This chapter examines the relationship between knowledge and Environmental Citizenship. Knowledge has been attributed to have an essential role in influencing pro-environmental behaviour and as such in the development of Environmental Citizenship. We argue that the ‘right’ kind of environmental knowledge is a necessary precondition for pro-environmental behaviour and thus for Environmental Citizenship. In this chapter, we focus on knowledge, but we also emphasise that efforts on fostering knowledge alone in education for Environmental Citizenship, without links to real life, competencies and values, are insufficient for the sake of a sustainable world. We explore which knowledge is needed in order to cultivate the coherent and adequate skills, values, attitudes and competences that we think an Environmental Citizen should have. We identify three different types of knowledge: (i) environmental systems knowledge, (ii) action-related knowledge and (iii) effectiveness knowledge. Finally, we suggest a process of co-production of new knowledge between experts and key citizens as central to the idea of a participatory approach towards developing Environmental Citizenship.

This paper presents the status and trends in management of sturgeon species and the development of sturgeon aquaculture in the Lower Danube countries: Romania, Bulgaria, Serbia, Ukraine and Moldova. Sturgeon fishery moratoria and aquaculture development represent first steps in the Lower Danube countries to combat extirpation. Supportive stocking was used as a compensation for the impact of sturgeon fishery and dam construction, but these efforts unfortunately lacked adequate cooperation and coordination between and among region countries. Unsolved problems remain, such as the presence of illegal sturgeon fishery, water pollution, habitat destruction and fragmentation. Construction of fish passes and habitat restoration project developments are two key issues that have yet to be tackled in the Lower Danube region.

Environmental Education is essential to promote awareness and facilitate the development of environmental citizens. To contribute to the enhancement of environmental awareness, Iceland, Serbia, Bosnia and Herzegovina, and Romania have collaborated in joint educational projects which aim at building capacities on sustainable development, delivering environmental teaching lectures, and developing open educational resources. This article presents past and ongoing collaborations between the mentioned countries, assesses the status of environmental education, and highlights the benefits of international collaboration. For this purpose, information on environmental courses in representative universities from each country was collected, SWOT analyses were performed in each country, and a survey among potential students was carried out. The presented analysis reveals that international collaboration raises environmental awareness and increases the likelihood of becoming environmental citizens.

The aim of the paper is to contribute to the research on education for environmental citizenship in a comparative perspective. The central concept of education is the complex issue of knowledge. In the present paper, different knowledge forms, knowledge use, and types of knowledge production in environmental education are analysed for two EU countries, France and Hungary, together with two candidate countries, Serbia and Turkey. We review the most important theories and publications, the research questions and the methods considered to be examples for our present work. The second part of the paper presents the case studies according to the theoretical priorities. Evidence-based papers on cases in different European countries illustrating and discussing the evaluation of the types of knowledge used in environmental education and sustainability projects, as well as analysing the power-related components of knowledge use are reviewed. In the final part, case studies are compared and conclusions are drawn.