Means comprise tools, methods, and experiences that can be employed in environmental education. This could range from the use of specific teaching aids, software, and technologies to methods for fieldwork and interactive learning. The focus is on practical applications that enhance educational experiences.
Promoting Collaboration and Learning Communities to Address Environmental Challenges
Outdoor and Place-based Learning in the Decade of Ecosystem Restoration
Efforts and Challenges in EE for Early Childhood Education for Early Childhood Education
Artificial Intelligence and Smart Technologies
Mon 29th Jan
The "Hold That Drop" initiative, a remarkable endeavor by Abu Dhabi Indian School, passionately aims to revolutionize water conservation. Launched under the guidance of Principal Mr. Neeraj Bhargava on November 8, 2018, the initiative is committed to raising awareness about water consumption and wastage while inciting tangible behavior changes for a sustainable future. A pivotal moment came on November 27, 2018, with a Guinness World Record attempt. About 1000 students united to form an infinity loop, symbolizing the ceaseless water cycle and the call to safeguard it. The resonant message was clear: "Save water, respect resources." Driven by determination, the initiative ventured into the community. A human chain event on February 7 2020, spanning Al Sahil to Al Bahar Corniche, saw around 8000 participants, magnifying the urgency of conservation.
Student, Abu Dhabi Indian School, Muroor
Mon 29th Jan
The workshop aims to introduce the implementation of the Sustainable Development Goals (SDGs) into university teaching and learning, specifically Goal 4, which seeks to "ensure inclusive and equitable quality education and promote life-long learning opportunities for all" (UNESCO, 2015). The emphasis is placed on the relationship between Education for Sustainable Development (ESD) and educational quality, explicitly, target 4.7 of SDG 4 which requires all governments to:
“By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.” (UNESCO, 2015).
Program Specialist Researcher - Sustainability Education/Global Health, Uppsala University, Sweden
Mon 29th Jan
Enhancing Place-Based Learning through the Heritage Keepers Program by Aine Bird
Pilot study of a nature-focused field trips using play-based learning in Primary Education Degree students by Cinthia Pereira
Outdoor Environment Learning Literacy & Experiential Learning in Schools /Outdoor Learning: A New Normal for the 21st Century by Sheela kumari Jayachandran Nair
Coordinator, Polis - International Network for Environmental Education
PhD Reseacher/Manager, University of Galway/Burrenbeo Trust
Professor, University of Barcelona
Head of Sustainable School Initiative Programs/ OSH officer, Mayoor Private School, Abu Dhabi
Mon 29th Jan
Little Green Steps WA (LGSWA) is a unique and innovative program for early childhood educators and childcare providers to connect them with our hub of practical resources to achieve sustainable accreditation. In Australia the early childhood is identified as being from birth to eight years of age and therefore is part of childcare sites, kindergarten, family daycare, pre-primary, years one to three of formal education. In Australia the National Quality Standard (NQS) and Early Years Learning Framework (EYLF) are mandated for all early years’ educators to understand and implement in their practices and is used to evaluate individuals and early years centres.
Former President, Australian Association for Environmental Education (AAEE) - Australia
Mon 29th Jan
We envision a world where every child – especially the most vulnerable – connects meaningfully with nature every day. One of the most accessible and effective ways for achieving that vision is through children’s and youth’s school-based experiences. If children are to connect with nature every day for growing, playing and learning, school grounds must be part of the solution.
There is growing momentum worldwide to scale school ground greening as a sensible and thoughtful approach to increase climate resilience, enhance biodiversity, improve health and education outcomes, and strengthen communities, especially for those most impacted by systems of inequity and environmental injustices. Mounting scientific evidence suggests that transforming school grounds into nature-rich environments is a powerful tool to achieve multiple benefits. Such school grounds improve physical and mental health, social and cognitive skills, creativity, and academic performance for students. They also contribute environmental benefits such as reduced heat in warming climates, reduced pollution and water conservation.
, Children and Nature Network
, Salzburg Global Seminar
, Children and Nature Network
, International Union for the Conservation of Nature (IUCN)
Mon 29th Jan
Incorporating Environmental Education in the United Arab Emirates: Addressing the Primary and Secondary School Curricula by Naeema Mohamed AlHosani
Preschool children’s self-reported sources of knowledge of environmental, social, and economic sustainability: An interview study by Farhana Borg
Educator Practices and Approaches for Environmental Awareness in Early Childhood Education in Abu Dhabi by Nusaibah Salem Al Ameri and Nahla Alsyed
Executive Director, North American Association for Environmental Education (NAAEE), USA
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Associate Professor, Dalarna University
PhD Candidate in Educational Neuroscience, Emirates College for Advanced Education, Cognitive Neuroimaging Unit
PhD Candidate, Emirates Collage for Advanced Education - Cognitive Neuroimaging Unit
Mon 29th Jan
Connecting Citizen Science Data with AI to Create Meaningful Outcomes Including Education, Communications and Community Outreach by David James Vaughan Wallace
Promises, Perils and Pitfalls of ‘alternative realities’ in EE Pedagogy: A provocative exploration by Lisa Ryan and Jo-Anne Fereira
Fostering Sustainability in Education Using ChatGPT by Mohanad Halaweh
Professor and the Head of Systems Laboratory, Central European University
CEO, NMD+
Lecturer in Curriculum and Pedagogy, University of Southern Queensland
Dean (Learning and Teaching Futures), University of Southern Queensland
Professor, Al Ain University
Mon 29th Jan
Pedagogical documentation, or pedagogical narration, can be used in early childhood education to convey children’s experiences to parents, other educators, children, and the community, especially in settings inspired by the Reggio Emilia pedagogical approach. It is a process that involves listening, observing, and interpreting children’s learning and experiences, and may comprise a variety of mediums such as pictures of children in action, children’s quotes, drawings, educator reflections, etc.
This roundtable discussion will provide an opportunity for participants to come together for a meaningful discussion on an emerging topic for which there is little published literature (academic or professional) but that has the potential to be a very powerful tool in engaging educators, children, families, and communities in better understanding their relations to the land and their multispecies kin.
Assistant Professor, University of Minnesota Duluth
Mon 29th Jan
The Climate Change And Early Childhood Development Nexus A Case Of Eswatini by Novuyo Nkomo
Health and life science ecosystem of innovation vs climate change: a regional action plan for stakeholders' engagement by Nicole Ticchi
Tracking Green Commodities , Chocolate Consumers and Sustainable Cocoa from Ghana: The Catalyst for Responsible Tourism by Edward Amankwah
Specialist Early Childhood & Environment Education, IndependenConsultant, India
ECE Lecturer/Head of Department, University of Eswatini
Communication Manager, Clust-ER Health & Wellbeing
Researcher, Center for Environmental Governance (CEGO-Ghana)
Tue 30th Jan
Tue 30th Jan
The rare Charitable Research Reserve is an urban land trust and environmental institute in Waterloo Region, Ontario, Canada, that protects over 1,350 acres of highly sensitive lands. Our ultimate goal is to make the world a more sustainable place by stewarding a diverse network of natural landscapes for ecological integrity and for future generations through conservation, research and education. Since inception, rare has taken care of the land on behalf of the community through the use of Western tools in conservation, research and education. As rare becomes engaged in reconciliation with the Indigenous Peoples of Turtle Island (North America), these pillars now equally include and value Indigenous ways of knowing and being — becoming three strands of a strong braid.
Senior Educator, rare Charitable Research Reserve
Tue 30th Jan
Contribution of Natural and Non-Natural Materials to Understandings of the Natural World in Early Childhood Education by Claudine Habak
How I Teach and Play: Wellbeing, Practices, and Growth in Early Childhood Educators by Mohammad Jubran
A curriculum of place: Facilitating school-university partnerships through a place-based STEAM semester by Kevin O'Connor
Land-based Lecturer, Cambian Lufton College, UK
Associate Professor, Emirates College for Advanced Education, Cognitive Neuroimaging Unit
Chair and Associate Professor, Mount Royal University
PhD Student, Emirates College for Advanced Education, Cognitive Neuroimaging Unit
Tue 30th Jan
Role of Corporate Social Responsibility (CSR) in greening young minds: How is HCLFoundation reaching the unreached through Environment Education. by Aishwarya Balasubramanian
Informal & Non-formal Environmental Education – Valuing Community Endeavours by Jennifer Pearson
Investigating climate change narratives in fire and flood events in the media: Developing a research framework by Rebecca Keogh
Program Manager, Arab Network for Environment and Development (RAED)
Deputy Manager, HCL Foundation
Former President, Australian Association for Environmental Education (AAEE) - Australia
Foundation Programme Manager, University of Birmingham, Dubai
Tue 30th Jan
Factors influencing Artificial intelligence (AI) products adoption for developing environmental sustainability: A literature review by Rania Mostafa
Social media, moral norm and waste behaviour——based on experimental economics by Aiqin Wang
Everglades Restoration Plan: Lessons to Learn by Hussam Alrabaiah
Program Manager, Arab Network for Environment and Development (RAED)
Professor, Al Ain University
Associate Professor, Xidian University
Faculty, Al Ain University
Tue 30th Jan
Sustainability in the Syllabus: Every Class, Every Lesson by Gunter Pauli and Charles Godwin Rodriguez (Fireside Chat) (30m)
Conservation and Education professionals working together. How lessons learned during Covid have informed and energised one environmental education programme - engaging the expertise and energy of conservation professionals has connected and involved young people and their teachers in a pan African perspective on biodiversity and nature conservation. by Penny Fraser (Presentation)
Entrepreneur, Economist, and Author, Switzerland
, PATTS College of Aeronautics
, Moises Bertoni Foundation
Coordinator, PACE (Pan African Conservation Education)
Tue 30th Jan
Development of a Tool Towards Enhancing Early Childhood Education in Schools and at Homes Providing Basic Environmental Knowledge Using Artificial Intelligence Technology by Sabine SAAD
How Children Aged 2-8 in the Emirate of Abu Dhabi are Supported in the Development of their Environmental Awareness? Through Educational Programs by Mariam Jasem Alzaabi
Where We Want to Play and Learn: Children’s Voices in Choices of Environments in Abu Dhabi by Nahla Alsyedibrahim
Land-based Lecturer, Cambian Lufton College, UK
Director of Ecological Transition, Lebanese Association for Saving Energy and Environment - ALMEE
Early Childhood Improvement Specialist, American University Dubai - Student / Department of Education and Knowledge - Staff
PhD Candidate, Emirates Collage for Advanced Education - Cognitive Neuroimaging Unit
Tue 30th Jan
Sensibilisation du Grand Public en Plein Air: Concept du Chemin Pédagogique Spécifique au Site D'accueil by Iatimad Zair
Opération #b7arblaplastic : présentation du mode opératoire de l'opération et ses retombés sur la préservation des écosystèmes marins by Khadija Chahidi
Cultural Heritage Education as a Pillar for Sustainable Development by Mouna Belbekri
Distinguished Professor and Director, Environmental Learning Research Centre, Rhodes University, South Africa
Chargée de Développement des Outils Pédagogiques, Fondation Mohammed VI Pour la Protection de L'environnement
Chargée du Digital, Fondation Mohammed VI pour la protection de l'Environnement
Project Manager, Fondation pour la Sauvegarde du Patrimoine Culturel de Rabat
Tue 30th Jan
A Community Initiative to Prevent Food Waste in School Canteens: First Results of the “GINO! Let’s Play Not to Waste Food!” Project by Elena Pagliarino and Bianca La Placa
Nature Zoo Club, A Virtual Conservation Education Program for Families: Evaluation of the Effectiveness by Antonieta Costa
Urban Cohousing in Search of (Eco)Sustainability. Italian Cases by Carmine Urciuoli
Program Manager, Arab Network for Environment and Development (RAED)
Researcher, Italian National Research Council - Research Institute on Sustainable Economic Growth (CNR - IRCRES)
Senior Executive Manager, WEEC Network
Head of Education, Lisbon Zoo
Researcher, Univ. Federico II of Naples
Tue 30th Jan
Building Community Partnerships for Ecorestoration Projects in Greater Mumbai through CSR by Shubhalaxmi Vaylure M. Reddy
Exploring the value of zoo and aquarium experiences as experiential learning environments in Abu Dhabi by Anupama Chaudhari
Awakening and working with Arne Næs by Bob Jickling
Distinguished Professor and Director, Environmental Learning Research Centre, Rhodes University, South Africa
Founder, iNaturewatch Foundation
Education Instructor, Yas SeaWorld Research and Rescue | SeaWorld Abu Dhabi
Professor Emeritus, Lakehead Univeristy
Tue 30th Jan
Fostering Sustainability and Environmental Stewardship: A Study on Environmental Education in UAE Higher Education Institutions by Heba Aboukhousa
How to develop and deliver tailored educational content to initiate a sustainability habit-change journey? by Huda Masalmeh
Nurturing Youth Leadership in Green Transition by Katre Olmez
Entrepreneur, Economist, and Author, Switzerland
Deputy Vice Chancellor, Ndejje University
Assistant Professor, Mohamed Bin Zayed University for Humanities
Chief Operating Officer, Ban Ki-moon Centre for Global Citizens
Tue 30th Jan
For over 5 decades the Cheakamus Centre (NV Outdoor School) situated in what is presently known as Brackendale, BC, Canada, on the bank of the Cheakamus River on the unceded and unsurrendered territory of the Squamish people has been engaged in experiential place and nature-based learning. Victor Elderton, author and researcher, was the teaching Principal at this field school for over 25 years. From 1984 -2013, Victor taught and mentored over 130,000 students and 4300 teachers at Outdoor School. The researcher as well as these co-learners gained insights and understanding about themselves and the braiding of the salmon forest and cultural restorative practices through the program experiences and teaching at the school.
Sessional Instructor & PhD Student, Simon Fraser University
Tue 30th Jan
Engaging Students to Share ‘Stories from Our Enivronment’ through Literacy and Art Skills by Hamda Al Ameri
Early Childhood Education - The First Step That Lays The Foundation for Environment and Sustainability Questions by Ingrid Samuelsson
Pioneering wildlife conservation education program reached 6,194 students and aimed to build the very first sustainable core team to protect Pu Mat forest. by Ngo Thi Thuong
Team Leader ESDfor2030, UNESCO
Associate Professor, Zayed University
Education & Communication, International Fund for Houbara Conservation
Professor of Early Childhood Education (ECE), Göteborg University, Sweden
Education and Outreach Officer,
Wed 31st Jan
Professor of Sociology of the Territory and the Environment, Dean of Human and Social Science Faculty, Kore University Enna – Italy
Professor, Simon Fraser University , Vancouver, Canada
Professor of Environmental and Sustainability Education, University of Arizona
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Professor, Tokai University
Dean of Education; Research Chair in Environment and Sustainability Education, Rhodes University , South Africa
Associate Professor, Université du Québec à Montréal
Wed 31st Jan
Eco-Écoles & Outils Pédagogiques : La Fondation et son Centre en Action pour une Éducation Préscolaire Intégrée by Faiza Baheddis
Les activités Outdoor du Centre International Hassan II de Formation à l’Environnement by Meryem Khodari
منهج السنة النبوية في غرس وتنمية قيم التربية البيئية وأثره على الأطفال by محمود علي
Associate Professor, Zayed University
Project Manager Outils Pédagogiques liés à l'Education au Développement Durable, Fondation Mohammed VI pour la Protection de l'Environnement
ESD Project Manager, Fondation Mohammed VI pour la protection de l’Environnement
مساعد معلم بقسم الاسلاميات, اكاديمية جيمس ولينجتون بدبي
Wed 31st Jan
The Al Wathba Wetland Reserve is located just outside of the Mussafah industrial area of Abu Dhabi city. It is a blend of desert, sabkha and aquatic ecosystems. The geological outcrops are offering insights to recent climate history of the region, with conglomerates deposited from river systems that transported rock material from the Oman Mountains to Abu Dhabi (Hili Formation). The overlying fossil dunes of the Ghayathi Formation display Quaternary climate change, with dune formation during cold periods when the Arabian Gulf was dry and warmer, more humid periods when rising groundwater levels caused stabilization and weak cementation of the dunes. The inland sabkha environments can be observed in or around depressions and lakes, where the groundwater level is sufficiently close to the surface so that evaporation occurs through the capillary zone.
Chair Natural History Group Abu Dhabi, Emirates Natural History Group Abu Dhabi
Wed 31st Jan
Text, Video, or Podcast: Which is the Best Way to Conduct Environmental Education Online? By Vinicius Avelar São-Pedro
Awareness and sustainability. An action-research on early childhood educators and parents in the Municipality of Rome. By Chiara Minischetti
Science in the City: Building Participatory Urban Learning Community Hubs through Research and Activation by Constantinos Cartalis
Environmental Specialist,
, University of Roma Tre – Department of Education
, Universidade Federal de São Carlos
Professor of Environmental and Climate Physics, National and Kapodistrian University of Athens
Wed 31st Jan
Applying AI and Geospatial Intelligence for Environmental Awareness and Education by Raj Thouta
Design and implementation of the educational program to promote environmental civic actions in Japan by Tomoko Mori
FLOW with Nature: building experiential and positive emotional connections between young people and nature to enhance well-being by Carl Leong
Land-based Lecturer, Cambian Lufton College, UK
Associate professor, Tokyo City University
Senior Manager, Community Education and Development, WWF-Hong Kong
NA, iSpatial Techno Solutions
Wed 31st Jan
The Cayman Islands Coastal Lagoon Education Program and Mangrove Rangers - a Proven Template for Formal Tropical Education Curriculum and Capacity Building in the Community by Martin Andrew Keeley
Coastal Urbanization and Environmental Change: Opportunities for Collaborative Education Across a Global Network University by John A. Burt
Nurturing Innovation and Creativity for a Brighter Future by Megan Patterson
Land-based Lecturer, Cambian Lufton College, UK
Associate Professor, Zayed University
Executive Director, Mangrove Education Project
Associate Professor of Biology, New York University Abu Dhabi
Executive Director, Worldmind Nature Immersion School
Wed 31st Jan
التربية البيئية من أجل التنمية المستدامة في منهاج الجغرافيا: أي دور للدليل الرقمي؟ by Faaras Abdelaziz
مبادرة مركز التعليم البيئي مؤتمر التربية البيئية by Sameera Al Braiki
Utilisation du digital comme moyen de sensibilisation à l’environnement : cas de l’application mobile Ana Boundif by Meryem Khodari
Professor of Higher Education, Mohamed V University of Rabat – Morocco
استاذ جامعي، مدير الكرسي, كرسي الالكسو للتربية على التنمية المستدامة والموروث الثقافي المبدع، كلية علوم التربية جامعة محمد الخامس
Environment Education Centre, Environment Education Centre
ESD Project Manager, Fondation Mohammed VI pour la protection de l’Environnement
Wed 31st Jan
Background: Persons with disabilities, being among those at the greatest risk of being left behind in education and society, should be actively included in discussions, both in formal and informal settings, given the importance of environmental education and its potential impact on them. This inclusion is vital for integrating individuals with different needs and abilities into environmental education frameworks.
Workshop description: This 60-minute hands-on session is tailored for people with disabilities. We will introduce basic concepts within environmental education, with a specific focus on designing spaces that cater to the diverse needs of individuals with disabilities.
Consultant, Environmental Information, Science & Outreach Management, Environment Agency - Abu Dhabi
Thu 1st Feb
Altaura Farm is located in the Po Valley, where plant biodiversity is, almost everywhere,1, during the production cycle and,0, after harvesting. Since 1998,9ha have been left free to restore the local ecosystem, the lowland forest, where now more than 600 species of plants grow and nature offers beauty, uses and utilities. It is a sort of GeniusLoci, of social capital, around which the local community can identify. The goal of our program is that, through outdoor farm activities, people can have a real chance to see what the loss would be. Among people who share these experiences, solid bonds and motivations are born to promote, as personal belief, protection of environment for a sustainable future. Our first goal is to capture personal interest through direct experience with Nature which we then scientifically analyze and connect with ethnobotany, climate change and art. For a few hours of outdoor EE we find stratagems to shorten the distance between students and nature: a mosquito-net house allows students to observe, closely, the life of bees. For longer periods, we involve students in games, science, foraging, cosmesis, art and poetry, and amusing activities that must contain the environment as the fundamental element.
Owner, Altaura Farm
Thu 1st Feb
Una Inmersión En La Memoria: El Nacimiento De La Escuela Levino Cândido by Janirza Cavalcante da Rocha Lima
La Realidad De Las Escuelas Y La Nueva Forma De Hacer Educación En Afogados Da Ingazeira-Pe, Brasil by Edilene Barbosa Pinto
Sharing experiences and best practices of a unique Nature based Early Learning Programme in India by Archana Panicker
, Moises Bertoni Foundation
Pesquisadora, Fundação Joaquim Nabuco
Me, FUNDACION JOAQUIM NABUCO
Programme Director, CEE's Early Learning Programme, Centre for Environment Education (CEE)
Thu 1st Feb
Nature-Based Solutions for Sustainable Development in the Middle East: Pathways to Community Resilience by Jeremy B Williams
Nature Education for a Planetary Citizenship - the ECoNNECT project by Yolanda Ziaka
Classroom Gardens in an Early Childhood Setting in the UAE: The Importance of Biophilic Design in Place-based Learning by Anna Dillon and Moss Turner
Professor of Biodiversity, Suez Canal University & Chairman of Nature and Science Foundation, Egypt
Professor of Practice, Zayed University
Coordinator, Polis - International Network for Environmental Education
Associate Professor, Emirates College for Advanced Education
Landscape Architect, Independent
Thu 1st Feb
Conceptualización de un Sistema de Información Geográfica (SIG) para la Educación Ambiental en Bogotá D.C. (2002-2021) by Carolina Infante Osorio
Desarrollo de una propuesta participativa para la resturación ecológica urbana de un espacio público en Costa Rica by Marcela Gutiérrez Miranda
Comunidades de innovación: una herramienta para la innovación y el desarrollo sostenible en la nueva normalidad poscovid y los ODS by Adela Vélez
Professor and Postdoctoral Researcher, Federal University of Mato Grosso do Sul
Student/Forestry engineer, Bangor University
Professor, Universidad Nacional de Costa Rica
profesora, Colegio de Estudios Superiores de Administración CESA
Thu 1st Feb
Fostering Community Stewardship Through Place-Based Learning: Insights from Burrenbeo Trust Initiatives by Aine Bird
Innovative pedagogies for transformative sustainability action learning in India by Meena AS
Redesigning educational cities through common practices. Historic Garden as intergenerational Playground by Maria Letizia Montalbano
Professor of Biodiversity, Suez Canal University & Chairman of Nature and Science Foundation, Egypt
PhD Reseacher/Manager, University of Galway/Burrenbeo Trust
, CEE India
Sociologist, IL Giardino del Guasto Association - Bologna
Thu 1st Feb
Over the course of more than 5 decades the Cheakamus Centre (NV Outdoor School) has not only been able to survive but thrive. The success of this bio-cultural field school on the banks of the Cheakamus River in unceded and unsurrendered territory of the Squamish Nation has only been possible through a establishing and nurturing coalitions. These coalitions have included; indigenous government, colonial governments at three levels, public jurisdictions, environmental/ecological agencies to name a few and most importantly a coalition with educational programs and the more than human world. It is through these coalitions that the bio-cultural integrity and on-going experiential learning has been made possible for decades to come. The environmental vibrancy and adjacent natural habitats have also been enhanced through these complex and multi-layered coalitions, locally, regionally, nationally and internationally!
Sessional Instructor & PhD Student, Simon Fraser University
Thu 1st Feb
Creating socially just physical environments: How geospatial technologies can foster community engagement in sustainability projects by Xin Hong
DAcQUA AL PO (“Water the Po River” in local language). Cultivate educational lands, activate environmental natives, and safeguard water networks of the Po River land in northern Italy by Silvia Crema
GIS-based Problem-based Learning for Climate and Sustainability Education by Michael Gould
Director, Cyber Security and Privacy Research Institute, The George Washington University, USA
Assistant Professor, Zayed University
Environmental educator, Italian Weec network
Professor of Geographic Information Systems at Universitat Jaume I, in Spain, and Global Education Manager at Esri, Inc., Esri, Inc.