Thank you to everyone who helped make the Canadian Forum for Environmental Education Leadership a success!

March 18-19, 2025

The 2025 Canadian Forum for Environmental Education Leadership took place at the Canadian Museum of Nature in Ottawa.

Over 100 participants from across Canada attended the Forum, which was co-convened by EECOM, the Canadian Commission for UNESCO and Environment and Climate Change Canada, with support from other key institutions in the space of Nature education.

Thank you for the team at ECCC for providing the following Forum summary:

The Canadian Forum for Environmental Education Leadership was a high impact gathering to bring together partners and stakeholders from various sectors to cultivate leadership and align efforts to mainstream environmental education across Canada. The Forum focused on 1) finalizing the National Framework for Environmental Learning (NFEL) and 2) next steps for implementation through cross-sector partnerships for greater collective impact.

Day 1 – Perspectives on Environmental Education

Dominique Tremblay, Director General at ECCC and Former Deputy Minister of ECCC, Christine Hogan opened the Forum by speaking to the importance of impactful collaboration – a theme that would recur often throughout the forum. 

Following their remarks, Maya Eyssen (Manager, Children and Youth Affairs, ECCC) and Dr. Alysse Kennedy (Researcher, Environmental Education, Outdoor Learning School) presented an overview of the NFEL, highlighting the 5 key pillars; flourishing learning spaces, strengthening green skills, expanding educator capacity, developing data and research, and growing green communities. They also explained that the creation of the draft NFEL was developed collectively, and that the Forum is not the end of brainstorming – all are invited to join the National Environmental Learning Leadership Community of Practice to continue the conversation.

A real highlight of the day was hearing from the student delegation from the Centre for Global Education. Their grounded yet bold ideas, enthusiasm, and passion lifted the spirits of most in the room. Their priorities included real-world action and behaviour change, local impact metrics in every school board, nationwide youth-focused Eco-skills index, cross-cultural collaboration, industry-city emissions reduction pledge, and national inter-school conservation alliances. They shared 3 calls to action while closing: 1) elevate youth voices, ensuring students are partners in developing environmental programs; 2) investing in inclusive spaces (land-based classrooms, urban corridors, low-cost resources); and 3) building lasting connections (support ongoing partnerships with all).

In the subsequent panel, international panelists discussed how environmental education is increasingly recognized as essential for preparing students. This recognition is reflected in global efforts like the UNESCO Greening Education Partnership, the Climate Education Declaration at COP28, and integration into national curricula and international assessments such as PISA. 

Next, participants engaged in a workshop to find common ground on what quality environmental learning is and how to measure success. Across the tables, participants agreed that quality environmental learning is hands-on, locally and culturally responsive, collaborative and community-engaged, empowering and actionable, integrated across curricula, grounded in evidence, and ongoing. Common measures of success included integration of programs for teachers and students, the creation of strategies and standards, and nationwide collaboration.

In the afternoon of day 1, participants heard from CCUNESCO Programme Officers Sergio Rodriguez and Barbara Filion along with Shannon Leddy, Associate professor with the University of British Columbia about Indigenous Land-Based Education. A key takeaway is that we must shift our mindsets from thinking that the land belongs to us to a mindset that we belong to the land, and the importance of understanding these relationships to be stewards of the environment.

After that, it was time to think about how to implement the NFEL. Each table analyzed an existing example of a framework or leaner outcomes for environmental learning to adapt them to age groups or local realities. Despite the diverse frameworks, participants identified common elements essential for implementing the NFEL: Indigenous and place-based foundations, hands-on learning, youth agency, adaptability, systemic support, and the development of critical thinking skills.

Finally, a group of students from the CGE delegation concluded the day by sharing what they heard throughout the process. One takeaway from day 1 was the importance of reciprocal behaviours, or in other words, what we take we have to give back. They also reiterated an idea shared at the beginning of the day; impactful collaboration within, between, and beyond communities, is essential to environmental learning across Canada. 

Day 2 – Environmental Education in Motion

To start day two, participants heard from a panel of education professionals discussing research, policy, and practice. Barriers identified included significant gaps in school boards having climate action policies, a lack of dedicated coordinators for environmental education (particularly for hands-on experiences),  and the burden on teachers due to overcrowded curricula and insufficient skills. However, panelist Janice Williams (Ontario Certified Teacher and independent educational consultant) pointed out that if doing more is not realistic, then doing differently must be, further noting that a National Framework could be the lighthouse that centers us and points us in a direction to align regional, local, national priorities in the direction of change.  

Participants then worked in groups to map out existing initiatives in environmental learning. Within their groups, they shared a wide range of initiatives for environmental learning, including building green skills, generating community action, collaborating with others, facilitating hands-on learning, advocacy work, and more.  

After lunch, each table built on their mapping to identify gaps in environmental learning. Above all, silos, funding, a lack of teacher capacity through crowded curricula, insufficient or non-existent teacher training, and access to inspiring outdoor learning spaces were common issues identified for the field. 

During the subsequent career pathways panel, panelists shared that there is a growing demand in environmental work (especially in particular sectors like electricity), and that youth want to work in green careers. They also shared that career opportunities in the environmental sector are diverse (trades, business, natural and applied sciences, education, etc.). Whether students hear about these opportunities was also raised as an issue. 

During the final segment of the day, the Forum heard from astronaut David Saint Jacques as he described his time in space and had a conversation with students from the CGE delegation. The message coming out of their conversation was clear: there is no alternative but to care for Earth, and empowering youth—through policy, curriculum reform, and real opportunities—is essential for building a sustainable and equitable future for all. 

What’s next?

The Framework is evolving thanks to the input received during the forum. ECCC is continuing to work with partners and stakeholders to develop an implementation plan that outlines specific targets and assessment criteria to measure success. To continue the conversation, EECOM and the Canadian Association of Zoos and Aquariums (CAZA) host a National Environmental Learning Leaders Community of Practice monthly meeting open to all environmental education partners and stakeholders.