What is it about?
Museums, science centres, zoos, and aquariums can play a big role in teaching people about sustainability. But these places often don’t have a clear definition of what sustainability means for their own work and strengths. In this article, we create a practical definition that fits the unique character of these institutions. We build it by looking at research on sustainability and at what each type of institution does best. From this, we identify the special ways each can contribute to sustainability education. The result is a set of clear, tailored guidelines to help each kind of institution organise and strengthen its sustainability work. We end by discussing what this could mean for the future of sustainability education.
Featured Image
Photo by kazuend on Unsplash
Why is it important?
Out-of-school science education institutions reach millions of people each year, yet their potential to promote sustainability is not fully realised, partly because they lack a definition of sustainability tailored to their strengths and roles. Without this clarity, their efforts risk being fragmented or generic. This research is unique because it creates a practical, institution-specific model for sustainability education, grounded in both theory and the realities of museums, science centres, zoos, and aquariums. It is timely because the urgency of the climate and biodiversity crises demands that all parts of society, including these influential institutions, contribute in ways that play to their unique capabilities. For readers, whether researchers, educators, or practitioners, this work offers a framework and concrete guidelines that can help design more effective, relevant, and impactful sustainability initiatives. By aligning each institution’s work with its distinctive strengths, the model can lead to deeper public engagement and more meaningful learning about sustainability.
Perspectives
For years, we’ve been frustrated by how often sustainability communication, even in otherwise excellent science education settings, feels like a missed opportunity. Too many exhibitions fall back on generic text panels, oversimplified diagrams, or disconnected messaging, instead of building on what these institutions do best—sparking curiosity, telling powerful stories, and creating memorable, sensory experiences. Some of this stems from a deeper problem: a lack of clarity about what “good” sustainability communication actually looks like in a museum, science centre, zoo, or aquarium. Without a shared, operational definition that aligns with each institution’s strengths, well-intentioned efforts risk becoming ineffective or even counterproductive. This research is our attempt to move beyond frustration and towards solutions—by offering a framework that helps institutions connect their unique qualities with the urgent task of sustainability education.
Dr. Marianne Achiam
University of Copenhagen
Read the Original
This page is a summary of: Sustainability in out-of-school science education: identifying the unique potentials, Environmental Education Research, March 2021, Taylor & Francis,
DOI: 10.1080/13504622.2021.1893662.
You can read the full text:
Contributors
The following have contributed to this page
