In a groundbreaking study recently published in the Journal of Museum Education, researchers have embarked on an intricate exploration of the self-efficacy of informal science educators tasked with facilitating youth-led civic engagement projects focusing on environmental issues. Spearheaded by Megan Ennes of the Florida Museum of Natural History alongside undergraduate research assistant Elle Henson at the University of Florida, the investigation delves into the complex perceptions educators hold regarding their capabilities to steer young participants through environmental civic action endeavors. This research arrives at a pivotal moment when youth engagement in environmental advocacy is increasingly recognized as vital for addressing the accelerating climate crisis.
The study centers on a professional development initiative linked to the Community Action Projects for the Environment (CAPE) curriculum, a framework rooted in Earth Force’s Environmental Action Civics model. CAPE empowers youth aged 11 to 18 by providing a structured pathway to identify local environmental problems, conduct in-depth research on their root causes, engage meaningfully with policymakers and community decision-makers, and advocate for impactful change. This curriculum represents a nuanced pedagogical approach aimed at transforming young learners into active agents of environmental stewardship within their communities.
Central to the research was the interrogation of informal educators’ confidence in guiding these civic projects. Such educators—found in museums, science centers, zoos, and other informal educational settings—are uniquely positioned at the intersection of science communication and community engagement. Nevertheless, their own preparedness and self-efficacy in facilitating advocacy-focused civic engagement, which demands competencies distinct from traditional environmental education, have been largely underexamined until now. The study thus fills a critical gap by assessing the confidence levels of those educators expected to catalyze youth-led environmental movements.
Methodologically, the research engaged 79 informal educators who partook in CAPE workshops designed to enhance their capabilities for leading civic action projects. Utilizing a pre- and post-workshop survey format, participants rated their confidence across dimensions such as fostering civic engagement, employing inclusive learning strategies, and supporting youth-driven environmental interventions. The survey deployed a 16-item Likert scale to capture nuanced shifts in self-efficacy, complemented by qualitative responses to understand educators’ resource needs. Despite logistical challenges in securing full survey participation, the data collected provided a robust foundation for evaluating changes in educators’ self-perceptions.
One of the study’s most compelling and unexpected findings was a slight but non-significant decrease in educator confidence following the workshops. This counterintuitive result points to an intricate dynamic: many educators initially conflated civic engagement with service learning, where projects tend to emphasize short-term, individual hands-on activities. However, CAPE’s advocacy-based framework requires long-term commitment, strategic policymaker engagement, and community organizing skills. As educators recalibrated their understanding of what civic engagement entails, a momentary dip in self-efficacy surfaced, possibly reflecting heightened awareness of the challenges inherent in these complex projects.
Despite this apparent drop in self-assurance, the findings underscore an enduring enthusiasm among informal educators for facilitating youth-led civic action. Their belief in young people’s potential to drive substantive environmental reforms remains robust. Participants articulated a strong sense of mission about the importance of empowering youth to engage with pressing ecological concerns in their communities. This enduring commitment is a promising indicator that, with targeted support, educators can overcome initial uncertainties to become effective facilitators of environmental advocacy.
However, the study also illuminated substantial barriers that educators face in the implementation of such civic engagement curricula. Key obstacles identified include insufficient time within existing program structures, lack of adequate resources tailored for diverse learner needs, and the absence of comprehensive strategies to foster equitable participation. Addressing these roadblocks is essential to realize the full potential of community-centered environmental education programs like CAPE. The insights gathered point to systemic challenges that extend beyond individual educator confidence to institutional and structural dimensions.
In response to these findings, the research team has emphasized the necessity of refining and enhancing professional development programs to better equip informal educators for their pivotal roles. This entails not only deepening educators’ conceptual understanding of environmental civic engagement but also providing practical strategies for creating inclusive, supportive learning environments. Workshops and training modules must incorporate methodologies that reinforce educators’ abilities to guide students in advocacy efforts, from effective communication techniques to strategic community engagement practices.
At the core of these enhanced training efforts lies a focus on dismantling misconceptions about civic engagement and differentiating it clearly from related but distinct educational approaches like service learning. By fostering clarity, educators can develop realistic self-assessments of their skills and, consequently, targeted professional growth plans. The research advocates for ongoing mentorship and peer support networks to sustain educator motivation and confidence as they navigate the demanding terrain of environmental civic facilitation.
This research contributes crucial empirical data to the growing discourse on environmental education, particularly within informal settings that often provide innovative avenues for science learning outside traditional classrooms. It highlights the significance of educator self-efficacy as a determinant of successful youth engagement in civic action and environmental problem-solving. By understanding the psychological and practical challenges informal educators face, institutions can tailor support mechanisms that enable sustained youth involvement and amplified community impact.
Moreover, the study’s revelations regarding the cognitive recalibration that educators undergo when confronted with the authentic demands of civic action projects have implications for curriculum design, educator recruitment, and evaluation metrics. Realistic expectations and ongoing capacity building emerge as critical factors for fostering durable educator participation and efficacy in facilitating youth advocacy on environmental issues. The work thus provides a blueprint for aligning educational frameworks with the evolving landscape of environmental challenges and civic engagement strategies.
In sum, this investigation presents a nuanced portrait of informal educators’ journeys as they grapple with their evolving roles as civic facilitators amidst an environmental urgency. While initial confidence may ebb as deeper insights emerge, commitment to youth empowerment and environmental stewardship remains a galvanizing force. By integrating research-informed training enhancements and systemic resource support, the informal education sector can reinforce its vital function in nurturing the next generation of environmentally engaged citizens prepared to enact lasting, community-driven change.
The ongoing collaboration between the Florida Museum of Natural History and supporting entities such as the North American Association for Environmental Education (NAAEE) and the U.S. Environmental Protection Agency (EPA) through the ee360+ program signals a promising trajectory for advancing education models that marry science learning with civic activism. The study’s outcomes not only inform these initiatives but also offer transferable lessons for similar programs nationwide and globally. Empowering informal educators thus stands as a critical leverage point in confronting the climate crisis through informed, action-oriented youth participation.
As environmental challenges mount, fostering educator readiness is paramount to enable science communication that transcends awareness and fuels tangible community engagement. This study’s insights invite deeper dialogue, investment, and innovation in the informal science education arena. They signal that successful implementation of civic action curricula demands an ecosystem of informed educators, resource availability, and systemic support to catalyze empowered youth voices shaping a sustainable future.
Subject of Research: Self-efficacy of informal educators facilitating youth civic engagement projects focused on environmental issues.
Article Title: Informal Educators’ Self-Efficacy for Facilitating Youth Civic Engagement for the Environment
News Publication Date: 27-May-2025
Web References:
10.1080/10598650.2025.2466227
Image Credits: Florida Museum of Natural History
Keywords: Climate change, Museums, Education, Education research, Teacher training, Science teaching
