Abstract
New Zealand’s Enviroschools integrate school practice, policy and pedagogy for health
promotion and environmental sustainability. We thematically analysed Enviroschools documentation and interviewed participating teachers, school leaders and Enviroschools staff. How adults and students ‘formed’ and ‘sustained’ relationships of interconnection and responsibility with natural and social environments were the key processes of an experiential, cognitive and affective journey. This journey through immersive experiences helps generate inquiry learning, an attunement to context, deeper connections between people and places and, subsequently, embed the approach overtime. The Enviroschools approach has the potential to inform the development of teaching and learning in other jurisdictions.
promotion and environmental sustainability. We thematically analysed Enviroschools documentation and interviewed participating teachers, school leaders and Enviroschools staff. How adults and students ‘formed’ and ‘sustained’ relationships of interconnection and responsibility with natural and social environments were the key processes of an experiential, cognitive and affective journey. This journey through immersive experiences helps generate inquiry learning, an attunement to context, deeper connections between people and places and, subsequently, embed the approach overtime. The Enviroschools approach has the potential to inform the development of teaching and learning in other jurisdictions.
| Original language | English |
|---|---|
| Article number | 100226 |
| Pages (from-to) | 1-9 |
| Number of pages | 9 |
| Journal | Wellbeing, Space and Society |
| Volume | 7 |
| Early online date | 26 Oct 2024 |
| DOIs | |
| Publication status | Published - Dec 2024 |
Keywords / Materials (for Non-textual outputs)
- schools
- health
- environmental sustainability
- implementation
- community approach
- socioecological systems
- interconnection