International Journal of Academic Research in Education and Review

Vol. 13(2), pp. 49-53, June 2025

ISSN: 2360-7866

https://doi.org/10.14662/ijarer2025300

 

Full Length Research

 

 

Revitalizing Education Through Environmental Science Education: A Conceptual Framework for Transformative Learning

 

Mshelbwala, Racheal Benjamin

 

Department of Science Education, Federal University Lokoja, Kogi State – Nigeria.

Corresponding author’s Email: racheal.mshelbwala@fulokoja.edu.ng. Phone: +234(0)8063624430  

Accepted 17 June 2025

Abstract

Abstract: This conceptual study explores the transformative potential of Environmental Science Education (ESE) as a catalyst for revitalizing contemporary education systems. Drawing on theoretical frameworks and empirical evidence, the paper argues that ESE's interdisciplinary nature, emphasis on real-world problem-solving and focus on sustainability competencies position it uniquely to revitalize educational practices, policies and outcomes. The analysis reveals that ESE fosters deeper cognitive engagement, enhances scientific literacy, cultivates environmental agency and promotes action competence. By integrating insights from educational theory, sustainability frameworks and exemplary practices, this paper proposes a comprehensive conceptual framework for repositioning ESE from a peripheral subject to a central organizing principle for educational renewal. Recommendations include curriculum integration strategies, pedagogical innovations, teacher professional development and policy alignment to realize ESE's revitalizing potential across diverse educational contexts.

 

Key Words: Environmental Science Education, educational revitalization, transformative learning, conceptual framework.

Paper type: research