Effective Environmental Education: A multi-stakeholder investigation of facilitatorsand barriers of Swedish environmental education

Environmental education has the potential to play a crucial role in catalyzing societal change thataddresses the ecological challenges the world is facing today, yet several barriers often inhibit this potential.This study contributes to the field of environmental education by unveiling key indicators, facilitators andbarriers to its effectiveness. Aim: This thesis aims to explore facilitators and barriers to effectiveenvironmental education using the case study of a Master’s in Sustainable Development program at a Swedishhigher education institution with an ecological focus. Three sub -questions guided the research: How dostakeholders define effective environmental education? What do stakeholders identify as strengths andchallenges of the Master's program in Sustainable Development? How does the interaction of individual,curricular, and institutional perspectives contribute as facilitators or barriers to effective environmentaleducation? Method: A mixed-methods explanatory approach was implemented combining a bottom-up, multi-stakeholder analysis along with a policy analysis to reveal system -level facilitators and barriers of effectiveenvironmental education. The study first conducted surveys to students, and then interviewed them togetherwith additional stakeholders, including 4 teachers, 4 course coordinators, 1 program director, and 1 programboard member, using the iterative research process of grounded theory. Results: The study's findingsdemonstrate that effective environmental education has several key indicators: interdisciplinary content; andfour outcomes—knowledge and understanding of environmental topics; skills and abilities of systems thinking,environmental communication, and complex decision-making; and utility of practical applications andpurposeful learning. Student-centered learning emerged as a critical facilitator of effective environmentaleducation in addition to practical case studies, and personal connections to th e topics. In contrast, poorcommunication was the primary barrier, contributing to and reinforcing other barriers, such as lack ofdirection, repetitive content, and accommodating an audience with diverse academic backgrounds. Implications: This study emphasizes the importance of communication, flexibility, and student -centeredlearning strategies. Policymakers and educators should prioritize these factors when designing environmentaleducation policies and teaching strategies. Environmental education curricula should include both purposefullearning and practical competencies so that students may use their education in making life choices anddecisions at work. Effective environmental education programs can equip students with the knowledge, skills,attitudes, and values to make informed decisions in their careers and empower them to be agents of change,therefore purposeful implementation of environmental education is crucial for addressing sustainabledevelopment challenges.