To conduct evaluations that can benefit individual programs as well as the field as a whole, environmental educators must have the necessary evaluation competencies. This exploratory study was conducted to determine to what extent a self‐directed learning resource entitled My Environmental Education Evaluation Resource Assistant (MEERA) can enhance environmental educators' evaluation competencies. The multiple case studies relied on data from eight environmental educators with limited evaluation experience who used MEERA to evaluate one of their programs. Results suggest that MEERA can (1) increase environmental educators' perceived evaluation competencies, (2) help environmental educators produce quality evaluation outputs, and (3) foster their use of evaluation results. Perceived benefits of using MEERA included obtaining evidence of program success, insights into how to improve programs, and alternative ways of thinking about programs. Perceived challenges included varying difficulties with evaluation tasks such as prioritizing evaluation questions and designing data collection instruments and, in line with this, desiring personal expert assistance for context‐specific advice and reassurance. This research contributes to expanding understanding of how to enhance environmental educators' evaluation competencies and practices.

There is an urgent need to develop climate leaders who can inspire and support mitigation and adaptation actions. This exploratory study assessed the experiences of two student populations: (1) remote learners who participated in, and (2) student co-creators who co-designed, the Massive Open Online Course (MOOC) Act on Climate: Steps to Individual, Community and Political Action (AoC). It examines the extent to which participation and involvement in the course facilitated the development of climate leadership practices of both populations. MOOC remote learners’ answers to discussion prompts (2099 responses from 705 learners) and student co-creators’ interview responses (n = 10, r = 83%) were qualitatively analyzed, informed by Kouzes and Posner’s (2018) five key practices of effective leaders. Findings suggest that remote learners and student co-creators engaged in these key leadership practices to varying degrees. For example, both groups “modeled the way” by taking climate change action consistent with their values and “inspired a shared vision” by conveying desired futures for the planet. Both remote learners and student co-creators attributed these practices to a range of features embedded in the MOOC (e.g., being prompted to research and take mitigation and adaptation actions) and the process of co-creation (e.g., having the agency to creatively and collaboratively produce course content). Given the positive potential for both populations, this paper argues for more research, including experimental studies, to learn how MOOCs and co-creation processes can best be designed to support participants’ climate leadership development.