Environmental Justice Education: Awareness Or Transformation In Classrooms? A Systematic Review

Authors : Zümrüt Varol Selçuk, Gamze Mercan, Erdem Kaya

Pages : 114-133

Doi:10.53047/josse.1702263

View : 33 | Download : 66

Publication Date : 2025-05-31

Article Type : Research Paper

Abstract :The escalating environmental crisis has underscored the urgent need for a paradigm shift in environmental education (EE), particularly toward models that integrate environmental justice (EJ) and foster critical engagement. This systematic review examines whether classroom-based EE interventions between January 2010 and February 2025 have primarily cultivated awareness or catalyzed transformative learning rooted in justice. Using the PRISMA methodology, 49 peer-reviewed articles were analyzed, encompassing interventions across early childhood education, primary school settings, and pre-service teacher training programs. Four core dimensions were evaluated: thematic content, pedagogical depth, student engagement, and instructional resources. Findings reveal a persistent emphasis on ecological content transmission, with limited incorporation of social or distributive justice themes. Most interventions promoted individual behavior change rather than collective, critically informed action. Student tasks often lacked depth, prioritizing information recall over participatory inquiry or civic engagement. Additionally, the widespread use of teacher-generated materials, while creative, seldom reflected interdisciplinary or socio-political complexities of EJ. This trend signals a missed opportunity to empower learners as agents of systemic change. The review concludes that although awareness of environmental issues is growing in educational contexts, the integration of environmental justice remains marginal and superficial.
Keywords : Çevresel adalet, çevre eğitimi, dönüştürücü öğrenme, eleştirel pedagoji, öğretmen eğitimi

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