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Dr. Demetra Paraskeva-Hadjichambi
Cyprus Centre for Environmental Research and Education (CYCERE), Cyprus Ministry of Education and Culture, Cyprus

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0 Environmental Education
0 Science Education
0 Teacher Professional Development
0 biology education
0 Environmental citizenship

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Review
Published: 03 July 2021 in Sustainability
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It is commonly argued that, despite the tremendous resonance Citizen Science (CS) has shown in recent years, there is still lack of understanding of important aspects defining citizens’ participation and engagement in CS initiatives. While CS initiatives could provide a vehicle to foster forms of participation contributing to the democratization of science, there is still limited attention paid to the “Citizen” component of the Citizen Science term. For the purpose of this work, we systematically reviewed the available literature for empirical studies in respect to citizens’ participation in environmental and nature-based CS initiatives established during the last two decades, using the PRISMA methodology. The participatory facet of the retrieved 119 CS initiatives was analysed on the basis of: (a) exclusion and inclusion demographic factors, (b) CS models and practices, (c) facilitators and constraints of citizen’s participation, and (d) environmental citizenship. Our findings show that the majority of the CS initiatives did not place restrictions on gender participation; however, we have identified that mostly highly educated adults participated in the reviewed initiatives. In addition, most of the CS initiatives reported in the literature were situated in the EU and USA, were mostly limited to the local scale, and primarily followed the contributory model. Academic institutions were found to coordinate the majority of the CS initiatives examined. By using digital technologies, academic scientists were able to control and increase data quality, as well as to engage a broader audience, even though they were mostly treating volunteers as “data collectors”, desiring their long-term engagement. Therefore, it will be of CS benefit to be better aligned with the mentality and needs of citizens. In this direction CS initiatives should trigger citizens’ learning gains and interpersonal/social benefits and personal, environmental, and social motivations, but also to shift their goals towards contributing to science and citizens’ connection with nature. On the other hand, there is a need to overcome any design and implementation barriers, and to enhance democratization through a more participative engagement of active and aware citizens, thus promoting environmental citizenship.

ACS Style

Michalis Vasiliades; Andreas Hadjichambis; Demetra Paraskeva-Hadjichambi; Anastasia Adamou; Yiannis Georgiou. A Systematic Literature Review on the Participation Aspects of Environmental and Nature-Based Citizen Science Initiatives. Sustainability 2021, 13, 7457 .

AMA Style

Michalis Vasiliades, Andreas Hadjichambis, Demetra Paraskeva-Hadjichambi, Anastasia Adamou, Yiannis Georgiou. A Systematic Literature Review on the Participation Aspects of Environmental and Nature-Based Citizen Science Initiatives. Sustainability. 2021; 13 (13):7457.

Chicago/Turabian Style

Michalis Vasiliades; Andreas Hadjichambis; Demetra Paraskeva-Hadjichambi; Anastasia Adamou; Yiannis Georgiou. 2021. "A Systematic Literature Review on the Participation Aspects of Environmental and Nature-Based Citizen Science Initiatives." Sustainability 13, no. 13: 7457.

Review
Published: 01 March 2021 in Sustainability
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As we are living amid an unprecedent environmental crisis, the need for schools to empower students into environmental citizenship is intensifying. Teachers are considered as the main driving force in fostering students’ environmental citizenship. However, a critical question is how teachers conceive environmental citizenship and whether their perceptions of environmental citizenship are well-informed. There is an urgent need to investigate teachers’ perceptions, considering their crucial role in the formation of students’ environmental citizenship. This study examines teachers’ perceptions of environmental citizenship through a systematic review and thematic analysis of relevant empirical studies. The selected studies (n = 16) were published in peer-reviewed journals during the timespan of the last twenty-five (25) years (1995–2020). The thematic findings of this review revealed that teachers’ perceptions: (a) manifest a relatively decreased understanding of environmental citizenship, (b) are narrowed down to the local scale, individual dimension and private sphere, (c) affect teaching practices, (d) are multi-dimensional, defined by inter-related components, (e) vary according to teachers’ educational/cultural background and personal identity, (f) affect other environmental constructs defining teachers’ professional identity, (g) can be enhanced during teacher education, (h) can be also improved during professional development initiatives. These findings bear significant implications for researchers, policymakers, as well as for teacher educators in the field of Environmental Education.

ACS Style

Yiannis Georgiou; Andreas Hadjichambis; Demetra Hadjichambi. Teachers’ Perceptions on Environmental Citizenship: A Systematic Review of the Literature. Sustainability 2021, 13, 2622 .

AMA Style

Yiannis Georgiou, Andreas Hadjichambis, Demetra Hadjichambi. Teachers’ Perceptions on Environmental Citizenship: A Systematic Review of the Literature. Sustainability. 2021; 13 (5):2622.

Chicago/Turabian Style

Yiannis Georgiou; Andreas Hadjichambis; Demetra Hadjichambi. 2021. "Teachers’ Perceptions on Environmental Citizenship: A Systematic Review of the Literature." Sustainability 13, no. 5: 2622.