The teaching of ecosystem services in primary and secondary education: A systematic review

Abstract

The concept of ecosystem services (ES) is gaining increasing prominence in the scientific and technical field and is therefore being incorporated into students’ education within the domain of environmental education. This study presents a literature review in the Web of Science (WoS) and Scopus databases aimed at describing the current state of research on the use of this concept in the environmental education of primary and secondary school students. The PRISMA methodology was applied, resulting in the selection of 23 articles. Scientific production in this area remains limited, although it has increased over the past four years. In contrast to general trends in environmental education, Europe—rather than North America or Australia—emerges as the most prolific region in this line of research. Moreover, publications are more frequently found in environmental and ecological journals than in education journals. Instructional teaching methodologies achieve learning outcomes related to the acquisition of knowledge about ES. More dynamic methodologies of active participation, which incorporate activities in natural environments, not only develop skills for interpreting ecosystems and ecosystem services but also foster attitudes of commitment towards their conservation and protection. Methodologies that include games and artistic and creative expression further reinforce these outcomes and stimulate empathy towards nature, particularly when cultural ecosystem services and the concept of Nature’s Contributions to People are addressed. Greater interaction between the fields of education and sustainability is needed to improve learning outcomes and to effectively integrate ecosystem services into formal education.