Within the scholarly debate, Urban Agriculture (UA) has been widely acknowledged to provide diverse environmental and socio-cultural ecosystem services (ESs) for cities. However, the question of whether these potential benefits are also recognized as such by the involved societal groups on the ground has not yet been investigated. This paper aims at (1) assessing the perceived ESs of UA, comparing the views of different societal groups in the city of Bologna, Italy (namely: UA project leaders, stakeholders and the general public) and (2) to identify differences in the evaluation of specific UA types (indoor farming, high-tech greenhouses, peri-urban farms, community-supported agriculture, community rooftop garden and urban co-op). In total, 406 individuals evaluated 25 ESs via a standardized Likert-scale survey. The study unveiled similarities and divergences of perceptions among the different societal groups. The statistical analysis indicated that the general public and UA stakeholders agree on the high relevance of socio-cultural ESs, while provisioning ESs was considered as less significant. UA types focusing on social innovation were expected to provide higher socio-cultural ESs whereas peri-urban activities were more closely linked to habitat ESs. We assume that involvement and knowledge of UA are determining factors for valuing the provision of ESs through UA, which needs to be considered for ES valuation, particularly in a policymaking context.

The notion of Environmental Citizenship embodies behaviour – an actively involved citizen who exercises his/her environmental rights and obligations in the private and public spheres. Education for Environmental Citizenship implies behavioural change; its goal is to facilitate an individual’s intellectual growth (cognitive domain) and emotional capacity (affective domain) that may lead to a critical and actively engaged individual. Human behaviour is overwhelmingly sophisticated, and what shapes pro-environmental behaviour is complex and context specific. Furthermore, empirical research indicates a discrepancy between possessing environmental knowledge and environmentally supportive attitudes and behaving pro-environmentally. The point of departure of this chapter is that the social and psychological study of behaviour has much to inform the study of environmental behaviour and, deriving from this, to inform regarding the type of education towards behaviour/action in the goal of sustainable socioecological transformation. The chapter focuses on internal (psychosocial) factors. It presents selected models regarding factors influencing behavioural decisions that are acknowledged as influential theoretical frameworks for investigating pro-environmental behaviour, as well as various theories that inform these models. These are categorised into knowledge-based models; attitude-, value- and norm-oriented models; skills, self-efficacy and situational factors; and new approaches to environmental behaviour models. The chapter concludes with suggestions for Education for Environmental Citizenship deriving from the various models.