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A long history of theory exists to underpin our understanding of how to engage individuals and communities in more effective environmental conservation and sustainability practices. Yet rarely do we delve deeply into sociocultural theories of learning, which help demonstrate how learning and action are fundamentally intertwined in our interactions, our societies, and the world around us. To our detriment we ignore this compelling, well-grounded, and robust body of empirical and theoretical evidence. As climate change, biodiversity loss, and other pressing social-ecological issues intensify, the key to stemming and solving the greatest challenges of our time requires engaging individuals and communities. In this theoretical paper, we attend to the history and underpinnings of sociocultural theories of learning and their implications for environmental literacy, in particular, collective environmental literacy. We also discuss how such underpinnings are important to understand when pursuing carefully designed, actionable, and effective sustainability solutions. [ABSTRACT FROM AUTHOR]

Although nature-based tourism is often promoted as benefiting local destinations through income generation, employment, and direct conservation support, it is also believed to influence tourists’ environmentally friendly attitudes, knowledge, and ultimately their behavior. Yet, few studies have empirically documented these outcomes, and those that do are inconsistent in the variables measured and the time frame analyzed. This paper examines the empirical research on nature-based tourism's ability to foster long-term stewardship behavior among travelers by conducting a systematic review of peer-reviewed tourism research published between 1995 and 2013. This search, focused on literature addressing changes in tourists’ environmentally related knowledge, attitudes, intentions, and actual behaviors, yielded just 30 empirical studies. Outcomes related to new environmental knowledge were commonly reported in these studies, but findings related to environmental attitudes and behaviors were inconsistent. Few studies measured environmental behavior directly, and fewer still include longitudinal assessments of persistent changes in attitudes or behaviors. We suggest potential future areas for research as well as programmatic strategies that may facilitate favorable outcomes from nature-based tourism, particularly those related to tourists’ knowledge, attitudes, and behaviors. Key areas include understanding visitors’ prior experiences and background, designing and delivering more effective interpretive messages, and using social media. [ABSTRACT FROM PUBLISHER]

Environmental education focused on the early-childhood years is experiencing dynamic growth in research and practice due to persistent environmental challenges coupled with burgeoning interest in the documented benefits of nature-rich experiences for infants and children. To better understand the landscape of early childhood environmental education (ECEE) pedagogical practices and expected outcomes, we undertook a systematic review of empirical studies of ECEE programs. Focusing on a 25-year span, we surfaced 66 studies that met our inclusion criteria. We found that participants in such programs spanned the early-childhood age range (birth through age eight) with the majority involving three- to six-year-olds in teacher-led, formal (school-like) programs. The primary outcomes documented in our sample studies included environmental literacy development, cognitive development, and social and emotional development. To a lesser extent, the studies addressed physical development and language and literacy development. On balance, our sample of ECEE studies reported strongly positive findings associated with the aforementioned outcomes. The majority emphasized the effectiveness of play-based, nature-rich pedagogical approaches that incorporated movement and social interaction. We include a visualization that synthesizes cross-sample findings with the intention of assisting ECEE practitioners in developing, implementing, and evaluating programs as well as encouraging researchers to further study elements, processes, and theoretical assumptions inherent in them. • We systematically reviewed 66 early-childhood environmental education studies. • Environmental education supports young children's affective and cognitive growth. • Nature connection is important for children's healthy social-emotional development. • Nature-rich settings and experiences are key in early environmental education. • Early-childhood environmental education approaches emphasize play and movement. [ABSTRACT FROM AUTHOR]