Exploring innovation, participation, and interdisciplinarity in Environmental and Sustainability Education

The Environmental Education Lab is a dynamic research hub dedicated to advancing knowledge and practice in Environmental and Sustainability Education (ESE). Our work spans over two decades and brings together theory, practice, and innovation through diverse projects, collaborations, and publications. Below are the eight core areas that define our research landscape:

1. Empowering Educators: Teachers’ role, identity & professional development in Environmental and Sustainability Education

We explore how educators’ personal beliefs, experiences, and identities shape their teaching in Environmental and Sustainability Education. Our research supports the professional growth of teachers through participatory training, reflective practice, and narrative methodologies—strengthening their agency as change-makers in sustainability education.

Selected publications:

Grillia, & Daskolia, M. (in press). Re-imagining environmental education research through narrative inquiry as a relational ethical practice of care and reciprocity with teachers. Qualitative Research.

Grillia, N., & Daskolia, M. (2025). ‘Why am I involved in environmental education?’Using narrative inquiry to explore the identity and practice of teachers committed to environmental education. Environmental Education Research, 31(1), 29-45. doi: 10.1080/13504622.2024.2309582

Daskolia, M., & Koukouzeli, V. (2023). How Sustainable Is a Waldorf School? Exploring the Congruence between Waldorf Education and the Sustainable School Approach in a Greek School Case Study. Education Sciences, 13(4), 403 (2-17). doi: 10.3390/educsci13040403

Gavrilakis, C., Daskolia, M., & Blintziou, E. (2020). Delineating the role of environmental adult educators: drawing critical considerations from an empirical case study. Environmental Education Research, 27(2), 157-174. doi: 10.1080/13504622.2020.1790503

2. Digital tools and methodologies in Environmental and Sustainability Education.

We investigate how digital tools, like storytelling apps, games, and media, can make environmental learning more engaging and meaningful. Emphasizing co-creation between teachers and learners, our work designs and evaluates technology-enhanced learning experiences grounded in creativity and constructionism. This research explores how digital innovations support active participation, foster critical thinking, and connect learners with real-world sustainability challenges.

Selected publications:

Kynigos, C., & Daskolia, M., (2021). Boundary Crossing Creativity in the Design of Digital Resources for Teaching and Learning about Climate Change. Creativity. Theories-Research-Applications, 8(1), 213-235. doi: 10.2478/ctra-2021-0013

Daskolia, M., Dettori, G. & Lejano, R. P. (2017). Urban digital storytelling. In A. Russ & M. E. Krasny (Eds.), Urban Environmental Education Review, (1st ed., pp. 271–278). Ithaca, NY: Cornell University Press. Cornell University Press.

Daskolia, M., Kynigos, C., & Makri, K. (2015). Learning about Urban Sustainability with Digital Stories. Promoting Collaborative Creativity from a Constructionist Perspective. Constructivist Foundations, 10(3), 388–396. http://constructivist.info/10/3/388

Daskolia, M. & Kynigos, C. (2012). Applying a Constructionist Frame to Learning about Sustainability. Creative Education, 3(6), 818-823. doi: 10.4236/ce.2012.326122

3. Learning for Sustainability: From Early Childhood to Higher Education

This strand of our research explores how learners across all ages, from early childhood to university, perceive and engage with environmental and sustainability challenges. We examine learning processes in formal classrooms, community settings, and informal contexts, aiming to foster deep understanding and empower meaningful action toward sustainable futures.

Selected publications:

Daskolia, M., & Chouliara, K. (2023). Into the park: exploring preschool children’s experience in a local urban park. Environmental Education Research, 1-20. doi: 10.1080/13504622.2023.2237707

Daskolia, M., Pappa, M., Joly, A., Bonnet, P., Arias, R., Piera, J., & Soacha, K. (2022).  Integrating Citizen Observatories into school Environmental Education for Sustainability: Design and evaluation of a case study engaging students with Pl@ntnet and OdourCollect. In L. Gómez Chova, A. López Martínez, & J. Lees (Eds.), 15th Annual International Conference of Education, Research and Innovation (ICERI2022) Proceedings, (pp. 5479-5489). IATED Academy. Seville, Spain. ISBN: 978-84-09-45476-1. doi: 10.21125/iceri.2022.1345

Daskolia, M., Tsouma, E., & Smyrnaiou, Z. (2012). Students’ Generation of Meanings on a Global Energy Issue through Digital Game Play. In V. Makrakis, & N. Kostoulas-Makrakis (Εds.), Proceedings of the International Conference on New Technologies, Education for Sustainable Development and Critical Pedagogy Proceedings, (pp. 286-293). European Commission (ICTeESD project) - University of Crete. Rethymnon, Greece. ISBN 978-960-87898-7-6

Daskolia M., Flogaitis E., & Liarakou G. (2007). Ways of thinking of the environment and environmental problems among Greek university students from the Humanities. The International Journal of the Humanities, 4(8), 7-18.

4. Fostering creativity in Environmental and Sustainability Education

We explore how creativity can be cultivated through environmental and sustainability education. Our research promotes collaborative, social, and boundary-crossing models of creativity in schools and teacher education, helping learners think imaginatively about complex ecological challenges

Selected publications:

Kalafati, M., Flogaitis, E. & Daskolia, M. (2024). Enhancing preschoolers’ creativity through art-based environmental education for sustainability. Environmental Education Research. doi: 10.1080/13504622.2023.2291319

Daskolia, M., Kynigos, C. & Kolovou, A. (2018). Addressing creativity in the collaborative design of digital books for environmental and math education. In T. Mikropoulos (Ed.) Research on e-Learning and ICT in Education, (pp. 69-86). Cham, Switzerland: Springer. ISBN 978-3-319-95058-7, doi: 10.1007/978-3-319-95059-4_4

Daskolia, M., Dimos, A., & Kampylis, P. (2012). Secondary teachers’ conceptions of creative thinking within the context of Environmental Education. International Journal of Environmental and Science Education, 7(2), 269-290. ISSN: 1306-3065

Daskolia, M., & Kynigos, C. (2014). Fostering creativity in learning about sustainability through engagement in constructionist activities. Applying a constructionist approach to learning and teaching about sustainability. In the Proceedings of the 7th World Environmental Education Congress (7^th WEEC) (Niche 8: “Creative Impulses”), (pp. 41-55). World Environmental Education Congress Network - Istituto per l’ Ambiente e l’ Educazione Scholè Futuro. Marrakesh, Morocco. ISBN: 9788885313361

5. Interdisciplinary pathways in Environmental and Sustainability Education

Sustainability challenges require connections across disciplines. We explore interdisciplinary synergies that integrate environmental science with literature, philosophy, the arts, mathematics, and social studies in curriculum design and pedagogical practices. Our aim is to uncover their educational potential to foster holistic and systemic thinking, creativity, and meaningful learning experiences.

Selected publications:

Aravani, E., & Daskolia, M. (2025, May 8). Integrating literature and environmental education through slam poetry in school practice. Literacy Research and Instruction. https://doi.org/10.1080/19388071.2025.2496147

Daskolia, M. & Pappa, M. (2023). Towards Assemblage Pedagogies: Environmental Education for Sustainability as a Relational Educational Practice and an Ecology in Motion. In S.-G. Soulis, M. Liakopoulou & A. Galani (Eds.), Challenges and Concerns in 21st Century Education, (pp. 323-334). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.

Kynigos, C., Daskolia, M., & Smyrnaiou, Z. (2013). Empowering teachers in challenging times for science and environmental education: Uses for scenarios and microworlds as boundary objects. Contemporary Issues in Education, 3(1), 41-65.

Kalafati, M., Daskolia, M., Flogaitis, E., & Salla, T. (2012). Exploring the relationship between environmental and art education in the context of pre-school education. In the Proceedings of the 11th InSEA European Congress ‘Arts Education at the Crossroad of Cultures’, (pp. 395-408). International Society for Education through Art. Lemessos, Cyprus.

6. Bridging Environmental and Sustainability Education and Citizen Science

Focusing on Citizen Science, we explore how its theories and practices can enrich Environmental and Sustainability Education by engaging learners in real-world data collection, observation, and analysis—and how, in turn, education can enhance the impact of Citizen Science. Our research investigates how citizen-generated knowledge fosters environmental awareness, participation, and civic engagement across both formal and informal learning contexts.

Selected publications:

Daskolia, M. (2023) (Ed). Environmental Education for Sustainability and Citizen Science. Integrating environmental citizen observatories into school educational practice. National & Kapodistrian University of Athens Press. ISBN: 978-960-466-306-4 doi: 10.26247/nkuapress.ebook.2

Daskolia, M., Gkotzos, D., Grilia, N., Piera, P. & Soacha, K. (2025). Integrating Citizen Science into Environmental Education for Sustainability. Design and Implementation of an Online Training Course to Foster Participation in Building Sustainable and Just Societies Through School Education. Στο V. Makrakis, N. Kostoulas-Makrakis, & N. Larios (Eds.). Innovative Practices in Teaching and Learning for Building a Sustainable and Just Society, (pp. 12-18). RCE Crete and UNESCO Chair ICT in ESD.

Daskolia, M.& Grillia, N. (2023). Citizen Science and school practice in the context of Environmental Education/ Education for Sustainable Development. In M. Daskolia (Ed.), Environmental Education for Sustainability and Citizen Science. Integrating environmental citizen observatories into school educational practice, (pp. 81-109). National & Kapodistrian University of Athens Press. ISBN: 978-960-466-306-4

Daskolia, M., Pappa, M., Joly, A., Bonnet, P., Arias, R., Piera, J., & Soacha, K. (2022).  Integrating Citizen Observatories into school Environmental Education for Sustainability: Design and evaluation of a case study engaging students with Pl@ntnet and OdourCollect. In L. Gómez Chova, A. López Martínez, & J. Lees (Eds.), 15th Annual International Conference of Education, Research and Innovation (ICERI2022) Proceedings, (pp. 5479-5489). IATED Academy. Seville, Spain. ISBN: 978-84-09-45476-1. doi: 10.21125/iceri.2022.1345

7. Designing and Evaluating Educational Resources

We develop and evaluate innovative educational resources, from interdisciplinary educational scenarios and teacher training modules to interactive digital tools. Through participatory co-design, we collaborate with educators and learners to ensure our resources are relevant, accessible, and impactful across diverse educational settings.

Selected publications:

Daskolia, M., Trigatzi, A., Pappa, M. & Daskalaki, Z. (2023). Six Educational Scenarios for the Integration of Citizen Science into school-based projects and activities for Environmental Education/ Education for Sustainable Development. In M. Daskolia (Ed.), Environmental Education for Sustainability and Citizen Science. Integrating environmental citizen observatories into school educational practice, (pp. 113-122). National & Kapodistrian University of Athens Press. ISBN: 978-960-466-306-4

Daskolia, M., Piera, J., & Soacha, K. (2022). Engaging teachers in the co-design of educational scenarios aiming to integrate citizen observatories technologies into school-based environmental education. In 14th International Conference on Education and New Learning Technologies (EDULEARN22) Proceedings, (pp. 10008-10016). Palma, Spain. ISBN: 978-84-09-42484-9. doi: 10.21125/edulearn.2022.2414

8. Rethinking Climate Change Education in Environmental and Sustainability Education

This strand explores how Climate Change Education (CCE) can be meaningfully integrated into Environmental and Sustainability Education. We investigate the pedagogical framing of climate issues, emphasizing their emotional, ethical, and epistemological dimensions. While not all recent publications are exclusively focused on CCE, their interdisciplinary approaches and educational methodologies directly inform this work—supporting our aim to develop transformative, context-sensitive practices that empower both educators and learners.

Selected publications:

Daskolia, M. & Trigatzi, A. (2025). Integrating Citizen Science and Environmental Oral History into an Interdisciplinary Approach to Climate Change Education. In W. Leal Filho (Ed.), University Initiatives on Climate Change Education and Research, (pp. xx-yy). Springer International Publishing

Daskolia, M. (2022). Exploring the Beliefs, Concerns and Understandings About Climate Change of Greek University Students from the Social Sciences and Humanities. In W. Leal Filho & E. Manolas (Eds.), Climate Change in the Mediterranean and Middle Eastern Region, (pp. 473-498). Springer, Cham. doi: 10.1007/978-3-030-78566-6_23

Daskolia M., Kolovou A., & Kynigos C. (2016). Social creativity in the design of digital resources interweaving math with environmental education - The Case Study of the Climate Change C-Book. In the Proceedings of the 8th International Conference on Computer Supported Education (CSEDU) (Volume 2), (pp. 134-143). Rome, Italy. ISBN: 978-989-758-179-3. doi: 10.5220/0005810101340143