The use of local Mediterranean food plants is at the brink of disappearance. Even though there is relatively abundant information on inventories of wild edible taxa, there is also a crucial need to understand how these plants are consumed and when and how these consumption phenomena change over time and place around the Mediterranean. Additionally, it is important to study such knowledge systems and find innovative ways of infusing them to the future Mediterranean generations. During the years 2003–2006 a circum-Mediterranean ethnobotanical field survey for wild food plants was conducted in selected study sites in seven Mediterranean areas (European Union-funded RUBIA Project). Structured and semi-structured questionnaires have been administered to indigenous people and 294 wild food plant taxa were documented in the survey. A comparative analysis of the data was undertaken showing that the quantity and quality of traditional knowledge varies among the several study areas and is closely related to the traditions, environment and cultural heritage of each country. More similarities of wild edible popular use were revealed between the Eastern Mediterranean and the Western Mediterranean.

An ethnobotanical survey of wild edible plants of Cyprus was carried out in two sites. Paphos vine zone and Larnaca mixed farming zone. These are among the areas in Cyprus whose inhabitants subsisted primarily on pastoralism and agriculture and therefore still preserve the traditional knowledge on wild edible plants. The information was collected for three-year period, in the framework of the EU-funded RUBIA Project. Four hundred and thirteen interviews have been administered to 89 informants of various ages and background categories in 29 villages of Paphos site, and 8 in Larnaca site. A total of 78 species were recorded. Ethnographic data related to vernacular names, traditional tools and recipes have also been recorded. A comparison of the data collected from the two sites is undertaken. During this ethnobotanical research it was verified that wild edibles play an important role in Cyprus in rural people, however, it was realized that the transmission of folk uses of plants decreased in the last generations. The research of ethnobotany should be extended to other areas of Cyprus in order not only to preserve the traditional knowledge related to plants but to make it available to future generations as well.

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.

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.

Environmental Citizenship has been an influential concept in many different arenas. Education and especially environmental discourses in science education have a lot to contribute in adopting and promoting Environmental Citizenship. Τhe roots of Environmental Citizenship derived from the political science arena are examined in this chapter. In addition, the conceptualisation of Environmental Citizenship in educational context is discussed. Furthermore, the relevance of Environmental Citizenship in types of education such as science education (SE), environmental education (EE), Education for Sustainability (EfS) and citizenship education (CE) is explored. Each type of education has something important to contribute to Environmental Citizenship through its specific approaches, dimensions and practices. In addition, the European Network for Environmental Citizenship (ENEC) as a community of practice is presented as well as the main definitions regarding Environmental Citizenship (EC), Education for Environmental Citizenship (EEC) and Environmental Citizen (ECn). Finally, the main focus of each part and chapter of the book will be summarised.

Contemporary and urgent environmental problems need to be addressed through Education for Environmental Citizenship. This chapter proposes a specific model of Education for Environmental Citizenship which includes the outputs, dimensions, scales and spheres of Environmental Citizenship. A specific pedagogical approach is elaborated which can promote the Education for Environmental Citizenship Model (EEC Model). The chapter also draws on the pedagogical landscape of Education for Environmental Citizenship and describes the stages and the steps of this integrated and holistic pedagogical approach, namely: Inquiry, Planning actions, Civic participation, Networking & Sharing in Scales, Sustain Environmental & Social Change, and Evaluation & Reflection. The suggested pedagogical approach is one of the possible venues that could promote Education for Environmental Citizenship. Finally, this chapter discusses the need for curriculum and learning materials for fostering Education for Environmental Citizenship. It argues for the crucial role of the educational institutions and of the teachers and teachers’ professional development towards the adequate establishment of Education for Environmental Citizenship.