environment education project topics

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Research Topics & Ideas: Environment

100+ Environmental Science Research Topics & Ideas

Finding and choosing a strong research topic is the critical first step when it comes to crafting a high-quality dissertation, thesis or research project. Here, we’ll explore a variety research ideas and topic thought-starters related to various environmental science disciplines, including ecology, oceanography, hydrology, geology, soil science, environmental chemistry, environmental economics, and environmental ethics.

NB – This is just the start…

The topic ideation and evaluation process has multiple steps . In this post, we’ll kickstart the process by sharing some research topic ideas within the environmental sciences. This is the starting point though. To develop a well-defined research topic, you’ll need to identify a clear and convincing research gap , along with a well-justified plan of action to fill that gap.

If you’re new to the oftentimes perplexing world of research, or if this is your first time undertaking a formal academic research project, be sure to check out our free dissertation mini-course. Also be sure to also sign up for our free webinar that explores how to develop a high-quality research topic from scratch.

Overview: Environmental Topics

• Ecology /ecological science
• Atmospheric science
• Oceanography
• Soil science
• Environmental chemistry
• Environmental economics
• Environmental ethics
• Examples  of dissertations and theses

Topics & Ideas: Ecological Science

• The impact of land-use change on species diversity and ecosystem functioning in agricultural landscapes
• The role of disturbances such as fire and drought in shaping arid ecosystems
• The impact of climate change on the distribution of migratory marine species
• Investigating the role of mutualistic plant-insect relationships in maintaining ecosystem stability
• The effects of invasive plant species on ecosystem structure and function
• The impact of habitat fragmentation caused by road construction on species diversity and population dynamics in the tropics
• The role of ecosystem services in urban areas and their economic value to a developing nation
• The effectiveness of different grassland restoration techniques in degraded ecosystems
• The impact of land-use change through agriculture and urbanisation on soil microbial communities in a temperate environment
• The role of microbial diversity in ecosystem health and nutrient cycling in an African savannah

Topics & Ideas: Atmospheric Science

• The impact of climate change on atmospheric circulation patterns above tropical rainforests
• The role of atmospheric aerosols in cloud formation and precipitation above cities with high pollution levels
• The impact of agricultural land-use change on global atmospheric composition
• Investigating the role of atmospheric convection in severe weather events in the tropics
• The impact of urbanisation on regional and global atmospheric ozone levels
• The impact of sea surface temperature on atmospheric circulation and tropical cyclones
• The impact of solar flares on the Earth’s atmospheric composition
• The impact of climate change on atmospheric turbulence and air transportation safety
• The impact of stratospheric ozone depletion on atmospheric circulation and climate change
• The role of atmospheric rivers in global water supply and sea-ice formation

Topics & Ideas: Oceanography

• The impact of ocean acidification on kelp forests and biogeochemical cycles
• The role of ocean currents in distributing heat and regulating desert rain
• The impact of carbon monoxide pollution on ocean chemistry and biogeochemical cycles
• Investigating the role of ocean mixing in regulating coastal climates
• The impact of sea level rise on the resource availability of low-income coastal communities
• The impact of ocean warming on the distribution and migration patterns of marine mammals
• The impact of ocean deoxygenation on biogeochemical cycles in the arctic
• The role of ocean-atmosphere interactions in regulating rainfall in arid regions
• The impact of ocean eddies on global ocean circulation and plankton distribution
• The role of ocean-ice interactions in regulating the Earth’s climate and sea level

Tops & Ideas: Hydrology

• The impact of agricultural land-use change on water resources and hydrologic cycles in temperate regions
• The impact of agricultural groundwater availability on irrigation practices in the global south
• The impact of rising sea-surface temperatures on global precipitation patterns and water availability
• Investigating the role of wetlands in regulating water resources for riparian forests
• The impact of tropical ranches on river and stream ecosystems and water quality
• The impact of urbanisation on regional and local hydrologic cycles and water resources for agriculture
• The role of snow cover and mountain hydrology in regulating regional agricultural water resources
• The impact of drought on food security in arid and semi-arid regions
• The role of groundwater recharge in sustaining water resources in arid and semi-arid environments
• The impact of sea level rise on coastal hydrology and the quality of water resources

Topics & Ideas: Geology

• The impact of tectonic activity on the East African rift valley
• The role of mineral deposits in shaping ancient human societies
• The impact of sea-level rise on coastal geomorphology and shoreline evolution
• Investigating the role of erosion in shaping the landscape and impacting desertification
• The impact of mining on soil stability and landslide potential
• The impact of volcanic activity on incoming solar radiation and climate
• The role of geothermal energy in decarbonising the energy mix of megacities
• The impact of Earth’s magnetic field on geological processes and solar wind
• The impact of plate tectonics on the evolution of mammals
• The role of the distribution of mineral resources in shaping human societies and economies, with emphasis on sustainability

Topics & Ideas: Soil Science

• The impact of dam building on soil quality and fertility
• The role of soil organic matter in regulating nutrient cycles in agricultural land
• The impact of climate change on soil erosion and soil organic carbon storage in peatlands
• Investigating the role of above-below-ground interactions in nutrient cycling and soil health
• The impact of deforestation on soil degradation and soil fertility
• The role of soil texture and structure in regulating water and nutrient availability in boreal forests
• The impact of sustainable land management practices on soil health and soil organic matter
• The impact of wetland modification on soil structure and function
• The role of soil-atmosphere exchange and carbon sequestration in regulating regional and global climate
• The impact of salinization on soil health and crop productivity in coastal communities

Topics & Ideas: Environmental Chemistry

• The impact of cobalt mining on water quality and the fate of contaminants in the environment
• The role of atmospheric chemistry in shaping air quality and climate change
• The impact of soil chemistry on nutrient availability and plant growth in wheat monoculture
• Investigating the fate and transport of heavy metal contaminants in the environment
• The impact of climate change on biochemical cycling in tropical rainforests
• The impact of various types of land-use change on biochemical cycling
• The role of soil microbes in mediating contaminant degradation in the environment
• The impact of chemical and oil spills on freshwater and soil chemistry
• The role of atmospheric nitrogen deposition in shaping water and soil chemistry
• The impact of over-irrigation on the cycling and fate of persistent organic pollutants in the environment

Topics & Ideas: Environmental Economics

• The impact of climate change on the economies of developing nations
• The role of market-based mechanisms in promoting sustainable use of forest resources
• The impact of environmental regulations on economic growth and competitiveness
• Investigating the economic benefits and costs of ecosystem services for African countries
• The impact of renewable energy policies on regional and global energy markets
• The role of water markets in promoting sustainable water use in southern Africa
• The impact of land-use change in rural areas on regional and global economies
• The impact of environmental disasters on local and national economies
• The role of green technologies and innovation in shaping the zero-carbon transition and the knock-on effects for local economies
• The impact of environmental and natural resource policies on income distribution and poverty of rural communities

Topics & Ideas: Environmental Ethics

• The ethical foundations of environmentalism and the environmental movement regarding renewable energy
• The role of values and ethics in shaping environmental policy and decision-making in the mining industry
• The impact of cultural and religious beliefs on environmental attitudes and behaviours in first world countries
• Investigating the ethics of biodiversity conservation and the protection of endangered species in palm oil plantations
• The ethical implications of sea-level rise for future generations and vulnerable coastal populations
• The role of ethical considerations in shaping sustainable use of natural forest resources
• The impact of environmental justice on marginalized communities and environmental policies in Asia
• The ethical implications of environmental risks and decision-making under uncertainty
• The role of ethics in shaping the transition to a low-carbon, sustainable future for the construction industry
• The impact of environmental values on consumer behaviour and the marketplace: a case study of the ‘bring your own shopping bag’ policy

Examples: Real Dissertation & Thesis Topics

While the ideas we’ve presented above are a decent starting point for finding a research topic, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses to see how this all comes together.

Below, we’ve included a selection of research projects from various environmental science-related degree programs to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.

• The physiology of microorganisms in enhanced biological phosphorous removal (Saunders, 2014)
• The influence of the coastal front on heavy rainfall events along the east coast (Henson, 2019)
• Forage production and diversification for climate-smart tropical and temperate silvopastures (Dibala, 2019)
• Advancing spectral induced polarization for near surface geophysical characterization (Wang, 2021)
• Assessment of Chromophoric Dissolved Organic Matter and Thamnocephalus platyurus as Tools to Monitor Cyanobacterial Bloom Development and Toxicity (Hipsher, 2019)
• Evaluating the Removal of Microcystin Variants with Powdered Activated Carbon (Juang, 2020)
• The effect of hydrological restoration on nutrient concentrations, macroinvertebrate communities, and amphibian populations in Lake Erie coastal wetlands (Berg, 2019)
• Utilizing hydrologic soil grouping to estimate corn nitrogen rate recommendations (Bean, 2019)
• Fungal Function in House Dust and Dust from the International Space Station (Bope, 2021)
• Assessing Vulnerability and the Potential for Ecosystem-based Adaptation (EbA) in Sudan’s Blue Nile Basin (Mohamed, 2022)
• A Microbial Water Quality Analysis of the Recreational Zones in the Los Angeles River of Elysian Valley, CA (Nguyen, 2019)
• Dry Season Water Quality Study on Three Recreational Sites in the San Gabriel Mountains (Vallejo, 2019)
• Wastewater Treatment Plan for Unix Packaging Adjustment of the Potential Hydrogen (PH) Evaluation of Enzymatic Activity After the Addition of Cycle Disgestase Enzyme (Miessi, 2020)
• Laying the Genetic Foundation for the Conservation of Longhorn Fairy Shrimp (Kyle, 2021).

Looking at these titles, you can probably pick up that the research topics here are quite specific and narrowly-focused , compared to the generic ones presented earlier. To create a top-notch research topic, you will need to be precise and target a specific context with specific variables of interest . In other words, you’ll need to identify a clear, well-justified research gap.

Need more help?

If you’re still feeling a bit unsure about how to find a research topic for your environmental science dissertation or research project, be sure to check out our private coaching services below, as well as our Research Topic Kickstarter .

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For Earth Day, Try These Green Classroom Activities (Downloadable)

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Earth Day is April 22 in the United States and the day the spring equinox occurs in some parts of the world. It’s a day to reflect on the work being done to raise awareness of climate change and the need to protect natural resources for future generations. Protecting the earth can feel like an enormous, distant undertaking to young people. To help them understand that they can play a role by focusing on their backyards or school yards, educators can scale those feelings of enormity to manageable activities that make a difference.

We collected simple ideas for teachers and students to educate, empower, and build a connection with nature so that they may be inspired to respect it and protect it. Classrooms can be the perfect greenhouse to grow future stewards of the environment.

Click to Download the Activities

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Top 100 Environmental Science Project Topics

Table of contents

• 1 Climate Change
• 2 Renewable Energy
• 3 Urban Ecology
• 4 Land and Water Use
• 5 Pollution
• 6 Environmental Science Topics for College Students
• 7 Energy Resources and Consumption
• 8 Population
• 9 Noise and Light Pollution
• 10.1 Conclusion

With the environment and global warming in its current predicament, it’s no surprise that environmental science job opportunities will be on the rise in the very near future.

With the environment and global warming in its current predicament, it’s no surprise that environmental science job opportunities will be on the rise in the very near future. Therefore, so are the numbers of students pursuing studies in this field. The last four decades have seen huge changes in the rate of global warming and so more than ever before, we need people to study topics in environmental science.

For anyone majoring in environmental science, anyone needing to write  environmental studies project topics for a science course, or essay writer who is working on topical essays this comprehensive article will talk you through the top ten project topics to pursue. For each project topic, we’ll give you ten ideas.

Climate Change

There’ll always be an environment, but it’s looking more and more likely that it won’t be like our current one in the future. With this in mind, here are the top ten environmental project topics for college students on climate change:

• Is global warming a natural phenomenon?
• The politicization of global warming.
• How do eddy covariance towers work?
• Planetary tilt – does it affect global warming?
• The differences between climate change and the greenhouse effect.
• Why is carbon dioxide a greenhouse gas?
• How do changes to weather patterns affect the Earth’s climate?
• The concept of polar amplification.
• The barriers to climate change responses.
• The “heat island” effect.

Renewable Energy

Our advances through the industrial revolution and the use of fossil fuels are now coming back to bite us. Here are ten environmental topics for project on renewable energy:

• The pros and cons of hydropower.
• Solar energy and pollution.
• Solar energy to help the economy.
• Geothermal energy: an unlikely major energy source?
• The problems caused by renewable energies.
• Understanding geothermal energy.
• Are hydrogen fuel cells a viable alternative?
• The advantages and disadvantages of solar power.
• Transporting geothermal energy: a study.
• The challenges of large-scale biomass energy use.

Urban Ecology

Urban ecology is an important consideration for environmental science projects for college students who are eager to pay for essay to receive high grades for assignments. When we study the environment, we tend to think of green spaces and rural lands, but urban ecology is important too. As such, here are ten environmental science project ideas on this topic:

• How do unequal urban planning and greenspace distribution affect temperatures in a city?
• How does urbanization affect surrounding rural areas?
• How is the local climate affected by buildings and pavements?
• What is the urban heat island effect?
• How are water sources affected by urbanization?
• How has human development affected our green spaces?
• How is social identity linked to urbanization?
• What impact does transport have on rural locations?
• How can the natural environment be integrated into urban planning and design projects?
• What is water harvesting?

Land and Water Use

When humans use natural resources, they also disrupt natural ecosystems. This is an important area of study as we try to claw back and save some of the world’s resources from being entirely depleted. Here are ten interesting  environment related topics for project on this subject:

• How have overfishing and non-sustainable fishing methods affected our oceans?
• How does using water for irrigation affect natural ecosystems?
• The impacts of different societies’ ecological footprints in terms of waste production and resource demands.
• How can we mitigate deforestation?
• An analysis of The Green Revolution.
• The impact of salt application to streams.
• How does using an ANN (artificial neural network) for rainfall-runoff affect ecosystems?
• How do land-use changes impact urban runoff?
• Relationships between water quality, land use and land use change.
• Land use effects on lake water quality.

Pollution is one of the planet and humanity’s worst enemies. Agriculture, transportation, and industry can cause horrific environmental catastrophes. Check out the possible environment science project topics on pollution:

• The impact of pollution on health care.
• The effects of environmental pollution and water pollution on marine life.
• The effects of air pollution on the food chain.
• How environmental pollution affects Arctic.
• The health hazards associated with waste accumulation and water pollution.
• How do human activities change the world’s oceans?
• Conservation and how it helps to reduce air pollution.
• The difficulty of establishing direct links between health problems, air pollution, and air quality.
• Environmental policy regarding air pollution and acid rain.
• The effect of acid rain in urban and natural areas.

Environmental Science Topics for College Students

Environmental studies at college is all about studying in-depth biological, chemical, and physical processes on Earth. Environmental sciences also incorporates social, cultural, and political processes that have an impact. When studying Environmental Science at college level, a project need to seek out ways to present complex relationships in a simple way. Here are some ideal environmental science projects for college students:

• Genetically Modified (GM) foods and their impact on the environment.
• The global impact of radiation and nuclear accidents.
• The role of the UNEP in environmental conservation.
• The impact of freak weather incidents.
• Micro-plastics in drinking water – why and how have they got there?
• The Nagasaki and Hiroshima bombings – what have we learned about nuclear bombs and the effects on the ecosystem?
• The impact of Coronavirus and maintaining the ecosystem.
• The role of the media in conservation campaigns.
• Tourism and the impact of human activities on a local and global level.
• How has the US departure from the Paris Climate Agreement changed things?

Energy Resources and Consumption

Lots of  environmental studies project topics goes into looking at energy resources and consumption, which makes this a great project topic. There is already a lot of information out there, which makes this easy to research.

• What is the relationship between energy efficiency and energy conservation?
• What are the economic, social, and environmental costs of solar energy?
• Was coal pivotal in industrialization?
• The impact of fracking on the environment.
• Compare and contrast the processes of extracting oil and mining coal.
• How is ethanol produced as a biofuel?
• Nuclear energy is a viable clean energy. Discuss.
• The environmental effects of a nuclear conflict explored.
• What is plant biomass?
• The challenges of converting to large-scale biomass energy.

You can't write a list environment project topics  about environmental science, without mentioning population, environmental health, and the changes we've seen over the years. A lot of environment research focuses on population and its effects. Here are some ideas:

• Population growth and its effects on GDP.
• Factors that control population growth and the effect of density.
• An exploration of population momentum.
• The importance of studying population ecology.
• The effect of human migration on populations.
• The effects of overpopulation.
• The effects of global warming on the global population.
• Is sustainable development possible in a growing population?
• What would happen if the demand for natural resources became greater than the supply?
• How serious is the world population explosion?

Noise and Light Pollution

Though lots of people don’t consider light and noise as pollutants, the reality is that they are. Noise levels and light levels can affect organisms. Here are some interesting topics for science projects on noise and light pollution:

• How is local wildlife affected by airport noise?
• What happens if orcas aren’t able to use echolocation due to freight noise?
• Migrating birds and the confusion from bright lights.
• The effect of bright lights in resorts and sea turtles emerging from nests.
• How bright city lights affect nocturnal animals.
• The disruption of nocturnal activity in frogs and toads due to artificial light glare.
• Artificial lights and the effects on migratory birds.
• Light pollution and the effects on plants.
• Changes in animal behavior due to noise pollution.
• Noise pollution and the effects on mating frogs.

Conservation Biology

With as many as 2,000 species becoming extinct each year, we’re experiencing a serious problem. Conservation biology is a huge topic of interest when you need to " write my essay " and want to succeed with this task. Here are some ideas for exploration:

• How has human behavior ramped up endangered species extinction rates?
• How do humans threaten endangered species?
• What will the effects of a loss in biodiversity be for humans?
• If honeybees become extinct, what other changes would we see?
• Why is the decline in pollinating insects so dangerous?
• What happens if we lose endangered species?
• What is the Holocene extinction event?
• The collapse of the world’s coral reef ecosystems.
• The threat of acidification in our oceans.
• How can environmental policy help threats to biodiversity?

It's clear to say that there is a huge variety in topics in environmental science. For anyone looking for an environmental science project topic, we hope this extensive list has helped narrow down your ideas. Whether you're looking for environmental research topics for college students or high school, there is something for everyone here.

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School-Based Environmental Service Learning

Find ways to engage students in environmental service learning projects in the classroom or on school grounds.

Biology, Earth Science, Astronomy, English Language Arts, Geography, Human Geography, Physical Geography, Social Studies, Civics

Photograph by Jon T. Schneeberger/National Geographic Creative

How can students connect with the natural environment while in school, in both practical and engaging ways? Find ways students can make difference and learn valuable skills through service learning projects.

Promote Natural Disaster Preparation

Find out what forces of nature could potentially strike your community. Discuss how to prepare for natural disasters and how families could respond to the natural disasters they may face in their community. Create and distribute tip sheets for family and community members’ emergency preparedness. Find helpful resources at Ready.gov .

Calculate Daily Water Use at School

Use this online tool to help start a school-wide campaign encouraging everyone to use less water. Get the word out with persuasive writing via posters or skits. Challenge your fellow students to a video public service announcement (PSA) contest. With drought conditions affecting many states, helping to save water in your community will be a step in the right direction.

Raise Ocean Awareness

Watch videos from An Imbalance in the Ocean to examine ways that human actions can throw a marine ecosystem out of balance and lead to species decline. Discuss the threats as well as actions people can take, considering the stakeholders who stand to gain or lose from the success or failures of these actions. Present the data and findings to local stakeholders in a forum or through local news media. Find teacher resources at Earth Echo, an organization founded by the family of legendary explorer Jacques Cousteau and dedicated to inspiring youth to solve environmental challenges that impact waterways: http://earthecho.org .

Investigate Local Environmental Issues

Investigate the effects of human activities in the local community. Create a scrapbook or slideshow of local environmental issues using newspaper and magazine articles, brochures, and other resources. Identify both the direct and the indirect impacts of human actions, including stories of local environmental stewardship projects or other human actions that have helped or had a negative effect on the local area. Present “Hero Awards” to local citizens and fellow students who are environmental stewards.

Grow a School Garden MakerSpace

MakerSpaces, or areas in schools dedicated to innovative, creative pursuits, can help kids become independent thinkers. See School Makerspaces: Growing Farmers, Gardeners, and Cooks to see how seeds and food have sparked creativity, excitement, and wonder. Students might have a small pantry in addition to their school garden and a kitchen. Parent and community groups might enthusiastically supply other needed supplies. Kids can go from reading a recipe to inventively cooking with whatever is on hand, especially if food service providers and science teachers team together.

Innovating around food, of course, doesn’t have to include cooking. In a non-food-focused Makerspace with wood, nails, and glue, students can design and create gardening tools, container beds, or a solar food dehydrator to store summer’s bounty. For schools with a tech budget, 3-D printers allow students to dream and generate parts for gardens and tools that will help them take care of their space. Try Renovated Learning for more ideas.

Create Recycled Art

Create a work of art made of recycled objects. Using your school or classroom’s recycling bin, collect cans, jars, and other recyclables. Add discarded wood, paper, and twine, and let students create sculptures, mobiles, jewelry, or other work. Write a short narrative of what you used and how you recycled the material. Give artwork away as a gifts to family members or to residents of a nursing home in your community.

Start a School-side Recycling Effort

Work with the school principal and food service workers to get bins for recycling in the lunchroom. Ask the school to buy recycled paper and to recycle printer cartridges. Clean up litter around the school and recycle it! Collect and store plastics, glass, cardboard, and cans until you can have it picked up or taken to a recycling center. Use any money earned to keep the recycling effort going, or donate to an environmental cause. Promote the use of reusable water bottles to reduce harmful plastics in the trash as well as the use of fossil fuels. Create video public service announcements (PSAs) to share lessons learned through this project with other schools and community partners.

Raise Money or Collect Food to Help Those in Need

Start a book or coat, fundraising, or canned goods drive to help people affected by natural disasters such as flooding, hurricanes, or wildfires. Schools may also be relocated or otherwise disrupted by disasters. Collect school supplies and write notes of encouragement for the impacted students.

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Related Resources

• Our Mission

Outdoor and Environmental Education: Resource Roundup

Looking for resources for teaching about the environment, examples of environmental action projects, or ways to take learning outside? You’ve come to the right place. Explore our list of curated resources for these green approaches to integrated studies.

Benefits of Environmental Education

Vega highlights the benefits associated with specific practices in environment-based education, an approach to integrated studies that has proven to be effective.

Phillips emphasizes the importance of involving students in actions that help to preserve the environment and looks at resources and models available for engaging students in meaningful lessons about a wide range of environmental crises.

Sly, of the Center for Ecoliteracy , identifies five vital life practices that integrate emotional, social and ecological literacy.

Phillips advocates for the huge role that nature and wilderness can play in giving kids, and especially teens, a much-needed perspective of their place in the world.

Flom looks into the reasons behind the environmental awareness holiday.

Classroom Activities and Videos

To help teachers incorporate Earth Day into the classroom, Davis has curated some of the best classroom resources from around the Web.

How do you teach your students about water? VideoAmy has created this list of videos to make learning about environmental issues, water conservation, and the biology of water fun.

Earth Day is April 22nd, but you can teach your students about sustainability and environmental stewardship all year round. It doesn't take much for kids to feel like they can make a difference for our planet, inspiring them to be life-long environmentalists.

Looking for ideas and resources to inspire environmental awareness and action in your classroom? Download this practical guide, filled with inspiring ideas and classroom-tested resources, to help you plan green projects that take student learning deeper.

Environmental Action Project Ideas

Boss shares exciting projects to teach students about Earth Day and how to care for the environment.

Explorer, social entrepreneur, and environmental advocate Cousteau suggests that, with young people already aware of the environmental crisis, the next step is youth-driven environmental action.

Kaio shares his students' adventure in upcycling as he details a project that started with trash and recycling, and elevated to a community crafting event.

Members of this high school environmental education and leadership program created a presentation about climate change, gathered more than 5,000 signatures from fellow students, and went to Washington, DC, to persuade one of their senators to take action on global warming.

Through this nationally recognized service-learning project in Louisiana, students have become stewards of the area's fragile wetlands.

Getting Outdoors and Learning From Nature

Two Canadian experiential leadership programs usher students into the great outdoors to pique their academic curiosity while enhancing their physical and mental health.

Deegan, a mindfulness mentor and consultant, teaches students about Earth Day by bringing them outside and engaging their senses. He shares six easy steps to help your class appreciate their natural surroundings.

Burns proves that technology has a place in the great outdoors with her list of iPad apps to help kids identify birds and trees, navigate with maps, tie knots, and explore national parks.

For the coldest and shortest month, VideoAmy has pulled together a collection of great videos for winter-themed lessons across all disciplines.

Follow these easy-to-implement suggestions about how to go outside with learning.

If future generations are going to preserve the planet, they need to spend more time outdoors -- with your help.

School Gardens and Green Schools

Follow a ninth grade interdisciplinary PBL class from an on-site sustainability study through designing hydroponic gardens, growing food, and an Iron Chef cook-off.

As the school garden movement continues to grow, Boss suggests it's worth taking a closer look at the strategies that are yielding positive results.

This video playlist goes outdoors to check out school gardens around the country. School gardens provide great green lessons about cooperation, sustainability, and stewardship of the earth.

This campus gardening project has done more than teach students about the fundamentals of organic gardening. It's taught life lessons about interdependence, caring for the environment, and the value of hard work. Thinking of doing an edible schoolyard for your school or class? Check out Edutopia’s Edible Schoolyards pinboard on Pinterest for some great resources to point you in the right direction!

Moore, co-founder of Green Schools Initiative , offers eco-friendly suggestions and resources for a greener, healthier back-to-school.

O'Brien proposes ways schools can lighten their environment footprints. This post from Suzie Boss describes other things schools can do: “ Earth Day Challenge: Making Teacher Innovation Sustainable .”

At Clackamas High School , green ideals infuse the curricula, the building, and, most importantly, the students.

Additional Resources on the Web

Blogs and articles.

• “ 3 Ways to Get Outside This Summer with Mobile Devices ,” from Edudemic (2014)
• “ Apps That Challenge Kids to Solve Environmental Issues ,” from KQED’s MindShift (2014)
• “ Get Outside! 10 Fresh Air Favorites! " from Nerdy Book Club (2014)
• “ 22 Earth Day Resources ,” from KQED Education (2014)
• “ Garden-Based Learning: A Return to Simpler Food in K-12 Schools ,” from Education Week (2013)
• “ In the Digital Age, How to Get Students Excited About Going Outdoors ,” from KQED’s Mindshift (2013)
• “ You Can Get Your Students Outside and Still Meet Your State Standards ,” from Children & Nature Network (2013)
• “ The Environment as a Compelling Portal for PBL ," from the Buck Institute for Education (2012)

Organizations, Tools, and Other Resources

• Instructional Tools and Strategies , from Center for Ecoliteracy
• K-12 Toolkit , from the Earth Day Network
• Resources , from The Edible Schoolyard Project
• Environmental Literacy Framework and Publications , from North American Association for Environmental Education
• How Do I Green My School? from Green Schools Initiative
• A Roadmap to Implementing Green Cleaning in Districts and Schools , from National Association of State Boards of Education
• Schoolyard Habitat Project Guide , from the U.S. Fish and Wildlife Service
• National Environmental Education Week , from National Environmental Education Foundation
• Nature Rocks , from The Nature Conservancy
• Natural Heroes Project Guide: 6 Multimedia Project-Based Learning Plans Aligned to Common Core , from KRCB North Bay Public Media

Introduction to Environmental Education

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• First Online: 30 September 2022

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• Wei-Ta Fang   ORCID: orcid.org/0000-0002-4460-0652 4 ,
• Arba’at Hassan 5 &
• Ben A. LePage   ORCID: orcid.org/0000-0003-3155-7373 4 , 6  

Part of the book series: Sustainable Development Goals Series ((SDGS))

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The concept of education is changing and that of the environment is also becoming different. Is environmental education: (1) a type of education to improve the environment; (2) education to improve the environment of education; or (3) a type of education to improve the education of people? In this chapter we focus on the ontology of the environment. In epistemology, we try to understand the nature and identity of the world around us and what environmental education is about. The purpose of environmental education is to cultivate citizens that: (1) have a working knowledge of environmental systems; (2) have concerns about environmental problems; and (3) have the capabilities to solve and actively participate in implementing solutions. Environmental problems must be solved through a root cause process, and environmental educators need to change the public’s mind on environmental issues using realistic and attainable education targets to establish environmentally friendly behaviors. Through outdoor, classroom, and nature-centered education programs, our goal is to establish important curriculum goals and novel learning methods for environmental education. Our goal is to have stakeholders consider environmental issues with open minds, understand the needs of other stakeholders, take a leadership role recognizing the existing and emerging environmental issues, and internalize them into specific environmental protective action plans.

All education is environmental education. By what is included or excluded, we teach students that they are part of or apart from the natural world. To teach economics, for example, without reference to the laws of thermodynamics or those of ecology is to teach a fundamentally important ecological lesson──that physics and ecology have nothing to do with the economy. That just happens to be dead wrong. The same is true throughout the curriculum. David W. Orr, What is Education for? 1991:52.

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Environmental Education

Learning Environments in Higher Education

1 introduction.

There are many definitions of education, but for education theory, Albert Einstein, who was a leader in pioneering educational reform point, had a unique point of view. He said: education is what remains after one has forgotten what one has learned in school (Fig.  1.1 ). Before the nineteenth century, education was the process of remembering or memorization. The  San Zi Jing  (Three-character Sutras) 《三字經》 that had been passed down to the people since the Southern Song Dynasty in China-proposed:

Education is what remains after one has forgotten what one has learned in school (Einstein 1879–1955) (Cheng-Jun Fang at the Busan National Science Museum, Busan, Republic of Korea, 2019) (Photo by Wei-Ta Fang)

Recite them with the mouth, and ponder over them in your hearts. Do this in the morning; do this in the evening.

Sun Zhu (孫洙) (1711–1778) of the Qing Dynasty once said:

After reading three hundred Tang poems, you can at least in tone poems even if you can’t write them.

It has always been the case that students learn as much as possible until they become familiar. However, there are other theories that have always been disgusted with learning. Einstein believed that real learning is the process of internalizing information. Wang Yangming (王陽明) (1472–1529) of the Ming Dynasty stated in the Book of Instructions for Practical Living and Other Neo-Confucian Writings 《傳習錄》 that the most important things reading requires is self-mindedness, understanding second, and finally memorization. A friend once asked him, “How can I read a book but I can’t remember,” Yangming’s response was:

As long as you know, how do you remember? To know that it is the second meaning, you need to know your own self-ontology. If you want to remember, you do not know; if you want to know, you don’t see your own identity in your mind.

In other words, the more a human learns, the more they have yet to learn. If the purpose of learning information is because of a test requirement, then the information stored in our short-term memory serves the purpose of taking the examination, but recalling the information is often not possible because the information is not true memory. As students we’ve all experienced memorizing an amazingly large amount of information for an exam and flushing these data from our minds as soon as the exam was over. However, there are instances where information can be recalled for no apparent reason. These remnants of information that we internalized is what was really learned. Therefore, education and learning were intended to convey human thought through books; however, history shows that we’ve endured at least seventeen global pandemics since the 1300’s (Piret and Boivin 2021 ) and two world wars in the twentieth century. Since then, all established education methods are constantly being recast. Recitation no longer has a place in the original meaning of education. Yuval N. Harari (1976–), the author of Sapiens : A Brief History of Humankind (2011), and Homo Deus: A Brief History of Tomorrow (2016), argued in 21 Lessons for the 21st Century (2018) that the existing education system should use critical thinking, problem solving, effective communication, collaboration, and creativity to replace the current emphasis on intellectual indoctrination (Harari 2018 ).

If the concept of education is changing, then the definition of the environment is also changing. David W. Orr (1944–), a professor of environmental and political studies at Oberlin College, once said: All education is environmental education (Fig.  1.2 ; Orr 1991 :52).

All education is environmental education (Cheng-Shun Fang at Fulong, New Taipei City, Taiwan, 2020) (Photo by Wei-Ta Fang)

When we teach environmental education, we often ask our students and ourselves: Is environmental education , the process to improve the environment , to improve the educational environment , or to improve the education of people? We need to understand the own body of human beings and to enhance the thinking from the original human engraved thinking. In the process of interpretation, we understand epistemology to understand the nature of matter and understand what the environment is.

1.1 The Environment is a Concept

The environment refers to the space in which human beings can perceive their surroundings. In space, you can perceive all things that change in structure and function over time. In other words, the true nature of all things must be in a certain environment, even a vacuum is regarded as an environment (Baggini and Fosl 2003 ). Therefore, the environment is a concept that is bounded by space. However, in phenomenology, the environment incorporates the concept of time. The Austrian philosopher Edmund Husserl (1859–1938) believes that the human impression of the environment and the world will not gradually disappear due to the evolution of time, and because of the memory function of the brain, the human impression of the deceased. Therefore, the existence of the deceased can persist in perpetuity in the world as long as the living still remembers those that came before because they are stored in the brain as a living impression. These existing memory phenomena gradually change the human imagination of the dead over time. The concept of the environment means different things to different people because every person has their own interpretation or understanding of their environment, which is based on the spatial and temporal elements that they’ve experienced. In an ideal world, the definition of environment would mean the same to everybody, but inevitably, each person’s view of the environment is different.

For phenomenon scholars, existence is a base on self-awareness of all phenomena. Therefore, the person’s environment is the perceptual medium of a living being to an external stimulus, including the systemic sum of space and time of the instinctive response to the external stimulus (Crowther and Cumhaill 2018 ). What a living organism understands about its environment includes the perception of elapsed time and distance in its space. Therefore, to understand the nature of things, we must also recognize or be cognizant of the changes in our environment through space and time (Baggini and Fosl 2003 ).

The definition of environment varies with context and discipline. For biological/ecological systems, the natural environment refers to the sunlight, climate, soil, hydrology, and other ecosystems in which animals and plants coexist and within which we live. The social environment refers to the constitutive state formed by the social, psychological, and cultural conditions associated with human life and culture. From the perspective of environmental protection, the environment refers to the earth on which human beings depend. Therefore, the effectiveness of achieved protection is a critical indicator for revealing environmental quality in a region (Huang et al. 2014 ). In addition, we also need to understand the definition of environment in terms of regulations.

1.2 Lost in Translation

As it turns out the words environment and education were originally considered nouns and verbs and later translated and adopted into Asian cultures about one hundred years after appearing in English culture. We began to think about the concept of environmental education after World War II. In their 1947 book Communitas , the Goodman brothers talked about the planning of urban space where they discussed the idea of establishing green belts around cities and the design of industrial spaces, which at the time were utopian concepts (Goodman and Goodman 1947 ). They believed that a large part of the environmental education of the children would be based on technology; whereas a child brought up in a modern suburb or city might not even know what work papa does at the office . They also criticized the idea of environmental education because they felt environmental education was very close to the construction education of a built environment. In fact, it was far from the concept of environmental education.

From 1965 to 1970, US industrial production grew at a rate of 18% and at the same time, it boosted the economies of its World War II allies. However, the over-emphasis on development led to increased environmental pollution and since the 1960s, environmental problems arising from industrial development continue to emerge (e.g., love canal, Fowlkes and Miller 1987 ). The green agricultural revolution widely used chemical fertilizers and pesticides and among them, Dichloro-Diphenyl-Trichloroethane (DDT) hindered the reproductive ability of birds and reduced biodiversity. The book, published by Rachel Carson’s book, Silent Spring ( 1962 ) pointed out the consequences associated with the use/abuse of pesticides, which become incorporated into food chains and webs, negatively impacting natural ecosystems and human health. Carson believed that human beings should treat the surrounding environment and animals with a life-loving vision. She said: The public must decide whether it wishes to continue on the present road, and it can do so only when in full possession of the facts (Carson 1962 :30). In the post 1960s, the slogan of environmental protection rang through the sky and the concept of the environmental protection movement gradually espoused the definition of environmental education in conservation.

2 Definition of Environmental Education

The term environmental education appeared in 1947. So, when did the earliest definition of environmental education come into being? The concept of environmental education in terms of modern pedagogy and its evolutionary history feels closely tied to our understanding and development of human psychology, sociology, and how humans learn. In this context, environmental education is a relatively recent field of study and predicated on the acceptance of our hypotheses by a small community of scholars.

If we look further back in time at the development of human cultures at a time when formal education systems did not exist, our ancestors then need to be recognized. In many/most indigenous cultures, the people learned about the environment within which they lived and passed their knowledge and skills to future generations, otherwise, they all died.

We, therefore, also need to identify several elements in indigenous cultures that are related to their knowledge base and resource management systems that could be of value to western science, but the semantic issues associated with Traditional Ecological Knowledge (TEK) and Traditional Ecological Management (TEM) can be overwhelming (Song et al. 2021 ). We may regard that TEK and TEM should be considered to be an element of the environment associated with indigenous cultures that is defined by their relationship and interactions with the environment, including all of the other biotic, abiotic elements present in their habitats. So, let’s take the definition way back and show how we used TEK and TEM to develop our knowledge systems relative to western science.

2.1 Initial Definition of Environmental Education

In 1962, Carson explained the importance of environmental protection and hoped to learn the ecological balance of nature through human awakening would achieve the purpose of harmonious coexistence between human and nature. In 1965 at an education seminar at the University of Keele environmental education was proposed as a theme, becoming the first conference in the UK to use the term environmental education (Palmer 1998 ). The meeting participants agreed that environmental education should become an essential part of all citizens , not only because of the importance of understanding aspects of their environment , but because of its immense educational potential in assisting the emergence of a scientifically literate nation . The meeting emphasized that teachers’ participation in basic education research should be strengthened to accurately determine the teaching methods and content of environmental education that are most suitable for modern needs. Therefore, the United Kingdom held a Council for Environmental Education in 1968.

In 1969, William Stapp (1929–2001), a professor at the University of Michigan, School of Natural Resources and Environment (SNRE), first defined environmental education as a process producing a citizenry that is knowledgeable concerning the biophysical environment and its associated problems , aware of how to help solve these problems , and motivated to work toward their solution (Stapp et al. 1969 :30–31). According to Stapp, the purpose of environmental education was to cultivate citizens who had environmental knowledge, were concerned about environmental problems, and had the ability to solve and actively participate in the resolving the issues. Environmental problems should be resolved using root cause analyses and environmental educators should change the minds of the existing education targets and establish environmentally friendly behaviors.

Stapp is considered the father of environmental education in the United States of America (USA). He helped plan the first Earth Day in 1970, drafted the National Environmental Education Act, served as the first director of United Nations Education, Scientific and Cultural Organization (UNESCO), the first director of the Environmental Education at UNESCO, and promoted the first inter-governmental meeting of 146 countries and territories in Tbilisi, the former Soviet Union, in 1978. In 1984, Stapp assisted students to investigate cases of hepatitis infections from the Huron River, identify the cause of the problem, and worked with the local government to find a solution. In view of the importance of river surveys, he founded the Global Rivers Environmental Education Network (GREEN) in 1989. He cooperated with elementary schools in Ann Arbor, Michigan, USA and conducted many field trips with local elementary students and they investigated and taught students about problems in the natural environment and how to interact with them. He cared about academic research and more about social services, and led college students to promote environmental monitoring programs and successfully rehabilitate the Rouge River. In western science, the roots of environmental education can be traced back 1960s as early as the eighteenth century when Jean-Jacques Rousseau stressed the importance of an education that focuses on the environment (Rousseau and Bloom 1979 ).

2.2 The Extended Definition of Environmental Education

Stapp and his colleagues promoted the definition of environmental education, which was based on American pragmatism. They believed that emphasizing environmental knowledge could change reality through the power of action. Therefore, practical experience in environmental education was considered important because it emphasized taking knowledge and using that knowledge and/or experience to solve problems on natural resource management (Disinger 1985 ; 1990 ). Thus, environmental action or doing was better than dogma, and environmental experience was better than rigid principles. Therefore, the concept of environmental education had evolved to become a critical and creative clarification for research questions and value clarification (Harari 2018 ), interpreting environmental knowledge as a process of assessing the real environment, and scientific exploration (Fig.  1.3 ). The spirit of humanity, the standard of conduct was then incorporated into the real environment of human beings.

Academic institutions need to provide environmental education-related courses such as basic environmental research and environmental science such as a study camp, Taipei, Taiwan, 2019 (Photo by Yi-Te Chiang)

To promote environmental protection, academic institutions needed to provide environmental education-related courses such as basic environmental research, science, planning, management, economics, society, culture, and engineering. At the grade school level, the students should be taught the history of environmental protection and environmental protection measures. The aforementioned courses are meant to be broad because the environment and the associated issues are complicated. The environment and its associated ecosystems are not one size fits all. Not only are ecosystems different from one another the variation within each is vast. As such, Wals et al. ( 2014 ) considered the learning content of environmental education to be multi-disciplinary, based on environmental problem assessment, critical thinking, morality, creativity, and make judgments on environmental issues. The process of environmental education helps observation and problem-solving, with the opportunity for individuals to promote environmental improvement actions to ensure positive environmental behaviors (Fig.  1.4 ). Therefore, environmental education includes the social, abiotic, and biological aspects, of the environment including natural resource conservation, environmental management, ecological principles, environmental interactions and ethics, and sustainability (Fig.  1.5 ).

Environmental education helps develop observation and problem-solving skills and provides opportunities for individuals to promote environmental improvement actions to ensure positive environmental behaviors (Audubon Nature Center, Rhode Island, USA, 2015) (Photo by Wei-Ta Fang)

The target of environmental education should include a continuum from primary school to the university and include theoretical, practical, indoor, and outdoor experiences. This is a group of people enjoying nature in a Swiss environmental education program in 2009 (Matterhorn, Great north faces of the Alps, Valais, Switzerland) (Photo by Wei-Ta Fang)

Environmental Education is defined in many ways, but each definition considers it to be a discipline or process that teaches us how to behave in a manner that promotes the responsible management of our environment and resources. This then helps the environment function in a more natural way, rather than healing anthropogenic wounds. We detected the Environmental Education Act in Taiwan (Republic of China), there is. …as a discipline that enhance the environmental awareness , environmental ethics , and responsibility of the nation taking as a whole, so as to safeguard the ecological balance of the environment , respect lives, promote social justice , and cultivate environmental citizens and environmental learning communities (The Environmental Education Act) (Ministry of Justice 2017 ). Therefore, in terms of education content, environmental education was intended to integrate aspects of biology, chemistry, physics, ecology, earth science, atmospheric science, mathematics, and geography as an integrated discipline toward an education for sustainability (EfS) (Evans 2020 ). Methods of educational research include the applied social sciences such as psychology, sociology, culture, history, anthropology, economics, political science, and information science.

The First International Working Meeting on Environmental Education in the School Curriculum was organized by the UNESCO, and the International Union for Conservation of Nature (IUCN) in Nevada, USA in 1970. A participant resolution developed the statement that the elements of environmental education are not completely combined by any single discipline. It is the product of partnerships built on sound science, public awareness, environmental issues, and outdoor educational methods (Fig.  1.6 ). UNESCO specifically stated that environmental education programs taught students a respect for the nature and natural environments and raised citizens' environmental awareness (UNESCO 1970 ). Therefore, the organization emphasized the importance of environmental education in protecting the society’s quality of life in the future by protecting the environment, eradicating poverty, minimizing inequality, and ensuring sustainable development. Cerovsky ( 1971 , p. 4) defined environmental education as.

…a process of recognizing values and clarifying concepts in order to develop skills and attitudes necessary to understand and to appreciate the interrelatedness among man, his culture, and his biophysical surroundings. Environmental education is also entailed practice in decision-making and self-formulation of code behavior about issues concerning environmental quality.

Environmental education also includes the dissemination of environmental education with outdoor media (Wei-Ta Fang, Ben A. LePage, and their students at Dagouxi Riverside Park, Neihu, Taipei, Taiwan, 2021) (Photo by Yi-Te Chiang)

The target of environmental education includes education in the school system, and education from primary, middle, vocational, and technical schools, universities, and research institutes. However, environmental education also includes the dissemination of environmental education, including print, books, websites, and other media. In addition, aquaria, zoos, parks, and nature centers in social environmental education should all provide ways to teach citizens about the environment (Fig.  1.6 ) (see Box 1.1 ).

Box 1.1: The Legal Definition of Environmental Education, Republic of China (ROC)

The Article 3 of Republic of China’s Environmental Education Act stated as Environmental education : Referring to the adaptation of educational means by which to culminate the citizens to understand their ethnical relationship to the environment , enhance the citizens ’ environmental protection awareness, skills, attitudes and values , and steer the citizens to emphasize the environment and adopt actions to achieve a civility education process that harbors sustainable development .

2.3 The Goals of Environmental Education

The attendees of the Tbilisi Conference in 1977 endorsed goals for environmental education into five categories (UNESCO 1977 ). They are:

Awareness: to help social groups and individuals acquire an awareness of and sensitivity to the total environment and its allied problems;

Knowledge : to help social groups and individuals gain a variety of experiences in and acquire a basic understanding of the environment and its associated problems;

Attitudes : to help social groups and individuals acquire a set of values and feelings of concern for the environment and the motivations for actively participating in environmental improvement and protection;

Skills: to help social groups and individuals acquire the skills for identifying and solving environmental problems; and

Participation: to provide social groups and individuals with the opportunities to be actively involved at all levels in working toward resolving environmental problems (UNESCO 1977 , p. 71).

Hungerford et al. ( 1980 ) organized and suggested that these goals should be operationalized within the school curriculum and categorized into four (4) levels (Table 1.1 and Figs. 1.7 , 1.8 and 1.9 ).

Goals of environmental education (adapted and modified after Hungerford et al. ( 1980 ) and revised by Wei-Ta Fang)

Harold Hungerford (left), Trudi Volk (middle), Arba’at Hassan (right) (Photo by Arba’at Hassan)

Harold Hungerford (left), mentor and advisor of Arba’at Hassan (right) (Photo by Arba’at Hassan)

3 Approaches to Environmental Education

In this section we discuss various methods/pedagogies used in the field of environmental education. Environmental education, like science education, is interdisciplinary and offers a variety of learning strategies, which are determined by learning resources, learning time, learning space, learning curriculum, and student attributes. These differences all affect education approaches in some way. We briefly describe outdoor education, classroom education, and nature-centered education. We include the following seven methods, including: school environmental education, school nature education, place-based education, and projects curricula; and nature center education in social and environmental education, science and environmental education in zoos and museums (Falk 2009 ; Falk and Dierking 2014 , 2018 ; Ardoin et al. 2016 ) or environmental education using surveys, assessments and actions on environmental issues (Hsu et al. 2018), and science-technology-society (STS) (Winther et al. 2010 ). Each approach addresses important curriculum goals and novel learning methods for environmental education. Therefore, environmental educators should choose and apply the most effective methods for their students and environment. We also explore sustainable development education from the perspective of environmental education. We also understand that a well-rounded curriculum aims to strengthen environmental awareness and environmental sensitivity, environmental knowledge, environmental ethics and values, environmental action skills, and environmental action experience. We explore values, topics, and learning in the context of Bamberg and Moeser ( 2007 ), Winther et al. ( 2010 ) and Dillion and Wals ( 2006 ).

3.1 Outdoor Education

Outdoor education is based on a place-based education and project curricula in the United States that include: the Project Learning Tree, Project WILD, and Project WET. In addition, surveys, assessments, and actions on environmental issues, as well as environmental education in STS that can be used for exploration, included the following methods (Braus and Wood 1993 ; Engleson and Yockers 1994 ).

3.1.1 Uses of the Senses

Let the learners use their senses to experience nature directly using their eyes, ears, nose, tongue, and body to feel the environment over the four seasons (Fig.  1.10 ).

Use of the senses (Photos by Arba’at Hassan)

3.1.2 Physical Exercises and Explanations

By using real examples, objects that can be obtained, and through practical methods, the natural or scientific phenomena contained in the environment are directly explained by practical performance, allowing learners to observe directly or actual experience (Fig.  1.11 ).

Physical exercises and explanations (Photos by Arba’at Hassan)

3.1.3 Surveys and Experiments

Let learners think about environmental issues and environmental phenomena through the steps of generating a hypothesis, survey, data collection, experiments, data collection, analysis, writing of small papers, briefings, etc., and actually discuss what happens behind various environmental phenomena problem.

3.1.4 Attractions Travel

Let learners go to various attractions and actually visit forests, mountains, seashores, wetlands and other areas to observe and obtain first-hand tourism and observation experiences (Fig.  1.12 ). Each observation and survey is a purposeful activity, and learners can learn about certain topics in advance through books, the Internet, and scenic spot information.

Outdoor education is based on a place-based education and project. The U.S. Environmental Protection Agency (U.S. EPA), North American for Environmental Education (NAAEE), and Environmental Protection Administration of the Executive Yuan, Republic of China (Taiwan EPA) are the key to promote environmental education as partnerships. They jointly launched the Global Environmental Education Partnership (GEEP) in 2014, with the vision of creating a sustainable future where people and the environment prosper together through the power of education. The GEEP established the Asia–Pacific Regional Center (APRC) in Taiwan as a network center for environmental education in Southeast Asia in 2019 (Toucheng Leisure Farm, Ilan, Taiwan, 2021; please see https://geepaprc.org/en ) (Photo by Wei-Ta Fang)

3.1.5 Research Questionnaires and Interviews

An issue questionnaire is performed through research methods for small papers. Through this approach, learners can obtain relevant environmental information. The perceptions and ideas of different interviewers, in addition to quantified research data, are to conduct interviews to understand qualitative information and to make more environmental issues for an in-depth discussion (Fig.  1.13 ).

Research questionnaire and interview (Photo by Arba’at Hassan)

3.1.6 Outdoor Observation of Nearby Places

Using the method of place-based education, selecting nearby places, conducting environmental surveys or observation activities, actually guiding learners to study in outdoor environments, and helping learners to understand the natural exploration, experience, and awareness (Fig.  1.14 ).

Outdoor observation at nearby mangrove places (Photos by Wei-Ta Fang)

3.1.7 Data Collection and Interviews

Let learners collect the data on specific environmental issues so that they can have a deeper understanding of related environmental issues or areas of study, through the library, Internet, photographs, and interview specific people to help clarify questions when facing environmental problems if more information is needed (Figs. 1.15 ).

Assembly photos. Left side: People need to help clarify questions when facing environmental problems (Yongchunpi Wetland Park, Taipei, Taiwan, 2021) (Photo by Yi-Te Chiang); Right side: Data collection and interview on the charcoal making from mangrove trees, 2008 (Photos by Arba’at Hassan)

3.2 Classroom Education

Classroom education in environmental education includes campus environmental education, which can develop place-based education, project curricula, and STS (Winther et al. 2010 ). During the learning process, teachers are encouraged to participate in professional learning sessions, and fully understand the learner’s learning role, that include:

3.2.1 Reading and Writing

In the classroom, students read environmental issues and events and write their thoughts and feelings in notebooks. Younger students can draw their thoughts and ideas (Fig.  1.16 ).

Reading and writing in the classroom (Photo by Arba’at Hassan)

3.2.2 Case Study

Let learners directly collect and integrate data on environmental issues or discuss and assess the environmental impact of related issues on our day-to-day lives and to think about how to deal with environmental damage (Fig.  1.17 ).

A case study of urban park (Photo by Wei-Ta Fang)

3.2.3 Value Clarification

Let learners use each other’s relationships between value and morality for discussion and communication. During the discussion, through mutual discussions, establish conclusions that everyone can accept to assist learners to establish correct environmental attitudes and values. That is, set up some ground rules so the environment remains safe.

3.2.4 Treemap and Brainstorming

Through brainstorming or treemap thinking, help learners connect different relationships, situations, ideas, and processes to understand the relationship of events (Figs. 1.18 and 1.19 ).

Value clarification (Photo by Arba’at Hassan)

Treemap and Brainstorming session (Photo by Arba’at Hassan)

3.2.5 Debate

Through debate activities, learners can learn from different topics facing the environment, and learn to use data collection, communication, and critical thinking skills (Fig.  1.20 ).

Debate on an environmental issue (Photo by Arba’at Hassan)

3.2.6 Group Learning

Through the process of group learning, in addition to being able to face environmental issues more effectively and conduct more in-depth discussions, learners can learn to establish team tacit understanding, self-social ethics norms, and know the thoughts deep inside themselves. This illustrates the importance of diversity and inclusion in the program (Fig.  1.21 ).

The group learning activity (Photo by Arba’at Hassan)

3.2.7 Environmental Arrangement

Through the environmental arrangement activities of the beginning of school, festivals, or parent-teacher talks, let learners participate in the creation and arrangement of teaching space. In addition, to help learners have a complete learning space, they can also learn to judge the overall environmental learning.

3.2.8 Comprehensive Discussions

Scout courses covering aspects of integrated geography, mathematics, nature, health and hygiene, or Chinese language learning areas, and in-depth research and discussion on environmental issues and issues (Fig.  1.22 ).

All students take part in comprehensive discussions (Photo by Arba’at Hassan)

3.2.9 Activity Workshop

Let learners guide the demonstration and teaching of personnel, learn to operate, or produce a kind of labor course that requires hands-on work, and use hands-on operations. The process of the drill included working experience in farming, forestry, fishing, insect hotel building, animal husbandry, and the creation of handicrafts (Figs.  1.23 and 1.24 ).

An activity workshop (Photo by Arba’at Hassan)

We are just another bug on this planet (Ben LePage at Taiwan Insect Hall, Taipei, Taiwan, 2022) (Photo by Swing Chan)

3.2.10 Game Learning

Game learning is different at different levels. This is important because it brings to mind what today’s youth think is important and fun. For example, we think memorization is boring and old school, what will the younger generation of student’s think about these new approaches in 50 years? 100 years? How do we keep our learning methods current in the face of rapidly changing technologies, norms, and values? In game learning, open-ended play is adopted. The rich teaching materials of games are the basis of learning. In modeled-play, learn using simulated creatures and playing with pets (Fig.  1.25 ). In purpose-framed play, games are used for experience and teacher-student interaction is used (Cutter-Mackenzie et al. 2014 ).

The outdoor game learning (Velsen Otte and the cat “Noodle”) (Photo by Wei-Ta Fang)

3.2.11 Environmental Action

Use STS learning methods to allow learners to participate in practical environmental actions such as ecological management, persuasion, consumerism, political action, and legal action, and work together to improve environmental issues (Fig.  1.26 ).

The Environmental action on wetland (Keita Furukawa, front person, and Jung-Chen Huang at Taijiang National Park, Tainan, Taiwan) (Photo by Wei-Ta Fang)

4 Development of Environmental Education

The implementation of environmental education is to adopt an infusion method and conduct integrated curriculum across learning areas to connect the relationship between the surrounding their environment. Environmental education professionals generally believe that the environmental education be integrated into the school curriculum of each school year, from kindergarten to grade 12 (K-12). However, discipline integration of environmental education has not occurred in countries around the world. How to integrate environmental education into the subject in the school curriculum requires the use of teaching materials and methods (Fig.  1.27 ). This may be related to the type of teaching in each subject (Simmons 1989 ). If the core of environmental education is to incorporate the behavioral decisions of governments, enterprises, families, and individuals into the education process, then the development of environmental education from kindergarten to grade 12 (K-12) needs to be considered and economic development, a parallel trend of environmental development that takes into account social development.

We have developed environmental education programs from kindergarten to grade 12 (K-12) from the supports of Ramsar Regional Center–East Asia and National Geographic Society during 2018 (Taipei, Taiwan, 2018) (Photo by Yi-Te Chiang)

The teaching model of traditional environmental education is centered on environmental issues. However, this kind of teaching method only focuses on knowledge transfer. It does not consider social emotional learning. At the same time, it does not consider the formation of environmental attitudes, and it is difficult to cultivate responsibility—environmental behavior students. Furthermore, environmental education places too much emphasis on analysis of issues, so that students learn learned helpless. It has a sense of despair and helplessness about the future development of the global environment. It is impossible to learn through a position of control—motivation and perseverance to change the world. In addition, emotional changes in environmental education are not easy to change through indoor courses, students are easily frustrated in the classroom, and it is difficult to learn the true meaning of pro-environmental behavior. If we say that the past education focused on one-way narrative transmission, we should then look at environmental issues with a healthy mindset. By caring about environmental protection issues, based on teachers’ pedagogical content knowledge and domain knowledge (Shulman 1986a , b ; 1987a , b ; Fig.  1.28 ), supporting the idea of ​​a sustainable worldview, strengthening the content of various disciplines in a common learning approach, and internalizing it into specific environmental protection actions.

The content of teaching content is a kind of comprehensive knowledge. It is the knowledge that teachers can use in teaching after integrating various kinds of knowledge (Illustrated by Wei-Ta Fang)

The so-called pedagogical content knowledge model, the content includes the teacher’s understanding of specific subject content, the teacher’s grasp and use of specific subject content representation, and the teachers ‘learning and learners’ understanding. The content of teaching content knowledge includes the content of subject knowledge and general teaching knowledge, and goes beyond the teaching material knowledge itself. The teaching content knowledge was proposed by an American educational psychologist, named Lee Shulman (1938–). He believes that the subject teaching knowledge goes beyond the scope of subject expertise and is subject matter expertise at the teaching level. Shulman pointed out that teachers’ knowledge can be divided into three categories, namely, pedagogical knowledge, subject matter knowledge, and pedagogical content knowledge (Shulman 1986a , b ; 1987a , b ). Teaching knowledge emphasizes the principles, methods, and strategies of teaching. Disciplinary content knowledge emphasized teachers’ knowledge on the facts, concepts, principles of the subject areas, and how they are organized. In addition, teaching content knowledge emphasizes that when teaching, teachers know how to use a systematic statement of their subject content knowledge, make it easy for students to understand the subject content through the most effective teaching method, and teachers can understand students’ previous concepts of the subject content, Reasons for learning difficulties and strategies for remedial teaching.

Shulman said: Teaching content knowledge means that teachers must be able to express what they are teaching. In the category of teaching content knowledge, teachers include the most taught topics and the most effective forms of expression in the subject.

They are the most powerful analogies, examples, illustrations, demonstrations, and clarifications. That is, teachers regroup in special subjects of the subject and behave in an appropriate way to promote students to understand the content of the teaching. Knowledge of teaching content also includes teachers understanding what factors make it difficult or easy for students to learn about specific concepts when learning, and to understand the concepts and prerequisite concepts held by students of different ages and backgrounds when studying these topics. (Shulman 1986b :9).

Communication environmental and educational concepts, goals, methods, and strategies are based on the concept of immersive environmental education. Explore the in-depth fields of environmental education according to the different cultural and social backgrounds of teachers (Fig.  1.29 ). Therefore, based on the critical analysis of the problem, the process of learning is more important than the outcome. Moreover, the limitations of environmental, social, and economic issues, are understood, thus the teaching content can be linked to the real world.

Exploring the in-depth fields of environmental education is crucial according to the different cultural and social backgrounds of teachers (Photo by Wei-Ta Fang)

Environmental education is not only about providing tools and technology but also necessary to cultivate students’ environmental literacy. Therefore, the teaching of environmental education, in addition to teaching knowledge, also needs to inspire students’ social responsibility. Therefore, environmental education needs to put forward values and strengthen the thinking of sustainable development in the curriculum. The main core lies in the fundamental values of “sustainable development education.” UNESCO defined the core according to the following topics:

Respect the dignity and human rights of all human beings worldwide and commit to social and economic justice for all;

Respect the human rights of future generations and promise intergenerational responsibilities (Kaplan et al. 2005 ; Liu and Kaplan 2006 );

Respect and care about the diversity of life in large communities, including the protection and restoration of the earth's ecosystem; and

Respecting cultural diversity and promising to build tolerance, non-violence, and a culture of peace locally and globally.

4.2 Exploration Topics

4.2.1 environmental orientation.

Environmentally oriented education needs to include attention on natural resources (like water, energy, agriculture, forestry, mining, air, waste disposal, toxic chemical treatment, and biodiversity), climate change, rural development, and sustainability. The purpose of mitigation and adaptation in the cities, disaster prevention, and mitigation are to strengthen the understanding of the fragility of resources and the natural environment, strengthen the understanding of the negative impact of human activities and decision-making on the environment, and include environmental factors. These factors must be considered in formulating socio-economic policies.

4.2.2 Economic Orientation

The Economic Oriented Education needs to focus on the issues of poverty eradication, strengthening the social responsibility of enterprises and universities, and strengthening the efficiency of the market economy. The purposes are to understand limitation, potential on an economic growth, and how they could affect the society, environment, and culture. The impact of environmental protection, culture, and social justice on the correct assessment of individual and social consumption behavior is consistent with the goal of sustainable development.

4.2.3 Social Orientation

Socially Oriented Education needs to include concerns about human rights, peace and human security, freedom, gender equality, cultural diversity, and cross-cultural understanding, as well as emphasis on social and personal health, and strengthening government management and people’s governance. Its purpose is to understand the role of social systems and environmental change in development and to strengthen models and institutions of democratic participation. The democratic participation system provides opportunities to express opinions, adjust conflicts, decentralize government, build consensus, and resolve differences. In addition, cultural assessments in society need to be strengthened to protect the values , practices, languages, and knowledge systems (Arenas et al. 2009 ). At the same time, the cultural foundations of social, environmental, economic, and the sustainable development, are seen as inter-connected. In other words, sustainable development emphasizes interrelationship through culture. In the process of sustainable development education, it is particularly necessary to pay attention to the diversity of culture and ethnic groups, and each ethnic group tolerates, respects, and understands each other in order to shape the values of equality and dignity.

We can know that the exploration of sustainable development education to embedding sustainability from environmental education can be an overlapping circle model, which is an intersecting system (Purvis et al. 2019 ). This model recognizes the intersection of economic, environmental, and social factors. Based on our research, we resized the circles to show that one factor has advantages over the other two. In the eyes of economists, economy is better than society and society is better than environment. This model means that economy can exist independently of society and environment. Therefore, we use the next more accurate system model for illustration (Fig.  1.30 ).

The environment-oriented, economic-oriented, and social-oriented rendezvous system (Illustrated by Wei-Ta Fang)

Because human beings cannot survive outside of their environment, they do not have an environment. It is just like a fish without water, which makes it difficult for them to survive. If we ask all the fishermen in the sea if overfishing the fisheries is a social disaster or an economic disaster, they will then say that it is all the above. Therefore, the nested dependency model reflects the reality of this common dependency. In other words, human society is a wholly owned subsidiary of the environment. An economic society, without food, clean water, fresh air, fertile soil, and other natural resources, we are “cooked.”

Environmental Education in the twenty-first century and Education for Sustainable Development have also regarded as the key to reconstructing ecologically responsible citizens to embrace a pedagogy grounded in ecosocialism (Arenas 2021 ). With the adoption of the 2030 Global Education Agenda, United Nations Educational Scientific and Cultural Organization (UNESCO) is now using the United Nation’s recently developed Sustainable Development Goals (SDGs) to strengthen the Global Action Follow-up Program on Education for Sustainable Development (i.e., GAP 2030). In general, the purpose of environmental education is to cultivate citizens who understand the biophysical environment and related issues, how to help solve problems, and actively understand the ways to solve problems (Stapp et al. 1969 ). Currently, we provided a wider range of services, strengthened appreciation of the multicultural and environmental systems around humanity, and ensure the sustainable development of human society. Shin Wang (1945–), the emeritus professor of the Department of Geographical Environmental Resources, National Taiwan University, once said: “Hometown is the beginning of learning. You need to be based on Taiwan to look at the world.” The transformation of social environment and silent environmental changes to the environmental protection of the aboriginal people has produced their own views of environmental redemption (Fang et al. 2016 ).

At the beginning of the writing of this book, we always told ourselves in the heart: “The environment and ecology are extremely vulnerable, and only those of us who are not fame and fortune environmentalists will help the speechless environment.”

In light of today’s social consumerism, inequality has occurred in three areas: environmental, social, and economic. We strengthen our creativity sharing our experiences within the education system with others to develop a shared social imagination. We communicate the concepts of the environment and education based on the concept of immersive environmental education. Therefore, the environmental education concepts, implementation processes, and education policies listed in this chapter have achieved the feasibility of environmental education in various fields through teaching, research, and practice. Environmental education is not just about providing tools and technologies, it is important to cultivate a learners’ environmental literacy. Therefore, the teaching of environmental education, in addition to teaching knowledge, also needs to inspire students’ social responsibility.

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Fang, WT., Hassan, A., LePage, B.A. (2023). Introduction to Environmental Education. In: The Living Environmental Education. Sustainable Development Goals Series. Springer, Singapore. https://doi.org/10.1007/978-981-19-4234-1_1

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K-12 Education

Environmental Education Activities

Connect students to the environment through outdoor education activities the make learning fun and healthy

We've handpicked the best toolkits, guides, and outdoor education activities from NEEF and beyond. For even more high-quality educator resources, visit out  Environmental Education Resources  page. 

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Top 10 Environmental Activities for Students [2024]

Looking for fun ways to get your students involved in saving the planet? With climate change and other pressing environmental issues, it’s more important than ever that the next generation takes action.

That’s why I’ve put together the 10 best eco-friendly environmental activities for students that are both educational and engaging . Keep reading to learn about the best ideas that will raise environmental awareness among elementary students.

Student’s environmental activities encompass a range of engaging, hands-on learning experiences that connect children with nature while promoting eco-friendly and sustainable values. From outdoor exploration and conservation challenges to art projects and science experiments, these 10 activities raise awareness through fun and education.

Keep reading to learn more about how to get elementary students involved in saving the planet!

Fun Eco Activities for Students (Elementary)

1. Nature scavenger hunt

Involves hunting for natural items such as leaves, flowers, rocks, etc. It helps students learn more about plants and animals while connecting with nature.

2. Planting a garden

You can plant a few trees in a designated area and nurture them to attain full growth.

3. Recycling relay race

You can organize a simple competition involving teams or groups fighting to collect and sort recyclable materials (like cardboard ) around the school compound, marketplace, etc.

4. Bird watching

This is among the best environment activities for elementary students. You can join other learners to spot and name birds in a nearby forest. Bird observation is a fun and educational activity for students.

5. Outdoor art

This involves creating works displayed in outdoor spaces, such as parks, streets, or public squares. They can be sculptures, murals, installations, etc. Be careful when making such pieces because many people see them.

6. Water conservation challenge

You can organize a competition that exhibits students’ ability to minimize water wastage, e.g., collecting rainwater.  

7. Nature photography

Teachers can encourage their students to take nature walks or wander around the school grounds looking for birds, small animals, some interesting leaves, and rocks to photograph.

8. Building birdhouses

Most bird species are great at building their nests. Still, students can use their free time to build beautiful birdhouses. No matter how you choose to get involved in this work, it is important to remember that all contributions can make a difference.

9. Environmental storytelling

This is one of humanity’s oldest information-sharing channels. Stories can be captivating and impactful. Narrating how old generations conserved the environment can leave an impression on kids.

10. Outdoor science experiments

Simple tests like plant transpiration can be quite impactful. For example, you can place a plastic bag over a leaf and observe what happens in 24 hours.

Benefits of Environmental Education for Students

1. fosters environmental awareness.

The earth breathes. It’s alive and must be protected by all of us. Unfortunately, some people are oblivious to the facts. Some communities, like Native Americans and tribes in Africa strongly believe in the balance of nature, where eliminating plants or insects may lead to the complete collapse of the ecosystem.

Researchers have observed that children from such societies are more environmentally conscious.

We can replicate this in other communities through environmental education. If taught from an early age, children can master the skills to make responsible decisions and grow a deeper understanding of environmental issues.

2. It promotes sustainability

Sustainability is about understudying the possible impacts of our actions on the environment and society. We can only protect and converse if we have the skills, knowledge, and experiences crucial to coexisting with all the plants and organisms in the biosphere. Therefore, we must find ways to inspire our children to care for the planet. For example, organizing environmental projects for students can be a good start.

3. It enhances critical thinking

Environmental education encourages students to research on why and how things happen, helping them make informed decisions. This requires thorough research and consultations to launch a convincing argument.

Following such debates actively helps students to develop and enhance their critical thinking, creating a new generation of informed citizens or decision-makers. But if you’re unsure of your research and writing skills, you can always seek help from a research paper writer instead of shaming yourself. For example, a reliable research writing service such as CustomWritings is always there for you, providing top-quality papers to students worldwide. So if you are stuck writing your academic papers, you can simply ask them to help you out.

4. Sense of responsibility and stewardship

Some places have been dilapidated because no one felt responsible enough to protect them. You can talk about mining towns left in ruins, beaches overflowing with plastics, old forests turned into barren lands, etc. These places stand as stuck reminders that humans can destroy everything on their path for economic gains.

Environment activities for students instill a sense of stewardship towards earth’s resources. By understanding the values and fragility of natural resources the learners can develop a sense of responsibility to protect and preserve them for future generations. 

5. Promotes physical and mental well-being

The contact with nature in school is beneficial for promoting the well-being of the students as well as their access to positive environmental factors such as clean air, water, and healthy food . When you engage in physical activities or interact with wild animals, you can improve your mood significantly.

6. Equips students for careers in the environmental sector

There are numerous career opportunities in the environmental protection sector. If you study hard and pass your exams, you might become an environmental engineer, sustainability consultant, renewable energy analyst, wildlife biologist, weather analyst, conservation officer, etc. These roles are critical to protecting and preserving our natural resources for a sustainable future.

Resources and Tools for Tracking Environment Activities for Students

• Environmental Protection Agency ( EPA ) website : This is one of the most important resources for environmentalists. The website provides crucial information about trending topics, ongoing projects, and proposed environmental initiatives. It’s the first stop when looking for a start in the journey of conservation.
• National Geographic : Founded in 1888, the organization started out as a small outfit made up of elite scholars, researchers, explorers, and scientists. Its main objective was to map out the world and increase geographic knowledge while conserving precious global history, culture, and natural resources. It has remained true to its objectives, becoming a critical source of information for learners. You can access their materials online, on TV, and on periodicals.  
• World Wildlife Fund ( WWF ) : WWF’s mission is “to conserve nature and reduce the most pressing threats to the diversity of life on Earth.” This is one of the places to find crucial information about all endangered species on Earth. Their materials will also help you develop a deeper understanding of ecological and environmental issues and motivate you to apply the principles of sustainability to your everyday activities and decisions.
• Greenpeace : Unlike the other resources, Greenpeace is purely volunteer-based. The organization works with thousands of willing individuals sacrificing their time and resources to make the world a better place. Their tireless efforts help students understand the nature and complexity of environmental challenges and build their capacity to act. Visit their page to find out about new environmental initiatives in your area.

We have only one planet to live on. As such, we can’t ignore the harm we’re doing to it if we truly care about future generations. Most importantly, we share the earth with many plants, animals, and microorganisms. Therefore, we should be mindful and avoid thinking that we can do whatever we want with it.

Conserving the environment is protecting our own future. Hence, the mentioned eco-friendly activities for students are critical to promote awareness and knowledge that is critical for our survival and future prosperity.

How can teachers make environmental activities engaging for different learning styles?

To engage various learning styles, incorporate activities like dramatic skits for verbal learners, art projects for visual learners, and experiments for kinesthetic learners. Also use competitions, stories, and hands-on building projects to make the activities fun and interactive.

What low-cost supplies are needed for easy environmental activities?

Simple environmental activities can be done with household items like reused containers for planting, paper, and crayons for nature drawings, and plastic bottles for building bird feeders. Outdoor exploration only requires a nature journal and magnifying glass.

How can environmental activities be made accessible for students with disabilities?

Consider sensory gardens, adapted tools, and verbal instructions to make outdoor activities accessible. Pair visually impaired students with a buddy for nature walks. Provide written instructions for hearing-impaired students. Keep terrain smooth for mobility devices.

How can parents extend environmental education at home?

Parents can plant gardens, go on nature walks, reuse household items creatively, read books about the environment and sustainability together, and discuss reducing waste. Connecting environmental topics to daily life helps to teach sustainable habits .

171+ Environmental Studies Micro Project Topics for Diploma Students

In the ever-evolving landscape of environmental studies, a world of exploration awaits diploma students. These budding environmental enthusiasts are not just passive learners; they are active problem solvers, equipped with the power to make a real difference. The journey through the realm of environmental studies for diploma students is a thrilling odyssey. It’s a voyage that goes beyond textbooks and classrooms, venturing into the heart of environmental challenges and opportunities. This article is your compass, guiding you through a treasure trove of environmental studies micro project topics.

Embark on a quest that deepens your understanding of environmental issues while arming you with practical knowledge and skills that transcend the theoretical realm. In this comprehensive guide, we’ve tailored each topic to be as accessible and enlightening as a stroll in the park, ensuring that the complex concepts are presented in the simplest and most engaging way possible. So, let’s set sail on this educational adventure and explore the myriad environmental studies micro project topics that await your discovery.

Table of Contents

What is an Environmental Studies Micro Project?

An Environmental Studies Micro Project is a small-scale research or practical initiative undertaken by diploma students to explore and address specific environmental issues. These projects provide students with hands-on experience, allowing them to apply their theoretical knowledge to real-world problems. By conducting research, fieldwork, or awareness campaigns, students gain a deeper understanding of environmental challenges and contribute to sustainable practices. The environmental studies micro project topics aim to foster a connection with the environment, promote problem-solving skills, and encourage active participation in environmental conservation and awareness.

Importance Of Environmental Studies Micro Project Topics

The importance of Environmental Studies Micro Project Topics for diploma students lies in their ability to foster a deeper connection with the environment while equipping students with valuable knowledge and skills. Here are some key points highlighting their significance:

• Practical Experience: Micro projects provide hands-on experience, allowing students to apply theoretical knowledge to real-world environmental issues.
• Problem-Solving Skills: Students develop critical thinking and problem-solving skills as they address specific environmental challenges.
• Awareness and Engagement: These projects raise awareness about environmental issues and encourage active participation in conservation efforts.
• Sustainability Promotion: Micro projects contribute to sustainable practices and solutions, promoting a greener and more eco-friendly future.
• Skill Development: Students gain research, data analysis, project management, and communication skills, which are valuable in various career paths.
• Personal Growth: Engaging in micro projects enhances personal growth by instilling a sense of responsibility and environmental stewardship.
• Local Impact: These projects often focus on local issues, making a tangible difference in the community.
• Academic Enrichment: They complement classroom learning by applying concepts in a practical context.
• Career Opportunities: Experience in micro projects can open doors to environmental careers and related fields.
• Global Relevance: Environmental studies projects contribute to addressing global environmental challenges and fostering a sustainable planet for future generations.

In essence, environmental studies micro project topics empower students to become environmental change-makers and inspire a sense of responsibility for the world they inhabit.

Also Read: Capstone Project Ideas for Information Technology

List of Environmental Studies Micro Project Topics for Diploma Students

Here are environmental studies micro project topics for students in 2023:

Air Pollution

• Analysis of Air Quality in Urban Areas
• Impact of Industrial Emissions on Air Quality
• Indoor Air Pollution and its Effects
• Air Quality Monitoring Using IoT
• The Role of Vegetation in Air Quality Improvement
• Air Pollution and Respiratory Health
• Noise Pollution in Urban Environments
• The Impact of Vehicle Emissions on Air Quality
• Air Pollution and Climate Change
• Strategies for Air Pollution Control
• Air Quality in Indoor Workspaces
• Ozone Depletion and its Consequences
• Air Pollution Laws and Regulations
• Air Quality Index (AQI) Monitoring and Communication
• Effects of Air Pollution on Wildlife
• Air Pollution and its Socioeconomic Impact

Water Pollution

• Analysis of Water Quality in Local Rivers
• Sources and Effects of Groundwater Contamination
• Industrial Effluent Discharge and Water Pollution
• Nutrient Pollution in Lakes and Streams
• Waterborne Diseases and their Prevention
• Eutrophication in Aquatic Ecosystems
• Impacts of Oil Spills on Marine Life
• Wastewater Treatment Technologies
• Water Quality and Human Health
• Microplastics in Aquatic Environments
• Point and Non-point Source Pollution
• Water Pollution Laws and Regulations
• Heavy Metal Contamination in Water Bodies
• Urban Stormwater Management
• Water Quality Monitoring in Agricultural Areas
• Access to Clean Drinking Water

Soil and Land Pollution

• Soil Contamination and Remediation
• Impacts of Pesticides and Herbicides on Soil Quality
• Land Degradation and Desertification
• Soil Erosion and Conservation Practices
• Brownfield Site Rehabilitation
• Soil Quality and Crop Productivity
• Landfills and Solid Waste Management
• Soil Pollution and Human Health
• Soil Microorganisms and Ecosystem Services
• Soil Pollution and Food Safety
• Soil Testing and Analysis Methods
• Land Use Planning and Sustainable Development
• Heavy Metal Contamination in Soil
• Soil Pollution Laws and Regulations
• Urban Green Spaces and Land Pollution
• Land Use Conflict and Resolution

Biodiversity and Conservation

• Biodiversity Hotspots and Conservation Efforts
• Endangered Species Protection
• Impact of Habitat Loss on Biodiversity
• Invasive Species and Ecosystem Disruption
• Biodiversity Monitoring and Assessment
• Conservation of Marine Ecosystems
• Wildlife Trafficking and Conservation
• Protected Areas and Their Significance
• Ethical Aspects of Biodiversity Conservation
• Biodiversity Laws and International Agreements
• Ecotourism and Conservation
• Role of Botanical Gardens in Conservation
• Conservation of Pollinators
• Indigenous Knowledge and Biodiversity Conservation
• Restoration Ecology and Biodiversity Recovery
• Citizen Science and Biodiversity Data Collection

Renewable Energy

• Solar Energy Generation and Applications
• Wind Power and Sustainable Energy
• Hydroelectric Power Generation
• Biomass Energy Production
• Geothermal Energy and its Potential
• Energy Efficiency in Buildings
• Solar Photovoltaic Technology Advancements
• Community-Based Renewable Energy Projects
• Economic Viability of Renewable Energy
• Energy Storage Solutions for Renewables
• Grid Integration of Renewable Energy
• Policy and Incentives for Renewable Energy
• Green Building Design and Energy Efficiency
• Technological Advances in Wind Turbines
• Solar Energy in Rural Electrification
• Sustainable Transportation and Energy

Waste Management

• Solid Waste Composition Analysis
• Recycling and Waste Reduction Programs
• Composting and Organic Waste Management
• Hazardous Waste Disposal and Regulations
• E-waste Recycling and Management
• Landfill Gas Recovery and Energy Generation
• Waste-to-Energy Technologies
• Circular Economy and Sustainable Practices
• Extended Producer Responsibility (EPR)
• Plastic Waste and Alternatives
• Public Perception and Behavior Towards Waste
• Biodegradable and Eco-Friendly Packaging
• Food Waste Reduction Strategies
• Healthcare Waste Management
• Construction and Demolition Waste Recycling
• Waste Audits and Analysis

Sustainable Agriculture

• Organic Farming and Soil Health
• Integrated Pest Management (IPM)
• Agroforestry and Biodiversity in Farming
• Sustainable Water Management in Agriculture
• Crop Rotation and Soil Fertility
• Aquaponics and Sustainable Fish Farming
• Permaculture Practices in Agriculture
• Urban Agriculture and Food Security
• Genetic Diversity in Crop Cultivation
• Sustainable Livestock Farming
• Sustainable Agriculture Policies and Incentives
• Precision Agriculture and Technology
• Agri-Tourism and Sustainable Farming
• Soilless Farming Methods
• Local Food Movements and Community Gardens
• Climate-Smart Agriculture

Climate Change and Adaptation

• Climate Change Impacts on Local Communities
• Mitigation Strategies and Carbon Footprint Reduction
• Climate Change Resilience in Coastal Areas
• Climate Adaptation in Agriculture
• Urban Heat Island Effect and Mitigation
• Renewable Energy and Climate Change
• Climate Change Education and Outreach
• Carbon Sequestration in Forests
• Climate Change and Water Resources
• Sustainable Transportation in Reducing Emissions
• Climate Change and Human Health
• Indigenous Knowledge and Climate Adaptation
• Green Infrastructure and Climate Resilience
• Policy Responses to Climate Change
• Climate Change and Food Security
• Carbon Markets and Emission Trading

Environmental Education and Awareness

• Environmental Education in Schools
• Eco-Clubs and Youth Engagement
• Public Awareness Campaigns on Environmental Issues
• Environmental Ethics and Values
• Citizen Science and Environmental Monitoring
• Role of Media in Environmental Communication
• Environmental Impact Assessments (EIA)
• Community-Based Environmental Projects
• Eco-Tourism and Sustainable Travel
• Environmental Art and Creativity
• Environmental Advocacy and Lobbying
• Indigenous Knowledge and Environmental Education
• Environmental Education Policies and Initiatives
• Environmental Film and Documentary
• Environmental Games and Interactive Learning
• Virtual Reality and Environmental Education

Environmental Policy and Governance

• Environmental Impact Assessment (EIA) Process
• Role of Non-Governmental Organizations (NGOs)
• International Environmental Agreements
• Environmental Justice and Equity
• Sustainable Development Goals (SDGs)
• Public Participation in Environmental Decision-Making
• Environmental Policy Evaluation and Improvement
• Climate Change Policy Implementation
• Environmental Diplomacy and Negotiations
• Government Regulations and Compliance
• Corporate Social Responsibility (CSR)
• Environmental Indicators and Reporting
• Environmental Laws and Enforcement
• Environmental Impact of Infrastructure Projects
• Stakeholder Engagement in Policy Development
• Environmental Policy and Economic Growth

Environmental Health

• Waterborne Diseases and Public Health
• Impact of Environmental Toxins on Human Health
• Environmental Health in Vulnerable Communities
• Vector-Borne Diseases and Climate Change
• Indoor Air Quality and Respiratory Health
• Occupational Health and Environmental Exposure
• Environmental Health and Mental Well-being
• Food Safety and Public Health
• Environmental Health Surveillance
• Eco-friendly Cleaning Products and Health
• Environmental Health Education and Outreach
• Zoonotic Diseases and One Health Approach
• Environmental Health Policy and Regulation
• Environmental Health and Aging Population
• Children’s Health and Environmental Exposures
• Emerging Health Risks and Precautionary Principle

These environmental studies micro project topics cover a wide range of areas within the field of Environmental Studies, and they can serve as a starting point for further research and exploration. Students can choose topics that align with their interests and career goals, allowing them to contribute to the understanding and preservation of the environment.

How do I choose the Right Environmental Studies Micro Project?

Choosing the right Environmental Studies Micro Project involves a thoughtful selection process. Here’s how to make the best choice:

• Passion and Interest: Opt for a project that aligns with your personal interests and passions. Your enthusiasm will fuel your commitment and make the project more enjoyable.
• Local Relevance: Consider environmental issues specific to your region. Projects that address local problems can have a more significant impact and resonate with your community.
• Feasibility: Evaluate the practicality of the project. Ensure you have the necessary resources, time, and access to the project area.
• Learning Objectives: Define what you want to learn from the project. Choose a topic that helps you achieve specific educational goals.
• Long-Term Impact: Think about the lasting effects of your project. Select one that can bring about positive and sustainable changes.
• Mentorship: Seek guidance from professors or mentors who can provide valuable insights and support throughout the project.
• Collaboration: Consider projects that allow collaboration with peers, as teamwork often enhances the quality of the project.

By considering these factors, you can choose an Environmental Studies Micro Project that not only aligns with your interests but also has the potential to make a meaningful difference.

Environmental studies micro project topics provide an excellent platform for diploma students to make a positive impact on the environment while enhancing their skills and knowledge. These projects not only foster a deeper connection with nature but also contribute to sustainable practices that benefit our planet.

Remember that selecting a topic that resonates with your passion and interests will make your micro project even more rewarding. So, go ahead and choose one of these exciting environmental studies micro project topicsto embark on your journey towards a more sustainable future.

1. What is the purpose of micro projects in environmental studies?

Micro projects in environmental studies aim to provide students with practical experience, problem-solving skills, and a deeper understanding of environmental issues.

2. Why is it essential for diploma students to engage in environmental micro projects?

Engaging in micro projects allows diploma students to apply theoretical knowledge to real-world problems, fostering a deeper connection with the environment and promoting sustainability.

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• School Education /

5 Ideas for 4th Class Science Project 

• Updated on  
• Apr 27, 2024

For students studying in class 4, a science project is a way to promote curiosity, creativity, and critical thinking. In this blog, we are bringing you 5 ideas for 4th class science project that will not only promote creativity and learning but are also fun. These are simple science projects that don’t require any tedious setup and, hence, are perfect for class 4th students. For those ideas, keep reading this blog! 

Table of Contents

• 1.1 Materials Required 
• 1.2 Steps to Make Lava Lamp: 
• 2.1 Materials Required 
• 2.2 Steps to Perform Experiment 
• 3.1 Materials Required 
• 3.2 Steps to Make Elephant Toothpaste 
• 4.1 Materials Required
• 4.2 Steps to Make Slime 
• 5.1 Materials Required 
• 5.2 Steps to Perform 
• 6 FAQs 

1. Lava Lamp

This project teaches kids about the different densities. This project is a great hit for class 4 students and is very simple to make. 

Materials Required 

• A clean plastic bottle or glass jar 
• Vegetable Oil 
• Baking Soda 
• Food Coloring 

Steps to Make Lava Lamp: 

• Fill the bottle to 1/4th level with water. 
• Then fill the bottle to the top with oil. 
• Let the oil and water separate. 
• Then add a few drops of food colouring and shake the bottle. 
• Your lava lamp is ready. 

Also Read : Class 6 Holiday Homework: Creative and Exciting Ideas  

2. Exploring Surface Tension Using Black Pepper

This experiment teaches kids about the concept of surface tension, and it is very simple to perform. All the materials are easily available at home. 

• Back Pepper
• A plate or bowl
• Liquid soap

Steps to Perform Experiment 

• Fill the plate with water, just a layer of it. 
• Sprinkle the pepper on the water, making a layer of it. 
• Then, put liquid soap on your finger. 
• Touch the water surface with it and observe. 

Check Out Summer Holiday Homework for Class 3 English

3. Elephant Toothpaste

This project is a blast. It will teach the kids about catalysts and exothermic reactions, using basic materials. Let us see now. 

• Plastic soda bottle 
• 1/2 cup 20-volume of 6% solution hydrogen peroxide liquid 
• 1 Tablespoon dry yeast 
• 3 Tablespoons of warm water 
• Liquid dish soap 
• Food colouring 
• Small cup 
• Safety goggles 

Steps to Make Elephant Toothpaste 

• First, put on your safety goggles or protective eyewear. Hydrogen peroxide can irritate the skin and eyes. As a safety precaution, an adult should always be the one to pour the hydrogen peroxide into the bottle carefully. 
• The next step is to add 8 drops of your favorite food colouring into the bottle. 
• Then, add 1 tablespoon of liquid dish soap and swish the bottle around to mix the ingredients. 
• In a separate cup, mix the warm water and yeast for 30 seconds. 
• Pour the yeast water mixture into the bottle and watch the foam form. 

Also Read : 11 Ideas for Creative Holiday Homework for Class 4 Students  

This is one of the favourite projects of 4th class kids because kids love slime! This is a very fun and interesting science project that can be made easily. Let us see how. 

Materials Required

• Water 
• White school glue 
• Food coloring 
• Borax 
• Two bowls 

Steps to Make Slime 

• First, mix 1/4 cup of water and 1/4 cup of white school glue in a bowl. 
• Next, if you want your slime to be colourful, add a few drops of food coloring to the mixture. 
• Then, mix 1/2 tablespoon of borax with 1/2 cup of water and stir it around until the borax dissolves. 
• Finally, add the borax solution to the glue mixture and mix them. 

Also Read : Benefits of Clay Art for Children   

5. Light Refraction Magic

This project seems like a magic trick because of the concept of refraction and will teach the kids about the same. 

• Piece of Paper 
• Marker 
• Glass 

Steps to Perform 

• Take a sheet of paper and draw two big arrows on it, one at the top, and one at the bottom. Make the arrows point in the same direction. 
• Then, fill a glass with water. Slowly lower the piece of paper behind the glass of water. 
• Look through the glass of water, and observe. 

Ans: One of the best science projects for 4th grade is a lava lamp.

Ans: Vermicomposting, rusting of iron, biogas plants, working of the human heart, etc. are some of the best topics for a science project.

Ans: The three main topics in science are:  1. Physics 2. Chemistry 3. Biology

Explore interesting ideas for school children here : 

To refer to interesting ideas related to children’s school education activities, follow Leverage Edu now!! 

Deepansh Gautam

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LIFE Calls for proposals 2024: bring your green dream to life with a share of €571 million funding!

We’re excited to announce the LIFE Calls for Proposals 2024 - and we want to hear your ideas for conserving nature, protecting the environment, taking climate action and transitioning Europe to clean energy.

As the EU’s flagship initiative for funding environmental and climate actions, the LIFE Programme is your opportunity to turn your ideas into reality - and if your project proposal is successful, you’ll be in for a share of the €571 million available this year.

Sounds interesting? Head over to LIFE Calls for Proposals where you’ll find everything you need to know for your project application. Make sure you register for the upcoming virtual #EULife24 Info Days where experts will guide you through the process and give you detailed information about how to complete a successful application.

LIFE Calls for proposals 2024 open from today (18 April 2024) - with indicative budgets:

Standard Action Projects (SAPs)

• Nature and biodiversity - €155 million.
• Circular economy and quality of life - €65 million.
• Climate change mitigation and adaptation - €61.98 million.
• Clean energy transition - €4 million.
• New European Bauhaus - €8 million.
• Environmental governance - €10 million.

Coordination and Support Action Grants (CSAs)

• Clean energy transition - €77 million.

Strategic Integrated Projects (SNAPs/SIPs) - €150 million. 

Technical Assistance for Preparation for SIPs and SNAPs (TA-PP) , Replication , Capacity Building or Legislative & Policy Priorities - €26 million

Specific Operating Grant Agreements for NGOs - €14 million. 

How do I find out more?

Check out full details of all the different types of LIFE project grants, application deadlines and much more on the LIFE Calls for Proposals 2024 page.

In addition, we are hosting a series of virtual  #EULife24 Info Days on 23-26 April 2024 to guide potential applicants through the process. Details about the different sessions and how to register can be found  here .

As from today, the European Commission’s funding & tender opportunities portal has all the information you need about the LIFE Calls for proposals 2024 and instructions on how to submit your application.

Who can apply?

We are particularly interested to hear from businesses, academic institutions, national, regional, and local governments, and non-governmental organisations (NGOs) working in the EU on nature conservation, environmental protection, climate change or the clean energy transition. LIFE supports innovative, impactful projects with demonstrable impacts and best practices which can be replicated and scaled up elsewhere in Europe. LIFE project applications can be submitted by a single organisation or by several working in collaboration with other European partners - please check carefully the description of the funding topic you wish to apply to.

The LIFE Programme   is the EU's funding instrument for the environment and climate action. It has been bringing green ideas to life since 1992 and, to date, has co-financed over 5,500 projects across the EU and in third countries. For the 2021-2027 period, the European Commission has increased LIFE Programme funding by almost 60%, up to €5.4 billion, and included the new clean energy transition sub-programme. The LIFE Programme is managed by the European Climate, Infrastructure and Environment Executive Agency (CINEA).

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Community Service Environmental Project Ideas for Students and Educators

Want to help your local community and environment? Then donate your time to a community service project.  Learn more about what service learning is and see sample projects below. 

Healthy Watershed Projects in Your Area Learn about what groups in your area are doing to protect watersheds, and find out how you can help.

GLOBE: Global Learning and Observation to Benefit the Environment This site is a worldwide network of students, teachers, and scientists working together to study and understand the global environment.

Service-Learning Education Beyond the Classroom  (2002) (PDF 934K, 32 pp) Need ideas for activities? This on-line booklet highlights environmental projects done by students throughout the country. You'll find ideas for students of all ages!

Tools to Reduce Waste in Schools  (PDF, 44 pp) EPA's Tools to Reduce Waste in Schools helps your school and school district reduce the amount of waste you generate. You'll learn how to start a waste reduction program or expand an existing one. The guide will show you how your program can benefit your school, your community, and the environment by reducing, reusing, and recycling your waste.

Volunteer for Change: A Guide for Environmental Community Service  (PDF 567K, 24 pp) This guide to environmental community service features the ABCs of volunteering plus projects on reuse, recycling, composting, and household hazardous waste. Voluntarios para el Cambio: Una Guía para el Servicio Comunitario Ambiental   (PDF 577K, 23 pp) This guide to environmental community service features the ABCs of volunteering plus projects on reuse, recycling, composting, and household hazardous waste.

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Press Release

U.S. Department of Energy Announces $20 Million to Develop Cost-Effective, Highly Accurate Hydrogen Detection and Quantification Technologies

WASHINGTON, D.C. — The U.S. Department of Energy (DOE) today announced up to $20 million in funding to support the development of innovative approaches for hydrogen gas emissions detection and quantification. Managed by the Advanced Research Projects Agency-Energy (ARPA-E), this initiative supports President Biden’s whole-of-government approach to accelerating the deployment of clean hydrogen. The focus of this new ARPA-E effort is on detecting emissions throughout the full hydrogen supply chain, from production to end use. Cost-effective, accurate measurements of hydrogen gas will facilitate detection and mitigation of direct emissions. Advancing clean hydrogen is a key component of President Biden’s Investing in America agenda to tackle the climate crisis, create good-paying jobs across the nation, and strengthen America’s competitiveness in the technologies of the future.

“President Biden has made historic investments in hydrogen infrastructure to support the future hydrogen economy, Americans’ health and environmental wellbeing, and create jobs. ARPA-E is focused on doing its part to reinforce America's global leadership in the growing clean hydrogen industry,” said ARPA-E Director Evelyn N. Wang. “Given the projected growth of the hydrogen economy and potential near-term warming effects of atmospheric hydrogen, detection and mitigation of hydrogen emissions is essential and ARPA-E is proud to lead this work.”

Hydrogen does not absorb infrared (IR) light and therefore does not act as a direct greenhouse gas (GHG) in the atmosphere. However, hydrogen is considered an indirect GHG due to its ability to extend the lifetime of other GHGs in the atmosphere. This lack of IR absorption also makes the detection of atmospheric hydrogen extremely challenging. ARPA-E—through the H2SENSE Exploratory Topic—is seeking technologies with a:

• Minimum detection and quantification threshold of 10 kg/hr across a 100 meters (m) x 100 m area; and
• Cost of no more than $10,000 for the detection area.

These performance targets will enable a systems-level approach to large-area monitoring of hydrogen emissions. You can access more information on ARPA-E Exchange.

The H2SENSE Exploratory Topic builds on ARPA-E’s prior work pioneering precise atmospheric gas detection industries. Before ARPA-E’s MONITOR program, low-cost, continuous methane detection and mitigation was not possible. But now, ARPA-E-funded projects born from that initiative—like LongPath, which recently received an LPO loan guarantee —have created a paradigm shift and developed technologies capable of detecting over 90% of methane leaks down to 0.2 kg/hr from nearly a mile away. ARPA-E is building on this history with H2SENSE in pursuit of low-cost, effective hydrogen emissions detection.

ARPA-E advances high-potential, high-impact clean energy technologies across a wide range of technical areas that are strategic to America's energy security. Learn more about these efforts and ARPA-E's commitment to ensuring the United States continues to lead the world in developing and deploying advanced clean energy technologies.

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Tiered Site-Specific Environmental Assessment for NM Historic Sites, Department of Cultural Affairs, Los Luceros New Mexico Fire Mitigation Project, Alcalde, Rio Arriba County, New Mexico, LPDM-PJ-06-NM-2023-001, 2024

This NEPA collection covers the following topics: Other Environmental. It is categorized by these NEPA types: Mitigation; Non-Disaster Grant  

Related documents available at Programmatic Environmental Assessment for Watershed Resiliency and Post-Wildfire Treatment Projects, New Mexico, 2022

• April 16, 2024

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Events See all →

Earth week 2024.

This is a campuswide week of events, lectures, and volunteer opportunities designed to educate and inspire action related to environmental justice, climate, and nature-based solutions. This year’s theme is Restore & Regenerate.

Various locations

Excellence in Graduate Teaching Reception

5:00 p.m. - 6:30 p.m.

Penn Graduate Student Center, 3615 Locust Walk

1:00 p.m. - 4:00 p.m.

College Green

Maggie Nelson

6:30 p.m. - 10:00 a.m.

Kelly Writers House, 3805 Locust Walk

Campus & Community

Who, What, Why: Ariana Jimenez and the High School Voter Project

As part of a student-run, nonpartisan, netter center initiative, jimenez focuses on youth voter registration, civic engagement, and education in west philadelphia..

Never underestimate the power of free food. In the case of Ariana Jimenez of Plainfield, Illinois, it was the lure of pizza that first brought her to a voter registration drive, to sign up to vote in the state primary. “17-year-old me was very into free pizza,” Jimenez says. She also learned how to register high school peers and speak with them about voter education, becoming an election ambassador for her county.

Now a fourth-year student in the Wharton School studying business economics and public policy, with a second concentration in management, Jimenez continues to speak with high school students about civic engagement—this time in West Philadelphia.

While looking for a work-study job in her first year of college, Jimenez saw a posting for the High School Voter Project. Founded in 2020, the summer before Jimenez started, the High School Voter Project is a student-run, nonpartisan initiative supported by Penn’s Netter Center for Community Partnerships that focuses on youth voter registration, civic engagement, and education. The program also promotes forms of advocacy beyond voting, especially to engage students under 18, including opportunities to speak with local legislators and to run campaigns at their school.

On Thursdays, Jimenez goes to Sayre High School, where the High School Voter program focuses on pre-professionalism, teaching them interviewing and email writing skills in addition to civic engagement. During these sessions, Jimenez and other volunteers mentor use a problem-solving approach to tackle issues the students identify: gun violence, the affordability crisis, and improving public schools.

Jimenez says the mentoring focuses on current events and community issues the students care about, which helps the Sayre students understand how voting impacts their lives. She points to an example when the high school students offered their thoughts about public transit citing concerns about safety, timeliness, and cleanliness. The team, says Jimenez, turned it around to address how voting impacts public policy.  

Asking the students, “Who’s in charge of making those decisions?” helped them realized that the SEPTA board is partially appointed by the Philadelphia mayor and city council, Jimenez says, drawing “connections to how who they vote for actually directly impacts their lives.”

She is passionate about the work. “Voting is fundamental to have a say in everything that goes on in this country,” Jimenez says. “That’s why it’s essential that all communities have voter access.”

Picturing artistic pursuits

Penn celebrates operation and benefits of largest solar power project in Pennsylvania

Solar production has begun at the Great Cove I and II facilities in central Pennsylvania, the equivalent of powering 70% of the electricity demand from Penn’s academic campus and health system in the Philadelphia area.

Education, Business, & Law

Investing in future teachers and educational leaders

The Empowerment Through Education Scholarship Program at Penn’s Graduate School of Education is helping to prepare and retain teachers and educational leaders.

Arts, Humanities, & Social Sciences

‘The Illuminated Body’ fuses color, light, and sound

A new Arthur Ross Gallery exhibition of work by artist Barbara Earl Thomas features cut-paper portraits reminiscent of stained glass and an immersive installation constructed with intricately cut material lit from behind.

25 years of ‘LOVE’

The iconic sculpture by pop artist Robert Indiana arrived on campus in 1999 and soon became a natural place to come together.