We share a story about a katitjin bidi, a learning journey in a bioregion with a multimillennial Aboriginal history. As part of this katitjin bidi, three environmental educators implemented a place-based pedagogy called ‘becoming family with place’, while a fourth participated in the preplanning and final reflective stages. Our story includes cycles of ways of knowing, resulting in an enriched practice of being-with our place. Our story is underpinned by Aboriginal epistemologies to reimagine regenerative futures linked with those of ‘the long now’ — the past, present and future here now. Ours is a particular story that lives in a particular southwest place. There are layers of meanings that live right across the landscapes in the southwest of Australia — and many of them are hiding in full view. You might like to try this pedagogy in school learning, teacher education, and community education contexts.

The ecological crisis has been traced to a rupture in the human-nature relationship, which sees the natural world as inert materials that serve human utility. This prevailing sense of separation is thoroughly embedded in Western culture through engrained metaphors that reinforce a view of the Earth as a subject of human mastery. To counter the disjuncture between humans and nature, some theorists have suggested a unitive view of nature, while others have argued for more expansive forms of identification that engender a more responsive ecological ethics. Despite these efforts, the human-nature dichotomy remains a perennial issue of debate, especially for environmental educators who strive to cultivate a more harmonious relationship with the earth. This article examines the Zen Koan (case or example) as a pedagogical innovation that hones the learner’s ability to entertain opposing propositions. Humans are both united with and separate from nature at the same time. The Koan encourages an epistemological fluidity and openness to ambiguity that can enrich and deepen inquiry. In the context of environmental education, this contemplative approach to investigation can complement immersive pedagogies that enjoin somatic and sensory experience in explorations of the natural world.

Regenerative farming offers the promise of rapid carbon sequestration at global scale. Also called regenerative agriculture, it is largely absent in social science environmental discussions. Learning and teaching about regenerative farming has been left outside educational channels at many levels until now. Pastoral farmers themselves have been at the forefront of a renewal movement educating other land users how to farm beyond conventional Western modern systems. Regenerative farming challenges ‘industrial’ or ‘capitalist farming’ models that continue to degrade natural systems across the world’s pasturelands. This article describes ground-up learning processes and value propositions of farmers involved in regenerative farming. They see it as a solution to the normative shift in recent decades positioning farmers as ‘bad guys’: reducing biodiversity, degrading land systems by erosion and excess fertilisers, over-using water catchments and lowering water quality for urban communities. Understanding the claims and potential of regenerative farming enables environmental educators to be more specific in identifying potential strengths, without neglecting academic evaluation and critique to bear on this strategic climate innovation.

This paper outlines adult learning in the space of an important campaign against mining for coal seam gas (CSG). Recently, the government of Victoria became the first state to ban fracking for CSG in Australia. This significant legislative outcome could not have been achieved without the concerted campaigning of activists through the Lock the Gate Alliance (LTGA), in Central Gippsland. The campaign is mainly composed of circumstantial activists who have come together due to the serious threat from fracking to the quality of their land and water supply. This case study research examines adult learning in the field of a campaign. The findings from this research make clear activists learn to think critically about the environment and the impact of fracking for CSG. They learn communication skills, group work and networking skills. They develop a feel for the game of activism by learning informally through socialisation with experienced activists from the LTGA and the Environmental Non-Government Organisation Friends of the Earth (FOE). In turn, FOE resource the coalition and provide opportunities for both informal learning and nonformal learning to the protestors. Drawing on Bourdieu’s writing on practice, this paper outlines practices within the LTGA field that are influential in the knowledge and skill development of the activists.

The rationale for including sustainability in Higher Education curriculum has been made clear, yet how to facilitate effective learning in this field has received less research attention. This article focuses on approaches to the ‘framing’ of sustainability in curriculum design as a tool for educators to contextualise sustainability concepts and practices to engage learners within traditional disciplines where sustainability studies are still relatively novel, and therefore, not embedded within existing disciplinary ‘frames’. The article draws together findings from a qualitative study of four undergraduate sustainability courses to provide initial insight into different framings of sustainability and student experiences within the courses. Drawing on an analysis of empirical data and theory, this article argues that the way sustainability is framed may assist in addressing barriers in the uptake of sustainability by teachers and students in Higher Education. Framing has the potential to support student engagement with sustainability courses and the integration of sustainability within degree programs and professional practices. The findings also indicate that framing, and its effect on learning, are shaped by both the presentation of content and also, more importantly for transformative learning, the pedagogy underpinning the curriculum design.

By simply modifying management decisions towards an environmentally friendly approach, organisations can minimise their negative operational impacts on the environment. A key question is whether a manager’s pro-environmental decision-making behaviour can be determined by their personal characteristics. Our study hypothesised that three core attributes (personal values, attitudes, and subjective norms) of a person can predict their future pro-environmental behavioural intention — the closest proxy of actual pro-environmental behaviour. Using the theoretical lenses of Value-Attitude-Behaviour theory (VAB) and Value-Belief-Norm theory (VBN), we examined the roles of three core attributes of future business leaders (MBA students) on their intention to behave pro-environmentally. The results of structural equation modelling indicate that future managers’ environmental values, attitudes, and subjective norms are positively associated with their intentions related to pro-environmental behaviour. Mediation test of the structural model further indicates that environmental attitudes mediate the link between personal values and intention; however, subjective norms does not. Our results imply that effective recruitment and selection mechanisms may incorporate these attributes to assist organisations in the identification of environmentally responsible business leaders. By hiring environmentally responsible managers, organisations will be able to better fulfil their commitment towards sustainability outcomes.