A variety of environmental education practices are emerging to address the needs of an increasingly urban population. Drawing from social-ecological systems and social learning theory, we propose a conceptual framework to stimulate research questions in urban environmental education. More specifically, our conceptual framework focuses on environmental education programs that are nested within and linked to community-based stewardship or civic ecology practices, such as community forestry, streamside restoration, and community gardening. It suggests ways in which educational programs, stewardship practice, and other social-ecological system components and processes interact through feedback loops and other mechanisms, as well as means by which urban environmental education might lead to local ecosystem services and human and community well-being. Human and community outcomes may in turn result in pressure to change environmental policies.
Tidball, Keith G. and Krasny, Marianne E.
"Urban Environmental Education From a Social-Ecological Perspective: Conceptual Framework for Civic Ecology Education,"
Cities and the Environment (CATE):
1, Article 11.
Available at: https://digitalcommons.lmu.edu/cate/vol3/iss1/11