Environmental education cannot be stronger than the support given to the people expected to teach it. Teachers need accurate content, age-appropriate methods, confidence with uncertainty and practical tools for connecting global environmental science with local experience.
Environmental science may be global, but people learn through language. Making accurate environmental knowledge available in more languages expands access, improves local relevance and helps prevent technical concepts from becoming the property of only those who read specialist English.
A programme is not successful merely because lessons were delivered, booklets were distributed or children attended an event. Educational evaluation should ask what learners understood, retained and became able to explain or apply.