Pedagogical Strategies for Teaching Environmental Literacy in Secondary School Education: A Systematic Review

Environmental literacy is essential for preparing students with the knowledge, skills, and dispositions to address pressing environmental challenges. This systematic literature review examines how pedagogical approaches used in secondary education foster students’ environmental literacy. The review enriches the current literature by shifting attention away from the predominant focus on higher education and providing new empirically grounded insights into the effectiveness of classroom practices in enhancing students’ environmental literacy at the secondary education level. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, 22 peer-reviewed studies published between 2010 and 2024 were identified through Web of Science, Scopus and ERIC. The analysis is guided by Joyce and Calhoun’s taxonomy of teaching models and the conceptualization of environmental literacy developed by the North American Association for Environmental Education (NAAEE). Findings show that strategies grounded in the social family and information-processing models of teaching were most frequently used, reflecting a pedagogical shift toward collaboration, critical thinking, and active engagement, yet a significant gap remains in cultivating environmentally responsible behavior (ERB). The review highlights the need for pedagogical designs that support the integration of every dimension of environmental literacy. It further emphasizes culturally responsive approaches and systematic investment in teacher professional development as critical conditions for pedagogical success.