests a need for professional development, integrating economic sustainability concepts through place-based approaches relevant to the island’s tourism-dependent economy. The attitude-action gap in partnerships indicates structural rather than attitudinal barriers requiring policy intervention. Findings support targeted teacher training, curriculum reform, and strengthened school-community collaboration to enhance ESD’s contribution to regional sustainable development.

The article deals with the issue of teaching fire protection in elementary schools in the Czech Republic. The area of fire protection is one of the key areas that everyone should be familiar with and it is important to teach children how to prevent fires and how to face fires in case of danger. Thus, this article analyses the current approaches of elementary schools to teaching fire protection and compares the data obtained with approaches in teaching abroad. The obtained comparison is complemented by conducting a questionnaire survey, which underpins the current trends and possibilities of modernising the teaching itself. The results are presented in the form of graphs and the design of a potential application based on the presented mobile applications available on common mobile platforms. The conclusions of the study are summarised in the final chapter, which points to the need to expand fire protection education and the use of modern technologies.

In this paper, we draw on the ontology and epistemology of the local Kasena ethnic group in Northern Ghana to explore Early Childhood Environmental Education. The study, taking place in Boania Primary School, drew on the concept of two-eyed seeing, where both western and Indigenous epistemologies and ontologies were taught. In this way, Indigenous Ecological Knowledge was integrated into the Early Childhood Environmental Education programme for the Kindergarten two classroom environmental studies topics. Two Indigenous Elders led the integration of local knowledge into environmental studies topics by visiting the school to teach the children through taking them outdoors for learning activities. After this, in-depth interviews were held with the teacher, Indigenous Elders, and nine children regarding their experiences. The purpose of the study was to explore how Indigenous Ecological Knowledges can help instil in children positive environmental attitudes and values, while also connecting them to nature and offering them a more relational understanding of human to nature relationships. Based on the Indigenous cultural framework of respect, reciprocity, and responsibility towards nature, the findings show that the integration of Indigenous Ecological Knowledge into environmental education has the potential to improve our relationships with the environment.

Oceans provide a wide range of ecosystem services, including food and cultural ecosystem services derived from fisheries. The sustainability of fisheries is addressed by United Nations Sustainable Development Goal 14 on ocean conservation, and education strategies should include ways to achieve it. In this paper, we describe a game-based learning environmental education experience for the promotion of artisanal fishing developed in northwest Spain, in which more than a thousand primary education students (aged 6–12) participated. Following a qualitative methodology, we analyze our own generated games, their formative assessment, and the results of their implementation in schools and informal education events. Moreover, we compare the educational games generated with other game-based learning experiences on ocean literacy and the sustainability of fisheries. These educational experiences provide play-based learning opportunities in which students show great motivation and increase their knowledge about marine biodiversity, the socio-environmental effects of fisheries, and ocean conservation. Some differences were identifiable in the choice and design of the games, including their type and duration, the dimensions of sustainability analyzed, the specific learning objectives sought, the historical and cultural references used, cooperative peer learning, and the generation of shared knowledge. In this experience, the inclusion of education for responsible consumption (SDG 12) within the sustainability of fisheries represents a remarkable innovation, empowering students in their role as fish consumers.

This study focuses on the description and explanation of trainee teachers’ attitudes in specific educational situations. More precisely, it demonstrates the reasons why they prefer to teach certain Nature–Human–Society topics over others and, conversely, why they do not like teaching some of those topics—particularly science topics relating to physics and technology. The description of these arguments is relevant because trainee teachers’ attitudes can have an impact on later teacher behavior, especially in a multidisciplinary subject such as Nature—Human–Society, where different topics can be given different amounts of time and importance in class. The results of this study are based on a survey of a student cohort in teacher training in Switzerland. The arguments for liking or disliking a total of twelve teaching topics in the subject Nature–Human–Society were elicited through open-ended questions and theoretically assigned to three attitude dimensions—cognitive beliefs, affective access, and perceived control—following qualitative content analysis. Differences in the reasons for liking and disliking certain teaching topics are shown, as well as the general finding that liking teaching topics is primarily based on cognitive beliefs, while disliking teaching topics is primarily attributed to lacking perceived control or lacking affective access to trainee teachers.

This research explores the vital role of the ecological footprint as a pivotal indicator in ecological assessments and its significance in advancing environmental sustainability. Investigating the intricate dynamics of human activities, resource consumption, waste management, and ecological impact, this study underscores the need for a comprehensive understanding. Key aspects such as renewable energy, economic growth, biomass capacity, and trade policy within the expanding field of energy consumption are thoroughly examined, with data collected from 624 randomly selected pupils. The research methodology involved pre- and post-activity knowledge assessments. The research places a particular focus on the innovative examination of early childhood education as a potent tool for reducing the ecological footprint. Drawing on insights from prior research, the authors argue that instilling ecological awareness and sustainable practices at a young age can yield lasting benefits. This article highlights successful collaboration between higher education institutions and elementary schools, specifically through the “Green Ambassadors in the Community” course at the Holon Institute of Technology (HIT). This study not only emphasizes the crucial role of educational institutions in fostering sustainable practices but also advocates for the urgent integration of environmental education into early childhood curricula.

This study aims to evaluate the effectiveness of our outreach program “The ImportANTs of ANTs” in communicating scientific topics to elementary school children, using ants as example organisms. In this program’s first phase, we focused on the concepts of native and invasive species and how invasive species affect ecosystems. The program included various active learning approaches, including presentations, handouts, crafts, and live colony viewings. At two schools (one in rural and one in suburban areas), 210 students from 5th grade were assessed using short, anonymous pre- and post-surveys. We analyzed the students’ responses to questions from the following categories: general feelings about ants, ant knowledge, general care for the environment, general impact knowledge, and native/invasive species knowledge. The school populations displayed distinct opinion changes and knowledge gains; however, there was a significant increase in knowledge of native and invasive species in both populations. Our study demonstrates that ants are good models to teach children about the impact of invasive species. The project aims to drive universal responsibility by forging proactive attitudes toward protecting the environment and native species early.

Environmental degradation and climate change are of paramount concern and require urgent action. Physical education holds an important role in addressing environmental issues and contributing to environmental sustainability. The present study assesses the effectiveness of an intervention program to cultivate environmental awareness in fifth-grade children through physical activities and games in physical education. The participants were 74 children (39 girls and 35 boys) divided into two groups, the experimental and control group. Participants completed a scale assessing their knowledge of environmental issues, which had been shown by previous research to be valid and reliable for this population. The experimental procedure of the study included three stages: completing the questionnaire before the implementation of the intervention and at the end, as well as a retention measurement after four months. The results indicated that the students of the experimental group maintained a significantly higher level of knowledge of fundamental environmental concepts at the end of the program compared to their counterparts in the control group (p < 0.05). In addition, children of the experimental group seemed to retain their knowledge as a result of the intervention program (p > 0.05). The findings suggest that interventions using physical education can serve as a meaningful strategy for promoting environmental care and sustainability and turn young tourists into tomorrow’s responsible consumers and travelers who respect and protect nature. Finally, such a process could potentially aim to increase environmental awareness as a learning experience through the provision of physical activity and recreation.