Aguayo C. & Eames C. (2017). Community partnerships in sustainability education research. In R. McNae & B. Cowie (Eds.), Realising Innovative Partnerships in Educational Research. Educational Partnerships and Collaborations. Rotterdam: Sense Publishers.
Arshad, R., Pratt, L., & Wrigley, T. (2012). Social justice re-examined. New York: Trentham Books.
Atkinson, H. & Wade, R. (2013). Education for Sustainable Development and Political Science: Making Change Happen. Policy & Practice: A Development Education Review, 17, 46-69.
Balseviciene, B., Sinkariova, L., Grazuleviciene, R. Andrusaityte, S., Uzdanaviciute, I., Audrius Dedele, A., & Nieuwenhuijsen, M. (2014) Impact of residential greenness on preschool children's emotional and behavioral problems. International Journal of Environmental Research in Public Health. 11, 67, 57–70.
Bell, S., Hamilton, V., Montarzino, A., Rothnie, H., Travlou, P. & Alves, S.
(2008). Greenspace and quality of life: A Critical Literature Review. Research Report by OPENspace for Greenspace Scotland, Stirling: Greenspace Scotland.
Bixler, R., Carlisle, C., Hammitt, W. & Floyd M. (1994). Observed fears and discomforts among urban students on field trips to wildland areas. Journal of Environmental Education. 26, 1, 24–33.
Breitling, S., Mayer, M., & Mogensen, F. (2005). Quality Criteria for ESD Schools. In Austrian Federal Ministry of Education (Ed.). Vienna.
Broom, C. (2017). Exploring the relations between childhood experiences in nature and young adults' environmental attitudes and behaviours. Australian Journal of environmental education. 33(1), 34-47.
Browning, M. and Rigolon, A. (2019). School green space and its impact on academic performance: A systematic literature review. Int. J. Environ. Res. Public Health 16, 429-451.
Breunig, M., Murtell, J. and Russell, C. (2015). Students' experiences with/in integrated Environmental Studies Programs in Ontario, Journal of Adventure Education and Outdoor Learning, 15:4, 267-283, DOI: 10.1080/14729679.2014.955354.
Capra, F. (1996). The web of life: A new scientific understanding of living systems. New York: Anchor Books.
Chawla, L., Keena, K., Pevec, I. & Stanley, E. (2014). Green schoolyards as havens from stress and resources for resilience in childhood and adolescence. Health Place. 28, 1–13.
Christie, B. & Higgins, P. (2012a). The impact of outdoor learning experiences on attainment and behaviour: A brief review of literature. Forestry Commission Scotland/University of Edinburgh. Forestry Commission Report 11/2012 [review funded by Forestry Commission Scotland].
Christie, B. & Higgins, P. (2012b). The impact of outdoor learning experiences on attitudes to sustainability: A brief review of literature. Field Studies Council/University of Edinburgh. Field Studies Council Report 06/2012 [review funded by Field Studies Council].
Christie, B., Beames, S., & Higgins, P. (2015). Context, culture and critical thinking:
Scottish secondary school teachers' and pupils' experiences of outdoor learning. British Educational Research Journal. 42(3), 417–437. https://doi.org/10.1002/berj.3213.
Christie, B, Higgins, P, King, B, Collacott, M, Kirk, K & Smith, H. (2019). From rhetoric to reality: Examining the policy vision and the professional process of enacting Learning for Sustainability in Scottish Schools, Scottish Educational Review, 51(1).
Dieser, O., & Bogner, F. X. (2016). Young people's cognitive achievement as fostered by hands-on-centred environmental education. Environmental Education Research, 22(7), 943–957. https://doi.org/10.1080/13504622.2015.1054265.
D'Souza, D. (2012). The power of partnerships to achieve EFA-ESD SYNERGY. In:
Tales of HOPE 111: EFA-ESD linkages and synergies, Japan: ACCU.
Evans, N. (S)., Stevenson, R., Lasen, M., Ferreira, J-A. & Davis, J. (2017). Approaches to embedding sustainability in teacher education: A synthesis of the literature. Teaching and Teacher Education 63, 405-417.
Education Scotland. (2008) Curriculum for Excellence. Building the Curriculum 3: A Framework for Learning and teaching. Retrieved November 24, 2019, from https://education.gov.scot/Documents/btc3.pdf.
Education Scotland (2015a). How Good is Our School? (4th edition). Retrieved 20 March 2019, from https://education.gov.scot/improvement/documents/frameworks_selfevaluation/frwk2_nihedithgios/frwk2_hgios4.pdf.
Education Scotland (2015b) Conversations about Learning for Sustainability. Retrieved 20 March 2019, from https://education.gov.scot/improvement/practice-exemplars/conversations-about-learning-for-sustainability/.
Ernst, J. (2014). Early childhood educators' use of natural outdoor settings as learning environments: an exploratory study of beliefs, practices, and barriers. Environmental Education Research, 20(6), 735–752. https://doi.org/10.1080/13504622.2013.833596.
Garrison, J., Östman, L., & Håkansson, M. (2015). The creative use of companion values in environmental education and education for sustainable development: exploring the educative moment. Environmental Education Research, 21(2), 183– 204. https://doi.org/10.1080/13504622.2014.936157.
General Teaching Council for Scotland (GTCS) (2019). Professional standards. Retrieved 5 April 2019, from https://www.gtcs.org.uk/professional-standards/learning-for-sustainability.aspx.
Gill, T. (2014). The benefits of children's engagement with nature: a systematic literature review. Children, Youth and Environments 24(2): 10- 34. Retrieved 1 June
Green, M. & Somerville, M. (2015). Sustainability education: researching practice in primary schools, Environmental Education Research, 21, 6, 832-845, DOI: 10.1080/13504622.2014.923382.
Griffiths, M. & Murray, R. (2017). Love and social justice in Learning for Sustainability, Ethics and Education, 12,1, 39-50, DOI: 10.1080/17449642.2016.1272177.
Hedefalk, M., Almqvist, J., & Östman, L. (2015). Education for sustainable development in early childhood education: a review of the research literature. Environmental Education Research, 21(7), 975–990. https://doi.org/10.1080/13504622.2014.971716.
Higgins, P. & Christie, B. (2018). Learning for Sustainability. In: Scottish Education (5th Edition). Editors: Bryce, T., Humes, W., Gillies D. and Kennedy A. p. 554-564. Edinburgh: Edinburgh University Press.
Higgins, P., Thompson, D. & Rawcliffe, P. (2018). Learning outside the classroom boosts educational attainment. Scottish Natural Heritage Science Newsletter, Issue 23, p. 7-9. Perth: Scottish Natural Heritage.
Kadji-Beltran, C., Christodoulou, N., Zachariou, A., Lindemann-Matthies, P., Barker, S., & Kadis, C. (2017). An ESD pathway to quality education in the Cyprus primary education context. Environmental Education Research, 23(7), 1015–1031. https://doi.org/10.1080/13504622.2016.1249459.
Kenis, A. & Mathijs, E. (2012). Beyond individual behaviour change: the role of power, knowledge and strategy in tackling climate change. Environmental Education Research, 18,1, 45-65.
Kuo, M., Browning, M. & Penner, M. (2018). Do lessons in nature boost subsequent classroom engagement? Refueling students in flight. Frontiers in Psychology. 8, 22- 53.
Kuo M., Barnes M. & Jordan C. (2019). Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship. Frontiers in Psychology (10) 305.
Lachowycz, K. & Jones, A. (2011). Greenspace and obesity: a systematic review of the evidence. Obesity Reviews. 12, 5, 83-9. doi: 10.1111/j.1467-789X.2010.00827.x.
Land, R., & Meyer, J. (2010). Threshold concepts and troublesome concepts: Dynamics of Assessment. In: R. Land, J.H.F. Meyer, & C. Baillie (Eds.), Threshold concepts and transformational learning (pp. 61-79). Rotterdam: Sense Publishers.
Land, R. & Rattray, J. (2017). Threshold Concepts and Conceptual Difficulty – Guest Editors' Preface. Practice and Evidence of Scholarship of Teaching and Learning in Higher Education Special Issue. 12(2). pp. 63-80.
Laurie, R., Nonoyama-Tarumi, Y., McKeown, R. & Hopkins, C. (2016). Contributions of ESD to Quality Education: A Synthesis of Research. Journal of Education for Sustainable Development, 10, 2, 1-17.
Leask, K., Christie, B., Murray, R., & King, B. (2019) Learning for Sustainability: Our collective future depends on it. In: R. Arshad, L. Pratt, & T. Wrigley,
(forthcoming). Social Justice re-examined (2nd ed). Trentham Books.
Martin, S., Dillon, J., Higgins, P., Peters, C. & Scott, W. (2013). Divergent Evolution in Education for Sustainable Development Policy in the United Kingdom: Current Status, Best Practice, and Opportunities for the Future. Sustainability, 5, 4, 1522- 1544.
Mattu, L. M. (2016) Farm visits: interdisciplinary outdoor learning for primary school pupils and Scotland's Curriculum for Excellence. PhD thesis. University of Glasgow. http://theses.gla.ac.uk/7715/.
McCormack, O., and J. O'Flaherty. 2010. "An Examination of Pre-service Teachers' Attitudes towards the Inclusion of Development Education into Irish Post-primary Schools." Teaching and Teacher Education: An International Journal of Research and Studies. 26 (6): 1332–1339.
McCloskey, S. (2016). Are we changing the world? Reflections on Development Education, activism and social change. Policy and Practice, a Development
Education Review, 22, 110–130.
Mogren, A., & Gericke, N. (2017a). ESD implementation at the school organisation level, Part 1 – Investigating the quality criteria guiding school leaders' work at recognized ESD Schools. Environmental Education Research. doi:10.1080/13504622.2016.1226265.
Mogren, A. & Gericke, N. (2017b). ESD implementation at the school organisation level, Part 2 – Investigating the transformative perspective in school leaders' quality strategies at ESD schools, Environmental Education Research, 23:7, 993-1014, DOI: 10.1080/13504622.2016.1226266.
Mogren, A., Gericke, N. & Scherp, H. (2018): Whole school approaches to education for sustainable development: a model that links to school improvement, Environmental Education Research, DOI: 10.1080/13504622.2018.1455074.
Nicol, R., Rae, A., Murray, R., Higgins, P., & Smith, H. (2019). Moving beyond the printed word of policy to practice: An exploration into the conditions in which Learning for Sustainability might flourish in initial teacher education. Scottish Educational Review.
Nikel, J. & Lowe. J. (2010). Talking of fabric: a multi-dimensional model of quality in education. Compare: A Journal of Comparative and International Education 40, 5, 589–605. doi:10.1080/03057920902909477.
O'Flaherty, J. & Liddy, M. (2018). The impact of development education and education for sustainable development interventions: a synthesis of the research, Environmental Education Research, 24, 7, 1031-1049, DOI: 10.1080/13504622.2017.1392484.
Quibell, T., Charlton, J., & Law, J. (2017). Wilderness Schooling: A controlled trial of the impact of an outdoor education programme on attainment outcomes in primary school pupils. British Educational Research Journal, 43(3), 572–587. https://doi.org/10.1002/berj.3273.
Ramage, M., & Shipp, K. (2009). Systems thinkers. London: The Open University & Springer.
Richardson, E., Pearce, J., Short, N., & Mitchell, R. (2017). The role of public and private natural space in children's social, emotional and behavioural development in Scotland: A longitudinal study. Environmental Research, 158, 729–736. https://doi.org/10.1016/j.envres.2017.07.038.
Rittel, H. & Webber, M. (1973). Dilemmas in a General Theory of Planning. Policy Sciences, 4: 155-169.
Sandri, O.J. (2013). Exploring the Role and Value of Creativity in education for Sustainability. Environmental Education Research https://doi.org/10.1080/13504622.2012.749978.
Scottish Government (2012). Learning for Sustainability – Report of the One Planet Schools Ministerial Advisory Group. Retrieved 19 June 2019, from https://education.gov.scot/improvement/Documents/One-planet-schools-report-learning-for-sustainability.pdf.
Scottish Government. (2013). Learning for Sustainability: The Scottish Government's response to the Report of the One Planet Schools Working Group. Retrieved 9 March 2019, from
Scottish Government (2016). Vision 2030+ Concluding report of the Learning for Sustainability Implementation Group. Retrieved June 19, 2019, from https://education.gov.scot/improvement/documents/res1-vision-2030.pdf.
Scottish Government (2019). Scottish Attainment Challenge. Retrieved June 19, 2019, from https://education.gov.scot/improvement/learning-resources/scottish-attainment-challenge/.
Scrutton, R. A. (2015). Outdoor adventure education for children in Scotland: quantifying the benefits. Journal of Adventure Education & Outdoor Learning, 15(2), 123–137. https://doi.org/10.1080/14729679.2013.867813.
Smith, R. (2016). Building sustainable professional learning communities: Relational affordances. In: Brodie K and Borko H (eds) Professional Learning Communities in South African Schools and Teacher Education Programmes. Cape Town, HSRC Press.
Strife, S. (2012). Children's Environmental Concerns: Expressing Ecophobia. Journal of Environmental Education, 43, 1, 37-54. DOI: 10.1080/00958964.2011.602131.
Tillmann, S., Tobin, D., Avison, W. and Gilland, J. (2018). Mental health benefits of interactions with nature in children and teenagers: a systematic review. Journal of epidemiology and community health. 72, 958-66.
Thompson Coon, J., Boddy, K., Stein, K., Whear, R., Barton, J., & Depledge, M. (2011). Does participating in physical activity in outdoor natural environments have a greater effect on physical and mental wellbeing than physical activity indoors? A systematic review. Environmental Science & Technology, 45, 5, 1761-1772. DOI: 10.1021/es102947t.
UNESCO (2010). Education for Sustainable Development in the UK. London: UK National Commission for UNESCO.
UNESCO (2019). Educational content up close: Examining the learning dimensions of Education for Sustainable Development and Global Citizenship Education. Paris: UNESCO. Retrieved from: unesdoc.unesco.org/ark/48223/pf0000372327
Uzzell, D. L., Rutland, A. & Whistance, D. (1995). Questioning Values in Environmental Education. In Y. Guerrier, N. Alexander, J. Chase y M. O'Brien. Values and the Environment. Chichester: Wiley.
Wade, R (2015). Learning Pedagogy and Sustainability: the challenges for education policy and practice. In H. Atkinson and R. Wade. The Challenge of Sustainability: Linking Policy education and learning.
Wells, N. & Evans, G. (2003). Nearby Nature: A Buffer of Life Stress among Rural Children. Environment and Behaviour. https://doi.org/10.1177/0013916503035003001.
Wilson, E. O. (1984). Biophilia. Harvard University Press.
Witoszek, N. (2018). Teaching sustainability in Norway, China and Ghana: challenges to the UN programme. Environmental Education Research, 24(6), 831– 844. https://doi.org/10.1080/13504622.2017.1307944.
World Commission on Environment and Development (1987). Our Common Future: Report of the world commission on environment and development. (The Brundtland report). United Nations. Retrieved 8 June 2019, from http://www.un-documents.net/our-common-future.pdf.