Towards a National Framework for Environmental Learning – What We Heard Report

Executive summary

To support the development of a National Framework for Environmental Learning, Environment and Climate Change Canada hosted a national public consultation with a focus on youth engagement between April 4 and July 3, 2024. Responses from more than 700 participants across Canada, including more than 300 from youth, showed overwhelming support for a holistic and empowering Framework. This report summarizes the consultation approach and input received.

A separate report highlighting youth engagement for this consultation was previously released and is available here: Highlights of youth engagement: Toward a National Framework for Environmental Learning

Background

The Government of Canada is working to develop a National Framework for Environmental Learning (Framework or NFEL). The Framework would serve as a cohesive approach to environmental education that enables equitable access to quality environmental learning opportunities across Canada. Environmental learning is critical in addressing the urgent triple planetary crisis of climate change, biodiversity loss and pollution. It helps us understand and address environmental impacts, and it empowers us to make informed choices, manage eco-anxiety and prepare for the jobs of tomorrow.

Education in Canada is provincial and territorial jurisdiction. However, advancing environmental education is part of Canada's international commitments. It is also in the interest of all people in Canada. All facets of government and education systems have a role to play in supporting learning and action.

By developing a Framework, the Government of Canada aims to play a convening role to help coordinate resources and co-create a space to share best practices with and between provinces and territories.

The Framework is being developed in collaboration with stakeholders and partners including environmental education experts and leaders, youth, Indigenous peoples, provincial and territorial governments, and other federal government departments, who we continue to engage with on a regular basis. The consultation findings will also help inform the Framework.

Consultation approach

ECCC released a discussion paper online and invited people living in Canada to share their thoughts on what a National Framework for Environmental Learning should look like and what its impact should be. A total of 724 individuals and organizations provided their input through various channels. Of that, over 322 responses came from youth.

The following is a further breakdown of consultation participation:

• 434 participants over 18 years old completed a public online questionnaire (including 86 youth aged 18-30)
• 54 participants over 18 years old provided email written submission as individuals or on behalf of organizations (including youth advocacy groups)
• 120 youth under 18 years old participated in an online questionnaire facilitated by teachers
• 58 youth under 18 years old submitted written responses at in-person events
• 50 youth aged 18-30 participated in online youth engagement sessions
• 8 youth under 18 years old participated in an online youth engagement session

Public online questionnaire

A total of 434 responses (of which 20% came from youth aged 18–30) were received from the public online questionnaire, which was open from April 4 to July 3, 2024. Of the responses received:

• a quarter of respondents answered the survey as educators (27%), followed by non-government organization (NGO) staff (19%), students (9%), and parents/guardians (9%)
• 34% of respondents lived in Ontario, followed by British Columbia (19%), Alberta (13%), Quebec (12%) and Manitoba (8%)
• 20% of respondents were youth aged 18–30 (10% were 18–24 and 10% were 25–30), followed by 14% that were 35–40 years old and 13% that were 65 years or older.

See Appendix C for more online public questionnaire respondent profile details.

This questionnaire was open to all people living in Canada who were over 18 years old. Participants were encouraged to read the related discussion paper before submitting the questionnaire. The intention was to gauge public feedback on the proposed strategy for developing the Framework as well as on the general current landscape of environmental learning in Canada, both of which were detailed in the discussion paper. Consult Appendix D for a summary of key results from the completed questionnaire.

Email written submissions from organizations and individuals

In addition to sharing feedback through the questionnaire, people living in Canada who were over 18 years old were encouraged to provide additional feedback beyond the scope of the survey by submitting written submissions. In total, 54 unique written submissions were received from various stakeholders:

• Representatives affiliated with environmental education organizations (environmental education non-governmental organizations, non-profits, charitable organizations, camps): 17
• Individuals not affiliated with another group or identified by profession: 10
• Representatives affiliated with universities and colleges (including faculties of education): 9
• Self-identified educators or representatives affiliated with school-based groups: 5
• Representatives affiliated with organizations related to the environment but not specific to formal education (agricultural organizations, horticultural organizations): 4
• Representatives affiliated with youth advocacy groups: 3
• Representatives from provincial government groups: 3
• Representatives from non-formal education groups: 3

Youth online engagement sessions facilitated by youth policy advisors

Seven online youth engagement sessions with children and youth were held in May and June of 2024. Six online sessions took place with 50 youth aged 18 to 30 years old who represented 23 organizations, including federal and provincial government youth councils and non-government organizations. One of these sessions was conducted fully in French, while all other sessions were bilingual, inviting youth to participate in either French or English. These sessions for youth aged 18 to 30 years old were designed and facilitated by 2 youth policy advisors at ECCC. One online youth engagement session took place with 8 participants under 18 years old.

Youth online questionnaire as part of a classroom conversation facilitated by teachers

A total of 120 youth under 18 years old submitted responses to an online youth questionnaire that was facilitated by their teacher as part of a classroom conversation held during their school day. Teachers were provided the questionnaire, as well as additional resources co-created by EcoSchools Canada, to facilitate this conversation and obtain their students' feedback.

Written responses from youth at in-person youth events

Written responses on sticky notes were collected from 58 youth under 18 years old at 3 in-person events: the Métis National Council Youth Summit on Climate Change, Model UN and Vote 16.

Meetings with diverse stakeholders, including academics and environmental education organizations

Since April 2024, officials from ECCC have met on multiple occasions with:

• representatives from provincial and territorial governments and Indigenous partners
• academics, experts and other stakeholders in environmental education and teacher education
• representatives from environmental education organizations and other non-formal education sectors, including museums

What we heard highlights

A resounding theme that emerged from the written responses received, the public questionnaire, and online youth engagement sessions with youth aged 18–30 was the belief among participants that this Framework is critical and long overdue.

Through these engagements, participants shared their thoughts on:

• what the Framework could include
• challenges faced by provinces and territories, schools and environmental education organizations
• successful local, national and international models to support the Framework
• the role that the Government of Canada could play in furthering environmental learning

We heard that high-quality environmental learning is imperative for youth, adults and communities. Participants shared how the Framework could meet the critical need for these opportunities. They highlighted that the Framework should:

• establish national guidelines that enable all levels of governance and sectors to collaborate
• be flexible so that jurisdictions responsible for education can implement environmental initiatives and policies that are relevant to their specific region and communities
• build on existing programming and expertise of environmental education professionals

Participants expressed strong support for a multi-faceted approach to environmental learning and would like the federal government to prioritize and consider funding:

• K–12 public education systems and post-secondary institutions, especially initial teacher education programs, since they are integral sites for expanding environmental learning
• early childhood education and adult education, which are also critically important areas that must receive attention
• environmental non-governmental organizations (ENGOs) and non-profits, especially those that are youth-led, since they can support a deeper understanding of how environmental learning is intersectional and related to concepts of social justice, equity and power
• formal and non-formal opportunities to access immersive learning experiences in nature, because they can provide locally informed, community-centred and place-based or nature-based learning experiences for people of all ages
• Indigenous-led opportunities to learn from the land, since they are essential for reciprocity and relationship-building with the land and with one another

We heard from participants that they want to see Indigenous perspectives integrated into this work. Further outreach with Indigenous community leaders, educators, experts and organizations is ongoing to ensure that the Framework is guided by Indigenous voices.

We heard directly from youth that we need to act quickly and that they want to see leadership that is boldly setting the tone for establishing environmental learning as a priority in Canada. They underscored how urgent this is, sharing that their future, as well as all of our futures, is dependent on the actions we choose to take now.

What we heard

The views in this section reflect those of the consultation participants. Results do not represent the entire Canadian population or all stakeholders. This section aims to provide a summary of the ideas raised. All input received is being considered in the development of the NFEL; however, not every comment received is reflected in this document.

Throughout the report, we use the term “participant” to credit views expressed. These views came from various engagement methods by diverse stakeholders. The consultation approach section outlines these methods and stakeholders. We are more specific when referring to individual stakeholder types or methods of engagement.

Establish guidelines through the National Framework for Environmental Learning that are responsive to the needs and realities of provinces and territories

Almost all participants agreed that environmental learning should be a bigger priority in education and shared a belief that mainstreaming environmental learning would have valuable impact. For example, more than 9 in 10 questionnaire respondents believed that mainstreaming environmental learning should have a high or very high impact on strengthening people's connection to and understanding of nature in order to develop more sustainable habits (see Figure 4 in Appendix D). Stakeholder organizations and individuals connected to teacher education, K–12 education, early childhood education, environmental education, and industries beyond education supported the Government of Canada developing a Framework and funding environmental learning initiatives.

Participants highlighted that the Framework should:

• establish national minimum guidelines on environmental learning that enable collaboration across all levels of governance and all sectors
• allow for flexibility so that provincial and territorial education systems, faculties of education, school boards and individual schools can be locally informed by community contexts and realities and implement environmental initiatives and policies that are relevant to their specific region and communities
• build on existing programming and the expertise of school boards, faculties of education, academics and environmental education organizations

There was stronger support for flexible guidelines that are responsive and adaptive to the needs of provinces and territories, rather than strict legislation. Provincial government partners highlighted the importance of considering existing government environmental education initiatives. Overwhelmingly, participants in the public questionnaire and many who submitted written responses emphasized that national guidelines need to enhance the presence of environmental learning but not prescribe the particulars of how environmental learning is done within provinces and territories. Participants were concerned that doing so would be or would be perceived as overstepping jurisdiction and would receive pushback from provinces and territories. There was also demand to ensure that environmental learning is given the space to be locally informed by the context of communities and their specific nature- and place-based opportunities. For example, one group wrote that the government needs to:

… engage and fund the participation of provincial/territorial education departments to create their own comprehensive curriculum content, provide educator support, and have strong policy backing to ensure the success of an environmental learning framework.

Another submission suggested a toolbox approach, meaning a flexible structure to help address gaps, tailor a NFEL to individual areas, and navigate different education jurisdictions by allowing:

… the government to create regional solutions in collaboration with each province and territory. The toolbox could offer different levels of engagement and a variety of tools to enhance both formal and informal education.

Additionally, a written submission from one provincial ministry of education recommended that the Framework acknowledge provincial/territorial work in environmental education and outline the roles/responsibilities of the education sector:

While the discussion paper acknowledges that education falls under provincial/territorial jurisdiction, there is no specific mention of the considerable work that provinces/territories have done in environmental education. As such, the ministry recommends that an outline of environmental education in these jurisdictions be included and further clarity be presented around the role of the federal government in this context.

This ministry of education further recommended that the framework “provide clear definitions for ‘environmental literacy' and ‘environmental education' to allow for shared understanding of these key terms.” They also requested “additional source information to be added where possible” to support the framework.

We also heard directly from children and youth that we need to act quickly and that they want to see leadership that is boldly setting the tone in establishing environmental learning as a priority in Canada. They underscored how urgent this is, sharing that their future, as well as all of our futures, is dependent on the actions we choose to take now. A written response submitted by a youth advocacy group described how they felt that the responsibility for increasing environmental literacy in adults and fighting for climate justice in general is disproportionately falling onto youth due to a lack of action from government. This group wrote:

Quite frankly, it feels like the government is asking youth to do the government's job, of increasing [the] environmental literacy of adults, without providing any supports, programming, or learning opportunities for these audiences. At a time when media coverage of the climate crisis skews toward the negative, and when youth mental health is generally poor, placing the burden of climate change on youth is not effective or compassionate.

Besides youth, many other questionnaire participants and written submissions also voiced their frustration with the lack of accountability and consequences for the degree of damage some industries do to the environment, naming oil and gas and animal agriculture as key forces. Participants want to see the federal government walk the talk of environmental learning by using environmental knowledge on what contributes to the climate crisis to act. For example, some questionnaire participants and written submissions recommended that the Government divest from these industries, saying that “there are political choices that are impacting and affecting the environment. Leaders need to step up and make hard decisions for the right reasons.”

Participants mentioned the necessity of measuring progress on climate action and accountability related to enhanced environmental learning. A written submission from another provincial government body recommended the following actions to measure progress:

• Benchmark the starting point and set national dates and targets that are to be achieved
• State how often data will be recorded, who is to collect it and how often it will be reported
• Context should be provided on how Canada compares to similar countries
• The framework should measure its impact:
  • Are we seeing emissions and pollution reduction, environmental restoration, and employment opportunities that can be attributed to educational policies?
  • Can surveys record a shift in mindset toward nature?

Overall, many questionnaire participants, online youth session participants and written submissions shared that establishing national guidelines was key for the Government to demonstrate leadership in prioritizing environmental learning. Participants spoke to the numerous benefits they associate with establishing national guidelines, including:

• supporting provinces and territories to adopt curriculum for environmental learning, either by mandating stronger cross-curricular integration or establishing environmental learning as a mandatory curriculum area (or both) for K–12 education and in initial teacher education programs
• formally articulating the intersectionality of environmental learning, allowing people to better understand and advocate for environmental issues in connection to the economy, social justice (including Bill C-226, an act respecting the development of a national strategy to assess, prevent and address environmental racism and to advance environmental justice), and the health and wellbeing of the planet, human beings and beyond human beings (animals, plants)
• regulating industries, including supporting sustainable industries, supporting industries to become sustainable, and sanctioning industries associated with environmental degradation (oil and gas, animal agriculture)
• sharing science-backed, non-partisan measurable targets, resources and learning opportunities to avoid politicizing environmental learning while also creating a hub for adult education that can help combat general misinformation as well as misleading information from bad actors

“The absence of adequate public investment in this critical area creates a void that is currently being filled partly by the corporate sector, potentially compromising the integrity and independence of environmental learning initiatives.”

“[A challenge is a] lack of [a] cohesive, collaborative framework that is universal to our country and that addresses all facets of climate change. While solutions need to be tailored to fit local challenges, the overarching principles of responding to climate change need to be consistently applied to be effective.”

“By mainstreaming environmental learning and integrating it into formal education systems, the framework can help Canadians develop a deeper connection to nature, better understand Indigenous Knowledge, meet international commitments on climate change and biodiversity targets, navigate information and misinformation, and acquire the skills needed to thrive in the green economy. Ultimately, environmental education is not just about imparting knowledge; it is about empowering individuals to become informed, engaged and resilient citizens.” 

“Bold action towards structural change [is needed] so that educators actually have something to teach. Kids do not want individualized climate justice solutions anymore.”

“Until our various decision makers in governments and teaching federations make the environment a priority, nothing that's been discussed here will make a difference. The funding will not be there, and this will be another exercise in futility. It's very frustrating for people who have been involved in educating ourselves and acting to save this planet for a long, long time because we know what to do. We just don't see the commitment from the people who could make a difference.”

“I just want to say as an Albertan that the federal government should stay far away from legislation or other coercive measures in this area. Too many provinces will push back on this, and it's counter-productive to actual progress. Other measures like tapping into real grassroots concerns are more powerful.”

“Lack of pressure [on] corporations to adapt to more sustainable practices [means] they set standards which are not sustainable.”

Foster collaboration across multiple levels of government and cross-sector partnerships

Participants supported a collaborative Framework that engages and encourages robust cross-sector partnerships. They identified the need for collaboration between the public, governments (including public education systems), Indigenous peoples, community organizations (including environmental non-governmental organizations) and industries beyond formal education.

A resounding number of participants in the public questionnaire, online youth engagement sessions and written submissions shared that all levels of government—federal, provincial and territorial, and municipal—need to work together to implement the Framework and expand environmental learning. As one written submission stated, it is important to “foster intergovernmental cooperation and provide a space where jurisdictions can work together to overcome similar challenges.” A written submission from a provincial government office recommended that, to tackle these challenges, the framework should create a space where provincial/territorial departments can come together to work on common ground to overcome similar challenges, particularly in the ways in which teachers and educators are trained to deliver an environmentally focused curriculum. Furthermore, there is a need to encourage collaboration between departments of education, schools and local organizations to create locally relevant environmental material, provide funding for them, and foster linkages between educators and content experts.

It was strongly advocated that all levels of government should consistently listen to and learn from Indigenous peoples when developing the Framework. Participants mentioned the need to integrate environmental learning that is deeply rooted in reciprocity, relationship building, respect, relevance and efforts toward reconciliation with the land and with each other through Indigenous perspectives on land and land-based learning.

They also expressed that K–12 education and teacher education (both initial teacher education programs and ongoing professional development for certified teachers) are significant areas for expanding environmental learning but have substantial gaps and require support. Additionally, many participants felt that the discussion paper did not include a strong enough focus on early childhood education or adult education, which are also thought to be imperative facets of education that should be addressed in both formal and informal education settings. Overall, participants voiced that limited collaboration between federal and provincial/territorial governments significantly hinder high-quality environmental learning from happening equitably across Canada (see Improving teacher education and environmental curriculum).

Many participants provided examples of industries that need to be engaged in this work, including the healthcare, agriculture, fishing, energy and professional building sectors. As one written response said:

[Our organization] recommends that as the National Framework for Environmental Learning is [being] envisioned, strong consideration be given to finding ways to extend learning opportunities beyond the classroom directly to the landscape level, where it is being managed by farmers, ranchers, First Nations, Inuit and Métis people, those working in resource sectors such as forestry [and] fishing, and others.

“For environmental learning to be successful, the framework's development and implementation must include a vast array of expertise [such as] Indigenous knowledge, researchers, private sector owners, environmental groups, so that a balanced, fair and exciting learning opportunity … that will exact real environmental changes [is developed].”

“Regional climate solutions and sectoral solutions might be huge for getting other jurisdictions on board. [For example, asking] not just ‘what can SK do?' but also ‘what can farmers do?' and ‘what can energy workers do?' and providing clear information on that, so that small bodies of government [can] see the advantage[s] and opportunit[ies] for them and their economic sectors.”

“Health and Education, two sectors heavily impacted by the discussion about Environmental Literacy, are under the purview of the provincial government, and therefore, it is crucial [that] the Government of Canada include all levels of governments while developing the framework.”

“Getting massive stakeholder[s] in agriculture and energy sectors on board and incentivized will be a much needed positive shift.”

“The professional building sector has very informed [and] knowledgeable people [who are] ready to volunteer and get involved [in] educating the public. Associations are ready to get involved. This asset should be tapped into.”

“We need to collaborate and form partnerships. Communities need to be a huge part of education, and schools need to be a huge part of communities.”

Improve teacher education and environmental curriculum

Participants were particularly concerned about glaring gaps in education connected to environmental learning, which many participants attributed to the jurisdictional differences between environment (federal) and education (provincial/territorial).

The most frequently identified gaps that participants want to see addressed through supports, including funding, are:

• not having mandatory K–12 or initial teacher education curriculum requirements for environmental learning in provinces or territories, which participants believe communicates a lack of value for environmental learning
• limited teacher supports for environmental learning (a lack of relevant and accurate resources, professional development opportunities, clear connections to curriculum, assessment and report cards, support from administrators, funding for field trips)
• limited access to nature and outdoor spaces, especially in urban areas
• a long list of challenging working conditions for teachers that hinder teaching in general (competing priorities in the curriculum, insufficient support for culturally relevant content, pushback from parents on teaching about climate change, large class sizes, lack of mental health supports for students)

Integrating environmental education into initial teacher education programs and ongoing professional development for certified teachers and educators was identified as a priority by 94% of public questionnaire respondents (see Figure 5 in Appendix D). Many written responses submitted to the ECCC inbox voiced a strong demand for improving teacher education, such as the following response:

Many children and youth in Canada express a desire for [more in-depth] environmental learning, driven by concerns and a desire to take action. To address this, we must ensure that teachers and mentors are equipped with the necessary resources and support for effective environmental teaching. This includes comprehensive training, access to up-to-date curriculum materials, and ongoing professional development opportunities.

In addition, there were calls for mandating environmental learning. For example, one written submission stated:

It is critical that a new National Framework for Environmental Learning identify and centre the significant role that pre-service and in-service teacher education play in supporting educators at all levels to implement environmental learning across Canada …. A new National Framework should mandate [that] environmental learning be a core component of pre-service teacher education across Canada.

We heard that participants also want the Government of Canada to develop supportive and educational resources in environmental learning for other key areas in education beyond the K–12 and post-secondary education system, such as:

• early childhood education (ECE) – participants shared that engaging children in early learning about the environment is critical for their development, wellbeing and establishing a foundational interest and joy in environmental learning, mainly through immersive nature-based experiences
• adult education – participants shared that adult education of the general public is crucial, since misinformation about the environment and climate change is wide-ranging and pervasive

Across all levels of education, from early childhood education to teacher and adult education in general, participants shared a passion for both formal and non-formal opportunities to access immersive learning experiences in nature. Participants across all forms of feedback in the consultation spoke to the transformative power of locally informed, community-centred and place-based or nature-based learning experiences in making environmental learning engaging, relevant, meaningful, memorable and fun.

Many participants mentioned that these experiences are pivotal for empowering learners and contributing to a sense of passion, purpose and agency, which some participants believed supports greater well-being and mental health. Participants shared that fostering this wellbeing and prioritizing the emotional dimensions of environmental learning is essential, especially as eco-anxiety and fears about the environment become increasingly common among youth and adults. As one written response stated, the framework must “recognize and validate eco-anxiety and aim to equip learners with the eco-anxiety vocabulary that allows a person to express their anxiety.”

Some participants shared that well-being can be supported by empowering youth, and this empowerment often comes about by focusing on collective action to mitigate and adapt to climate change rather than on individual actions. They shared that individual actions can place too much accountability on one person, leading to mounting pressure while still feeling minuscule in impact. For example, one written submission said that there should be “less focus on youth to shift lifestyles … education on the systemic nature of environmental as well as systemic solutions [should be promoted instead], not individual [solutions]. This will help foster hope and purpose.”

“Teachers feel as though they can't teach directly to climate action because it does not appear in [the] curriculum (therefore, they can't easily justify time spent on the topic to parents who might criticize). They also feel ill-equipped and as if the topic is too depressing to address with young students. Studies have shown that teaching facts about climate change without coupling it with action leads to eco-anxiety, so there is a real danger of doing this wrong.”

“Having children grow up with a high level of climate literacy is extremely important as the climate crisis worsens. The implications of such education are far-reaching, as children will grow up to vote for strong climate policies and be able to think critically about what strong climate action looks like and what it doesn't look like. Greenwashing, climate denial and climate delay are so prevalent in Canada; people need to be able to identify these instances and speak out against them.”

“The one piece that is missing from the conversation is starting early. ECE is where learning begins and many of us already embed education for sustainability within ECE. Please remember [that] learning starts at birth, and ECE is an important part of this conversation.”

“… it is also crucial [that] we look at education for adults outside of school, as they will be the ones making most [of the] decisions on climate action during the period of time that will decide the state of the world that we live in for the rest of our lives.”

“There needs to be more focus [on] helping youth build an emotional connection to nature to create a passion for caring for the natural world as they grow [up]—at home, at school and in their careers. This is done by mandating extended time in nature—immersing youth in the natural world where they build that respect and compassion for nature.”

“Youth in Canada are facing a mental health crisis related to climate change and facing increasing physical health risks. Youth want more holistic, accurate and empowering education that addresses the main causes of climate change, namely fossil fuels, and points to systemic rather than exclusively individual and lifestyle solutions. Better climate education will also equip students to understand the political and social dimensions of climate change and contribute meaningfully to collective climate action.”

Fund environmental learning initiatives led by non-governmental organizations, youth and schools

Overwhelmingly, participants called for the Government of Canada to provide more funding for environmental initiatives. In total, 94% of public questionnaire respondents believe that providing more funding for environmental learning initiatives is the most important mechanism to help implement a Framework, while 91% see funding environmental education projects and initiatives as the federal government's role in advancing environmental learning (see Figure 6 and Figure 7 in Appendix D).

Many participants in the public questionnaire, the youth engagement sessions, and the written submissions wanted more funding for environmental non-governmental organizations (ENGOs) and non-profits, especially those that are youth-led. Participants said that these organizations are critical because they can support a deeper understanding of how environmental learning is intersectional and related concepts of social justice and equity. Participants also shared the many challenges faced by ENGOs:

• limited funding for staff, resulting in small teams, low wages, reliance on volunteers and difficulties with employee retention
• limited funding for projects, resulting in smaller-scale initiatives, higher participation fees for schools and communities (can be cost-prohibitive), and lesser impact
• highly competitive, complex and tedious grant applications that require extensive staff capacity to complete and submit
• unclear goals or expectations from grantors on projects, which some participants attribute to the lack of curriculum space for environmental learning

While participants largely felt that these challenges apply to ENGOs, youth-led ENGOs, non-profits, registered charities, parks and community organizations, we also heard that participants want more funding for environmental initiatives in formal school settings and projects led by youth.

Many participants recommended that the Framework support a whole school approach to environmental learning by funding schools and youth-led teams who want to create initiatives in their own schools and local communities. Participants shared many compelling examples of whole school approaches. In particular, forest schools, EcoSchools, Sustainable Future Schools and schools with strong connections to place-based learning were regarded as powerful examples by many participants.

Participants also called for funding to:

• perform deep retrofits of aging school buildings
• create green schoolyards (for example, schoolyards in line with the Montreal biodiversity pledge, which calls for 30% of lands to be naturalized for species conservation)
• embed green technologies and practices to model pro-environmental behaviours
• provide grant money for teacher programs and projects that enhance quality environmental learning, specifically through climate change education

“To me, a big part of the fed[eral] gov[ernment's] role is about setting the tone and showing how important this work is. As the leaders of the country, showing support and identifying the importance of learning and opportunit[ies] could really help to drive this as a priority at all levels. Also, in order to accomplish proper participation and [provide] opportunit[ies], funding is important, especially for grassroots and community-based organizations.”

“[There is a need for] whole school initiatives that put the onus on every member of the school community: parents, teachers, students, facilities staff, [the] greater community. This helps foster a culture of sustainability and increases buy-in from everyone (Sustainable Future Schools).”

“Schools could [act as] community leaders in the transition to a climate-safe future by providing meaningful learning about the climate crisis, applying innovations to green their infrastructure (i.e., heat pumps, solar panels, electric school buses, active transportation systems), and supporting students to be prepared for, take agency on and engage meaningfully with a changing climate. One way schools could do this is by partnering with municipalities on climate action plans and connecting to a broader civic mission.”

“Environmental Education should be an inspiring undertaking. We need to provide … children of all ages with positive examples of how we can not only sustain but regenerate the landscapes we occupy. Let's go beyond thinking that environmental education is only about reducing harm—it is also about showing what is possible. What inspires. Schools are marvelous places to demonstrate how this could be done.”

Engage Indigenous leadership

We heard from a strong majority of participants that they wish to see Indigenous perspectives informing this work. A majority (88%) of public questionnaire respondents believe that First Nations, Inuit and Métis governments should lead the development of the Framework, followed by K–12 educators, provincial, territorial and federal governments, and youth (see Figure 8 in Appendix D). One written submission stated that “the framework should embed First Nation, Métis and Inuit learning principles throughout,” while another said that there needs to be compensation for Indigenous peoples in the development of the framework. The submission added:

The government needs to be more specific [about] how issues of climate injustice and how Indigenous knowledges will be used to shape environmental literacy programming and curricula, and elucidate on its culturally appropriate/linguistically accessible nature.

There was low representation of Indigenous respondents in the public questionnaire, which reflects the critical need to seek out Indigenous consultation. Further outreach needs to be conducted with Indigenous community leaders, educators, organizations and other experts to ensure that the Framework is guided by Indigenous voices.

“It is imperative that Indigenous leaders and community members [be an] integral part of developing the framework.”

“The framework should take a reconciliation approach, and truth-telling is really important. When we discuss the environment in Canada, I think people have this notion that humans created climate change, but that's kind of insulting as an Indigenous person because we get lumped in with humans, and of course we're humans, but Indigenous people have always [had] an important relationship with caring for the land, so I think having that [be] clear will [allow] the government [to] engage in more relationships with Indigenous people.”

“Environmental education needs to be in line with reconciliation goals and Indigenous land-based education initiatives. Environmental education initiatives should not continue to advance a colonial view of the environment.”

“Prioritize holistic lifelong learning. Look to the First Nations Holistic Lifelong Learning Framework for inspiration.”

“Connect to Elders directly, as these issues are critical and [they] won't be filling out these surveys.”

What's next

The engagements demonstrate overwhelming support for a National Framework for Environmental Learning. Through these engagements, we have gained a better understanding of the current environmental learning landscape, as well as views on principles and objectives that could shape a Framework.

What we heard will help inform the development of a National Framework for Environmental Learning which remains an important commitment for the Government of Canada. We look forward to continuing to work with youth, Indigenous partners, provinces and territories and stakeholders on this imperative commitment.

Acknowledgements

We thank everyone who read the discussion paper and participated in the online questionnaire. The feedback from participants was wide-ranging, detailed, constructive and supportive. Although it was opposing in some instances, in general, it captured the sense of urgency and importance of this work.

We are especially grateful to the participants (including entire stakeholder groups) who spent additional time and effort to email a written submission to the ECCC inbox with their recommendations, critiques, accompanying resources, and guidance based on their experience, expertise and enthusiasm for expanding environmental learning (see Appendix A).

We thank our many partners for their invaluable support throughout this process.

We thank the youth council members and members from youth organizations who gave their time and expertise during the online youth engagement sessions (see Appendix B), and we thank our youth policy advisors for leading these conversations.

We thank the youth participants who took the time to respond to our questions via written submissions at the Métis National Council Youth Summit on Climate Change, Model UN and Vote 16 events. We thank Children First Canada for leading an under-18 youth virtual session, as well as the youth who participated. We thank EcoSchools Canada and their teachers and students for taking part in conversations and youth questionnaires in classrooms all over the country.

Appendix A – Written submission participants

We thank all those who provided written submissions and will consider all input received in the development of the NFEL. Please note that for privacy reasons, the names of individual participants are not included below.

• Accelerating Climate Change Education in Teacher Education (ACCE-TE)
• Avondale Foundation
• Beaverhill Bird Observatory
• British Columbia Climate Action Secretariat
• Camp Kawartha
• Canadian Federation of Agriculture
• The Canadian Network for Environmental Education & Communication (EECOM)
• Canadian Nursery Landscape Association
• Canadian Ornamental Horticulture Alliance (COHA)
• The Canadian Parks and Wilderness Society (CPAWS) / SNAP Canada
• Canadian Wildlife Federation
• Carleton University – a collective of educators in an Environmental and Climate Humanities program at Carleton
• Climate Action and Awareness Fund (CAAF) Recipients (2021)
• Climate Action Newmarket-Aurora
• Climate Reality Canada – member
• Concordia University – Department of Biology
• Ducks Unlimited Canada
• EcoSource
• For Our Kids – Alberta
• For Our Kids – Joint submission with the Canadian Association of Physicians for the Environment and Ecology Ottawa
• The Gaia Project
• GenAction / Canadian Association of Science Centres
• Green Learning Canada Foundation
• The Immigrant Education Society
• Institute of Human Development, Child and Youth Health (CIHR) – Youth Advisory Council
• Lakehead University – Faculty of Education
• Learning for a Sustainable Future (LSF)
• Manitoba Beef Producers
• Nature Education Collective
• OceanWise
• Ontario Ministry of Education
• Open School BC (OSBC)
• Outward Bound
• Prince Edward Island Department of Environment, Energy and Climate Action
• SaskOutdoors
• Shake Up The Establishment (SUTE)
• Sustainability and Education Policy Network (SEPN) and the Monitoring and Evaluating Climate Communication and Education (MECCE) Project
• Sustainable Youth Canada
• Toronto District School Board Environmental Sustainability Community Advisory Committee (TDSB ESCAC)
• University of Toronto – Ontario Institute for Studies in Education (OISE)
• University of Toronto – Ontario Institute for Studies in Education (OISE) – Ph.D. Candidate in the Department of Curriculum, Teaching & Learning
• University of Waterloo – Waterloo Climate Institute
• Wilfred Laurier University – Ph.D. Candidate in the Department of Chemistry and Biochemistry
• York University – Faculty of Education
• York University – Rooted and Rising Lab

Appendix B – Online youth engagement session participants

• Andrew Fleck Children's Services
• Break the Divide Foundation
• Canadian Institutes of Health Research – The Institute of Human Development, Child and Youth Health (CIHR IHDCYH) Youth Advisory Council
• Centre for Global Education
• Cold Lake High School Enviroyals (via Centre for Global Education)
• Ducks Unlimited Canada Youth Advisory Council
• Écosystème Jeunesse Canada
• Environment and Climate Change Youth Council
• Foundation for Environmental Stewardship
• Groupe de recommandations et d'actions pour un meilleur environnement (GRAME)
• Jeunesse22 (Lab22)
• New Brunswick Environmental Network
• Nova Scotia Youth Climate Council
• Outward Bound
• passion2action Youth Empowerment
• People for Education
• Prime Minister's Youth Council
• Sacred Earth Solar
• Saint Malachy's High School (via Centre for Global Education)
• Shake Up The Establishment
• StrongerBC Young Leaders Council
• Sustainable Youth Canada
• Youth Environmental Action Network (YEAN)

Appendix C – Online public questionnaire respondent profile

Note: Some numbers in graphs may not add up to 100% due to rounding.

Appendix D – Summary of key results from online public questionnaire

Questions asked to all public questionnaire participants

Note: Some numbers in graphs may not add up to 100% due to rounding.

Appendix E – Summary of key results from online youth questionnaire

Questions asked to youth under 18 through the EcoSchools teacher-facilitated questionnaire: What environmental topics do you care most about? Select all that apply:

Table 1: Q1. What environmental topics do you care most about? Select all that apply:

Option	Number of responses	Percentages
Waste (i.e., composting, circular economy, consumerism)	64	53%
Energy (i.e., clean energy, energy efficiency)	63	53%
Climate change (i.e., climate science, extreme weather, climate justice)	82	68%
Biodiversity (i.e., pollinators, protecting species at risk)	48	40%
Water (i.e., life below water, water access, water management)	71	59%
Food and agriculture (i.e., sustainable agriculture, eco-friendly meals)	47	39%
Health and well-being (i.e., eco-anxiety, extreme heat, air pollution)	75	63%
Sustainable cities (i.e., sustainable transportation, net-zero buildings)	35	29%
Equity and reconciliation (i.e., Indigenous Ways of Knowing, environmental racism)	68	57%
Other: Transportation (6)	6	5%
Total sample size	120	-

Table 2: Q2. How do you like to learn about the environment?

Option	Number of responses	Percentages
Field trips	87	73%
Projects	57	48%
Community initiatives	30	25%
Leading environmental campaigns	18	15%
Being outdoors	83	69%
Integrated into class lessons	26	22%
Online resources (webinars, games, social media)	52	43%
Documentaries/TV shows/movies	42	35%
Other: Storytelling (2); Learning from an expert/guest speaker (8) Conferences (1); Independent research (1)	12	10%
Total sample size	120	-

Table 3: Q3. Where do you get your information about the environment and climate change?

Option	Number of responses	Percentages
School	93	78%
Friends	19	16%
Family	48	40%
Community (i.e., places of worship, groups, local organizations)	17	14%
Social media	73	61%
Other: Books (7); News (1)	8	7%
Total sample size	120	-

Table 4: Q4. If you get information about the environment from social media, which platforms?

Option	Number of responses	Percentages
X (formerly Twitter)	15	13%
Facebook	11	9%
TikTok	47	39%
YouTube	52	43%
Reddit	9	8%
Tumblr	1	1%
Other: Instagram (21); Pinterest (1); SnapChat (1)	23	19%
Total sample size	120	-

Table 5: Q5. Would you be interested in a green career (i.e., in renewable energy, sustainable agriculture or environmental conservation)?

Option	Number of responses	Percentages
Yes	70	58%
No	30	25%
N/A	20	17%
Total sample size	120	-

Appendix F – Summary of youth event/session questions

Table 6: Question(s) asked to youth under 18 years old at events

Event	Question(s) asked
Children First Canada	What's your favourite outdoor activity? Have you noticed any changes in the weather where you live? Did you ever change your plans because of extreme weather? How do you like to learn about the environment? Favourite environmental topic to learn about How do you like to learn about the environment? What motivates/inspires you in learning about the environment? Where do you get your information? What about social media makes you want go there for information? What does a green job mean to you?
Métis National Council's Youth Summit on Climate Change (April 5 to 7, Ottawa)	What do you want to learn from environmental learning?
Model UN (May 25, 2024, Toronto)	What do you wish you had been taught about the environment?What does environmental learning mean to you?
Vote 16 (May 29, 2024, Ottawa)	What do you wish you had been taught about the environment?

Questions asked to youth 18–30 years old during an online session for the Environment and Climate Change Canada Youth Council (ECCYC) and Prime Minister's Youth Council (PMYC) (this session was conducted last and included a presentation of findings from the other 5 sessions with youth 18–30 years, which is why different questions were asked):

1. In your view, what are the most important elements that should be included (or focused on) in a national framework for environmental learning in Canada?
2. What should a successful national framework hope to achieve?
3. Have you worked on other initiatives with overlapping jurisdictional boundaries? If so, can you share what worked well and what didn't? 
4. Youth have highlighted that there is a wealth of expertise in environmental education in formal and non-formal education sectors across the country but no overarching coordination in program delivery, resulting in access gaps to quality environmental education. How do you think a national framework could help coordinate existing expertise and overcome silos and funding scarcity?
5. Youth have emphasized the need for a national Framework but are skeptical about implementation. How do you think we can ensure buy-in from all stakeholders, as well as meaningful implementation and longevity for the Framework?

Questions asked in the other 5 sessions conducted with youth 18–30 years old:

1. Do you know what environmental learning is? (Yes or No)
2. What has been your experience with environmental learning?
3. How did you learn, or are still learning, about the environment?
4. Is environmental learning important for you and your community? Why or why not?
5. What do you think are the barriers to advancing environmental learning in Canada?
6. How could youth organizations like yours help bring a cohesive vision of environmental learning across Canada?
7. What are some examples of initiatives by organizations or individuals that could be scaled at a national level?
8. What outcomes would you like to see from a National Framework for Environmental Learning?