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This study explores the integration of Participatory Action Research (PAR) with children in the context of UN Sustainable Development Goals (SDGs) education. While SDGs have become prevalent in environmental and sustainability curricula, they lack a comprehensive pedagogical framework and explicit promotion of eco-justice. Through a qualitative analysis of grade 5 and 6 students' engagement with PAR, we demonstrate how this approach aligns with eco-justice principles and SDG-based learning. PAR empowers students to take charge of their research and learning, fostering agency and critical thinking. By offering a methodologically sound pedagogical approach that combines PAR with SDGs, this study contributes to the development of more effective and inclusive environmental and sustainability education practices, addressing the limitations of current SDG-focused teaching methods