Climate change education (CCE) can play an essential role in pushing forward a climate-just transition. However, educational institutions seem to be challenged to equip students and their prospective teachers with what is necessary for them to become multipliers for climate action. This study aims to provide actionable insights on how to harness the untapped potential of CCE, overcome obstacles, and draw conclusions on which adaptations are necessary to improve current CCE settings. We conducted a qualitative questionnaire study using the example of 80 secondary school students (grade 12) and 18 pre-service teachers (PSTs). The results indicated that both cohorts feel inadequately prepared for their role as possible “change agents”, stating that climate change as a topic is given too little time, engagement with practical examples on taking climate action is inadequate, and a superficial examination of the topic takes place. Students as well as PSTs as change agents are not sufficiently supported by educational institutions to exercise their transformative potential due to numerous identified challenges that have to be confronted at a systemic level. Results indicate that especially teacher training programs need to increasingly focus on the professional development of educators in this field.

The term ‘Plant Blindness’ describes people tending to overlook plants, even though they have an enormous importance for life on earth, especially because of their ability to photosynthesise. Many attempts have been made to counteract plant blindness in biology education. However, so far there is no comprehensive tool to assess the degree of plant awareness (instead of plant blindness) in students. Here, plant awareness is conceptualised in four domains: (1) visual perception of plants, (2) categorising plants as living organisms, (3) knowledge about plants, and (4) attitudes towards plants. We present results from the two developed scales ‘Plants as living organisms’ and ‘Knowledge about plants’. To test the new scales, 345 Austrian secondary school students took part in a questionnaire study. A confirmatory factor analysis indicates sufficient model fit. Results show that students consider plants as ‘less alive’ than animals but ‘more alive’ than bacteria. Those who attribute the characteristics of life to plants have more knowledge about plants, indicating that both domains of plant awareness might have a common basis. The development of a plant awareness questionnaire will eventually provide a powerful tool to investigate the effectiveness of learning environments fostering plant awareness, a prerequisite to reach the sustainable development goals.

In today’s world shaped by technology and the natural sciences, knowledge and skills related to experimentation are crucial, especially given growing public debates about science-related topics. Despite a strong emphasis on experimentation in science curricula worldwide, learners still encounter diverse challenges when experimenting. This paper provides a systematic review of empirical research on learners’ challenges during the following inquiry phases: stating research questions, generating hypotheses, planning and conducting an experiment, analysing data and drawing conclusions. A database search and an analysis of two prior narrative literature reviews identified 368 studies, of which 66 were used for further analyses after screening for eligibility using specific inclusion criteria. The analyses revealed 43 challenges at the conceptual, procedural and epistemic level that not only elementary but even university students face during experimentation. Additionally, cognitive biases and preconceptions are identified as a source of such challenges. Overall, the findings demonstrate a lack of in-depth research on stating research questions despite its importance for experimentation, whilst learners’ abilities in the other inquiry phases have been intensively investigated. The results offer valuable information for science education research and provide a basis for tailored scaffolding in the science classroom or the design of effective instructional interventions.

Fostering pro-environmental behavior to achieve a sustainable society is one goal of Education for Sustainable Development worldwide. Connectedness with nature positively correlates with pro-environmental behavior and therefore needs to be studied in detail. In this mixed-method study, applying the “Inclusion of Nature in Self” (INS)-scale, we investigated 1) how closely preadolescents from urban middle schools (n = 651, 6th grade) are connected with nature, 2) whether the type of school (general or academic track) or 3) the time spent outdoors influences students’ connectedness with nature. We also explored 4) students’ reasons for their specific INS level and 5) how reasons and levels interconnect. Data show that students’ reported nature connectedness differs significantly with school type and that the reasons for feeling connected to nature are diverse. Positive attitudes and emotions toward nature plus time spent outdoors seem to predict high connectedness with nature, indicating the importance of direct nature experiences.

Societal Impact Statement: Without a robust construct, it is currently difficult for researchers to systematically assess and facilitate a societal shift toward greater plant awareness. Using a Delphi study, we take a first step towards such construct by developing a definition and testable dimensions. This paper proposes a first expert validated definition and three distinct dimensions that allow researchers to assess plant awareness and to identify and compare key influences on the construct across different socio‐cultural groups. With this improved framework, research can support initiatives to promote plant awareness in society, a critical step in addressing challenges such as the climate crisis.Summary: Research on plant blindness, plant awareness disparity, and plant awareness is currently separated using different terminologies. Having different terms for the same construct is disadvantageous for research, as ambiguous constructs can lead to important research being overlooked. In this study, we aim to provide a solution to this challenge by applying a Delphi study to integrate previous concepts into the new comprehensive construct of plant awareness. Delphi is a state‐of‐the‐art method for reaching reliable expert consensus on multidisciplinary issues with its key features of anonymity, iterative questioning and feedback. Focusing on the methodology, we provide a transparent, and detailed, overview of how we applied this method to reach consensus on the plant awareness construct. As an outcome of our Delphi study, we provide an expert validated definition of plant awareness that is based on previous constructs, research, and expert consensus. This definition constitutes three key dimensions: attention, understanding, and attitudes. Experts found consensus on these three dimensions, their definition, and how increased plant awareness is expressed in relation to each of the dimensions. Finally, we identified several factors that are key to raising plant awareness. This validated definition alongside the differentiation of the three dimensions not only assists comprehension of previous research but for the first time opens the possibility of developing a valid and reliable tool to assess an individual's plant awareness. Therefore, this study significantly contributes to promoting research on plant awareness and consequently, towards fostering plant awareness as a common global goal.