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BRIEF RESEARCH REPORT article

Front. Educ.
Sec. Leadership in Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1430882

Environmental education during the COVID-19 pandemic: Lessons from Ontario, Canada

Provisionally accepted
Andrew Allan Millward Andrew Allan Millward 1*Inga Borisenoka Inga Borisenoka 1Nickesh Bhagat Nickesh Bhagat 1Gregory T O Lebreton Gregory T O Lebreton 2
  • 1 Toronto Metropolitan University, Toronto, Ontario, Canada
  • 2 University of Toronto, Toronto, Ontario, Canada

The final, formatted version of the article will be published soon.

    This study investigates the integration of place-based environmental education (PBEE) during emergency remote education (ERE) and in-person teaching, considering the implications of COVID-19. The objectives include (a) to understand if and how teachers used PBEE as a pedagogical learning tool during ERE, (b) to identify PBEE adaptations for implementation in an online context, and (c) to explore opportunities and barriers to PBEE during ERE. Ontario (Canada) educators' perspectives were obtained through an online survey and focus groups. Using non-parametric statistical analyses, perspectives concerning opportunities and challenges to integrating and delivering PBEE in lessons were identified. Additional focus included educators' views on student receptivity and knowledge retention. Findings indicate educators' appreciation for PBEE as a pedagogical approach, yet delivery challenges arise from systemic barriers causing inconsistency in PBEE delivery. Obstacles include curriculum demands, institutional disinvestment, grade-level constraints, and limited training. Despite challenges, educators showcase innovation and commitment to PBEE during ERE, emphasizing its enduring value. The study underscores educators' resourcefulness in adapting PBEE methods and the potential for renewed significance of outdoor education amidst the pandemic's influence on students' connection to nature.

    Keywords: place-based environmental education, emergency remote education, Teaching innovation, Systemic barriers, COVID-19, Ontario

    Received: 10 May 2024; Accepted: 29 Nov 2024.

    Copyright: © 2024 Millward, Borisenoka, Bhagat and Lebreton. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Andrew Allan Millward, Toronto Metropolitan University, Toronto, M5B 2K3, Ontario, Canada

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.