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What could the future of environmental learning look like?

Everyone has the right to learn about the environment, to understand how they can think and live more sustainably for a healthy, prosperous future.
However, currently the environmental education system is significantly limited because it’s not inclusive or accessible to all, and there are unspoken truths of climate hypocrisy. Ultimately, this can restrict who, and how many of us, are engaged in the environment, and it could delay our ability to reach net-zero.  
It is important to note that environmental learning does not just apply to educational institutions or curriculums. Whether you are a sustainable business or environmental charity providing resources, a student actively studying these subjects, or a communicator sharing different environmental experiences through the power of storytelling, we can all play a part in taking action to make environmental learning more effective. 
So, in this post, through using the key example of field trips, we will be discussing both the current challenges embedded in the education system as well as the possible opportunities to reimagine the future of environmental learning.

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Firstly, the way in which we learn about the environment may not be as sustainable as you may expect. 
Across the education sector, field trips act as the cornerstone of many environmental subjects, such as Geography. The carbon emissions associated with these field trips have rarely been managed and have the potential to play a considerable role within the wider carbon footprints of educational institutions. One study found that, in higher education, one of the largest sources of travel emissions came from student fieldtrips (Hoolohan et al. 2021), with other significant sources from wider research and staff conference travel. A general trend has also shown that the number of exotic field trips abroad have increased as they can be seen as a competitive advantage or recruitment tool to attract more students to a course (LSE, 2019); indicating that this challenge may worsen, despite the fact that more and more Universities are declaring ‘climate emergencies’. 
However, since fieldtrips globally were cancelled or postponed over the recent years due to the COVID-19 pandemic, it has given rise to research opportunities to assess the role and application of digital learning. Specially, Earth Minutes partnered with Durham University to trial a Digital Fieldtrip Experience (DFE), <a href="https://www.earthminutes.co.uk/projectrenu" target="_blank" rel="noopener">‘Project RENU’</a>, which can be defined as a web platform using a mixed-media approach (i.e. cinematography, 360-video and article resources) to explore an immersive digital environment. In summary, this project found that although DFEs should never be used to replace all fieldtrips, when they are provided as an optional opportunity or alongside local-based trips, they can provide enhanced experiences that you cannot get in-person and there are significant carbon footprint reductions.  
Within the same study (<a href="https://www.earthminutes.co.uk/projectrenureport" target="_blank" rel="noopener">Project RENU Report, 2022</a>), a collaborative survey with Students Organising for Sustainability (2022) found that out of the 7,761 UK students who took part, only 24% said they take into account the environmental impact of fieldtrips when deciding whether to participate. Crucially, this highlights the lack of conversation behind how, and why, we should learn about the environment in a fundamentally sustainable way. Without engaging people in this, there is the risk of having the indirect social impact of normalising negative environmental behaviours, such as normalising flying as a form of transport (Flight Free UK, 2019). So, redesigning the way in which we learn about the environment could ensure that we encourage more sustainable lifestyles in the long term, alongside driving climate action through carbon footprint reductions.

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Another challenge to address is the physical and financial accessibility of environmental learning, as well as its overall inclusivity. 
Over the last few years, studies have continued to expose how the common activities associated with environmentally-focussed subjects, from fieldtrips, fieldwork and forest school activities, do not accommodate those with physical disabilities (Stainfield et al., 2010; Çaliskan, 2011). Whilst globally, there are 1 billion people living with some form of disability making up 15% of the global population (The World Bank, 2021), so this inevitably prevents a significant proportion of society from participating in environmental learning. Moreover, people can also be excluded by the cost of these activities, such as the costs of equipment and travel (Stokes et al., 2012), which has unfortunately led to it being widely recognised that the subject of Geography tends to attract fewer young people from financially disadvantaged backgrounds (Dorling, 2020). 
Importantly, alongside the need to make environmental learning more accessible, we need to make it inclusive regardless of race or gender. A study by Black Geographers (2021) found that in 2018 only 1.7% of all enrolling Undergraduate Geography students in the UK identified as Black, and specifically across Oxbridge less than 3 Black students were admitted to study geography. This will inevitably have a detrimental societal and environmental impact because through restricting the accessibility and inclusivity of environmental learning, it will go on to decrease the overall diversity and overall participation in the sustainably sector as a whole. 
Fundamentally, we cannot make effective environmental decisions or drive impacting environmental change without a diverse range of people, bringing a board range of ideas and experiences. So, environmental learning must be re-designed with those marginalised at the forefront because environmental learning should be available to all.

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Lastly, the environment relates to anybody and everybody. As humans, we must sustain the planet to sustain ourselves. 
However, particularly within the education sector, the subject of the environment is often incidentally labelled as more of an ‘interest’. It could be argued that this is down to the way environmental topics have historically been restricted to Geography- and Science -based subjects only. This results in an element of exclusivity, causing people to feel that environmental topics may not be as relevant to them. This could go on to impact the way people interact or perceive the environment throughout the rest of their lives. 
This has been reinforced by a recent survey by Teach the Future (2022), who asked 4,690 secondary teachers across the UK about how climate change has been embedded within different subjects. As a result, only 7% of teachers found that this was happening within Maths, 17% for English, 19% for Art &amp; D&amp;T, 27% for languages, 28% for History and 45% for Religious Studies. With this, to fully embed climate change within the curriculum, we need all teachers to be trained to talk about the climate crisis in a way that&#8217;s relevant to their subject and their students&#8217; lives (Teach the Future, 2021). For example, through indirectly promoting and encouraging positive environmental behaviours and awareness, such as using climate change extracts in English. 
Ultimately, for environmental learning to have the greatest impact, we must make sure that environmental education exceeds the boundaries of Geography and Science because everyone has the right to be provided with the sufficient tools to live and think more sustainably.

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To make environmental learning more effective, field trips are definitely not the sole challenge or solution, but they can be an important place to start. Beyond field trips, whether you are an individual, school or university, business or charity, we can all take steps to drive the future of environmental learning: 
<ul>
<li style="font-weight: 400;" aria-level="1">Be a part of the discussion and learn more – here are a few helpful resources: 
<ul>
<li style="list-style-type: none;">
<ul>
<li>Teach The Future <a href="https://www.instagram.com/_teachthefuture/" target="_blank" rel="noopener">(@teachthefuture)</a> &#8211; ‘Teaching The Future’ (2022): <a href="https://www.teachthefuture.uk/research" target="_blank" rel="noopener">here</a></li>
<li>SOS-UK <a href="https://www.instagram.com/sosuk_charity/" target="_blank" rel="noopener">(@sosuk_charity)</a> &#8211; ‘Sustainability Skills Survey’ (2022): <a href="https://www.sos-uk.org/research/sustainability-skills-survey" target="_blank" rel="noopener">here</a></li>
<li>Black Geographers, <a href="https://www.instagram.com/blackgeographers/" target="_blank" rel="noopener">(@blackgeographers)</a> &#8211; ‘Participation of Black Students in Geography’ (2021): <a href="https://www.blackgeographers.com/pages/black-students-in-geography" target="_blank" rel="noopener">here</a></li>
<li>Wild Ability <a href="https://www.instagram.com/wildability_/" target="_blank" rel="noopener">(@wildability_)</a></li>
<li>Earth Minutes <a href="https://www.instagram.com/earthminutesuk/" target="_blank" rel="noopener">(@earthminutesuk)</a> &#8211; ‘Project RENU: Field trips For Future’ (2022): <a href="https://www.earthminutes.co.uk/projectrenureport" target="_blank" rel="noopener">here</a></li>
</ul>
</li>
</ul>
</li>
<li style="font-weight: 400;" aria-level="1">Volunteer or start a campaign – join <a href="https://www.sos-uk.org/act" target="_blank" rel="noopener">SOS-UK</a> and <a href="https://www.teachthefuture.uk/an/volunteer" target="_blank" rel="noopener">Teach The Future</a>!</li>
<li style="font-weight: 400;" aria-level="1">Design more sustainable and inclusive learning tools, like Digital Field trip Experiences, with Earth Minutes. Get in touch to find out more: <a href="mailto:contact@earthminutes.co.uk" target="_blank" rel="noopener">contact@earthminutes.co.uk</a></li>
<li style="font-weight: 400;" aria-level="1">Take control of the carbon footprint behind your environmental research, lesson or field trip. 
<ul>
<li style="list-style-type: none;">
<ul>
<li style="font-weight: 400;" aria-level="1">Sustainable Travel &#8211; Search for the most sustainable route via RouteZero: <a href="https://routezero.world/#/" target="_blank" rel="noopener">here</a></li>
<li aria-level="1">Digital Sustainability &#8211; Learn about digital carbon emissions and sustainable web design; <a href="https://sustainablewebdesign.org/" target="_blank" rel="noopener">here.</a> Estimate the carbon footprint of your webpage: <a href="https://www.websitecarbon.com/" target="_blank" rel="noopener">here</a></li>
<li aria-level="1">Carbon Offsetting &#8211; Minimise your carbon emissions from source and offset where carbon emissions cannot be avoided: <a href="https://ecologi.com/" target="_blank" rel="noopener">Ecologi</a>, of course!</li>
</ul>
</li>
</ul>
</li>
<li aria-level="1">Let’s engage more people in the environment, to push beyond the boundaries of Geography &amp; Science!
<ul>
<li style="list-style-type: none;">
<ul>
<li aria-level="1">Take a Climate Course with AimHi: <a href="https://www.aimhi.earth/climate-course" target="_blank" rel="noopener">here</a></li>
<li aria-level="1">Need learning resources? Go to the Earth Minutes YouTube channel: <a href="https://www.youtube.com/channel/UCEBXns1TSLWmHTGujl5VRoQ" target="_blank" rel="noopener">here</a></li>
</ul>
</li>
</ul>
</li>
</ul>

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Black Geographers (2020). Participation of Black Students in Geography. Found at: <a href="https://www.blackgeographers.com/pages/black-students-in-geography" target="_blank" rel="noopener">https://www.blackgeographers.com/pages/black-students-in-geography</a>
Çaliskan, O. (2011) Virtual field trips in education of earth and environmental sciences. Procedia – Social and Behavioural Sciences, 15, 3239-3243.
Dorling, D. (2020) Geography and the Shifting Ratios of Inequality – University, A levels and GCSEs in 2020. Found at: https://www.dannydorling.org/?p=7945
Earth Minutes (2022) Project RENU – Fieldtrips For Future. Edited by Askew, E. Available online at: <a href="http://www.earthminutes.co.uk/projectrenureport" target="_blank" rel="noopener">www.earthminutes.co.uk/projectrenureport</a>
Flight Free UK (2019) “I refused to fly for my university field trip&#8221;: MSc student Abi Whitefield refused to go on her University field trip, despite it being a compulsory part of her course. Found at: <a href="https://flightfree.co.uk/post/i-refused-to-fly-for-my-university-field-trip/" target="_blank" rel="noopener">https://flightfree.co.uk/post/i-refused-to-fly-for-my-university-field-trip/</a>
Hoolohan, C., C. McLachlan, C. Jones, A. Larkin, C. Birch, S. Mander, and J. Broderick. 2021. Responding to the climate emergency: How are UK universities establishing sustainable workplace routines for flying and food? Climate Policy 21 (7):853–67. doi: 10.1080/14693062.2021.1881426.
LSE (2019) Rethinking Field trips. Found at: <a href="https://blogs.lse.ac.uk/highereducation/2019/09/16/rethinking-field-trips/" target="_blank" rel="noopener">https://blogs.lse.ac.uk/highereducation/2019/09/16/rethinking-field-trips/</a>
Stainfield, J. et al. (2010) International Virtual Field Trips: a new direction? Journal of Geography in Higher Education, 21 (2), 255-262.
Stokes A. et al. (2012). Enabling remote access to fieldwork: Gaining insight into the pedagogic effectiveness of ‘direct’ and ‘remote’ field activities. Journal of Geography in Higher Education. 36 (2). 197–222.
Teach the Future (2022) Teaching the Future: <a href="https://drive.google.com/file/d/1DYNmcsQ5cM9iKdcjNL4riRGaK75Za2Ac/view" target="_blank" rel="noopener">https://drive.google.com/file/d/1DYNmcsQ5cM9iKdcjNL4riRGaK75Za2Ac/view</a>
Teach the Future (2021) Teaching the Future. Found at: <a href="https://www.teachthefuture.uk/teacher-research" target="_blank" rel="noopener">https://www.teachthefuture.uk/teacher-research</a>
The World Bank (2021). Disability Inclusion. Found at: <a href="https://www.worldbank.org/en/topic/disability#1" target="_blank" rel="noopener">https://www.worldbank.org/en/topic/disability#1 </a>

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UK Voluntary Carbon Market Guide: Best Practices for Climate Action

The voluntary carbon market plays an important role in corporate climate strategies – but its effectiveness relies on buyers doing due diligence and rigorous quality assessment on each project, as well as placing the purchase of credits in the right place in the climate journey.
To ensure meaningful climate impact, businesses must develop a comprehensive carbon strategy and find ways to fund only high-quality credits in the voluntary carbon market – and this guide shows you how to do so with Ecologi.

<h2>Table of contents</h2>
<ul>
<li>When to buy carbon credits</li>
<li>Our new carbon projects assessment framework</li>
<li>Ecologi&#8217;s core due diligence principles</li>
<li>How Ecologi scores and ranks carbon credit projects</li>
<li>Questions to ask your carbon credit supplier</li>
<li>Take action in the voluntary carbon market</li>
</ul>

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<h2>When should businesses buy carbon credits in the voluntary market?</h2>
Businesses must not use credits in place of making direct, measurable reductions in their emissions. Instead, follow these steps to ensure you buy your carbon credits on the right step of your corporate climate action journey, and in the right way:
<ol>
<li style="font-weight: 400;" aria-level="1">Measure your emissions first – to allow you to understand where your business’s emissions are coming from. 
</li>
<li style="font-weight: 400;" aria-level="1">Set science-based targets and work towards them – set ambitious targets aligned with the SBTi and compatible with the global 1.5ºC warming target.</li>
<li style="font-weight: 400;" aria-level="1">Beyond value chain mitigation (BVCM) – design your BVCM portfolio to work alongside your decarbonisation plan and address your unabated emissions in each reporting year. Align it with SBTi guidance and the Oxford Principles. </li>
<li style="font-weight: 400;" aria-level="1">Buy high-quality carbon credits – use this guide to ensure the carbon credits you buy meet rigorous quality standards. Remember, under the SBTi framework you’ll also need permanent carbon removal credits for neutralising your residual emissions when you reach your net-zero date.</li>
<li style="font-weight: 400;" aria-level="1">Disclose and report transparently – publicly disclose information about your carbon credit purchases, and clearly communicate the limited role of carbon credits in your broader sustainability strategy.</li>
</ol>

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<h2>Ecologi&#8217;s carbon project assessment framework</h2>
In April 2025, we published a report summarising how we assess carbon credit projects against our rigorous proprietary rubric. A snapshot of what goes into our carbon credit project assessment is below, or you <a href="https://cms-assets.offset.earth/app/uploads/20250428124112/Ecologi_Whitepaper_A4.pdf" target="_blank" rel="noopener">download the full whitepaper here</a>.

<h2>Carbon project due diligence: Ecologi’s core principles</h2>
At Ecologi, we maintain general due diligence principles which we apply universally across the voluntary carbon market, to support our efforts to supply only high-quality carbon credits.
<ul>
<li style="font-weight: 400;" aria-level="1">ICROA-endorsed standards only – we supply credits exclusively from carbon standards which are ICROA-endorsed.</li>
<li style="font-weight: 400;" aria-level="1">Responsive to ICVCM decisions – we support the ICVCM’s two-tick approach to providing CCP-Approval to project methodologies, and we go further still, to assess individual projects on their merits and limitations as well.</li>
<li style="font-weight: 400;" aria-level="1">Keep the carbon credit life cycle as short as possible – 75% of our credits in 2024 came directly from project developers and their nominated dispensaries (as opposed to intermediaries on the secondary market), maximising the proportion of purchase price which goes to the developer.</li>
<li style="font-weight: 400;" aria-level="1">Locally-appropriate projects only – we take care to ensure that supported projects are being applied in appropriate geographies, where they can have the greatest impact.</li>
<li style="font-weight: 400;" aria-level="1">Deep project-level scrutiny – our extensive assessment criteria are specific to each type of project, and we assess every project against these criteria, ensuring the project’s specifics have been taken into account.</li>
<li style="font-weight: 400;" aria-level="1">Methodological consensus – we synthesise data we receive from our partners Sylvera, BeZero Carbon, Calyx Global and Renoster) with our own in-house analysis to uncover where there is consensus about project quality, and improve confidence.</li>
</ul>

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<h2>How to evaluate carbon credits: Ecologi&#8217;s scoring methodology</h2>
We designed a three-layer assessment process which takes into account the merits and limitations of the carbon standard used, the carbon credit methodology used, and of the individual project design.
The tables below summarise some of the data inputs we use at each stage.

<h3>Assessment level: Carbon Standard</h3>
Examples: Gold Standard, Verra, Puro Earth, Isometric, Plan Vivo.

<h3>Assessment level: Methodology (or ‘Protocol’)</h3>
Examples: GS TPDDTEC, VM0048, ACM0002.

<h3>Assessment level: Project</h3>
Examples: GS 10790, VCS 1571.

Criteria in the assessment are categorised as either quality criteria or risk criteria, and are segmented by our three pillars of impact: Climate, Nature and People. Based on how it meets each criterion, the project gains points for quality criteria, and loses points for excess risk – ultimately giving a risk-adjusted value out of 100 for each of these pillars.
Having gathered our risk-adjusted pillar scores, we use our own unique scoring formula which weights the risk-adjusted Climate score of the project equally with the combined risk-adjusted Nature and People scores. The formula then produces an ‘overall’ score (also out of 100) for the project. In order to be supplied by Ecologi, projects must meet a minimum overall score of 80, and must achieve no lower than 65 in any given risk-adjusted pillar score.

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<h2>Key questions to ask carbon credit suppliers</h2>
Selecting the right carbon credit provider is important to help guide you to make informed choices as part of your corporate sustainability strategy. Before purchasing carbon credits, businesses should ask:
<h3>Project quality </h3>
<ul>
<li style="font-weight: 400;" aria-level="1">Do you assess/validate/underwrite project quality? If so, how?</li>
<li style="font-weight: 400;" aria-level="1">Do your projects get good ratings from the ratings agencies? If so, what ratings are they?</li>
<li style="font-weight: 400;" aria-level="1">Do you source credits directly from project developers, or from the secondary market?</li>
<li style="font-weight: 400;" aria-level="1">Do you monitor projects over time to ensure continued success, and how do you remedy it, if a project&#8217;s quality drops?</li>
</ul>
<h3>Due diligence</h3>
<ul>
<li style="font-weight: 400;" aria-level="1">How do you ensure you are supporting the right projects in the right locations?</li>
<li style="font-weight: 400;" aria-level="1">How do you account for project permanence and mitigate risks?</li>
<li style="font-weight: 400;" aria-level="1">What makes your projects additional?</li>
<li style="font-weight: 400;" aria-level="1">How do you assess the project&#8217;s impacts on climate, nature and people?</li>
</ul>
<h3>Positioning</h3>
<ul>
<li style="font-weight: 400;" aria-level="1">How do you contribute to the development of a high integrity voluntary carbon market?</li>
<li style="font-weight: 400;" aria-level="1">Do you align your portfolios with the Oxford Principles? If so, how?</li>
<li style="font-weight: 400;" aria-level="1">How do you reflect ICVCM guidance on carbon credit methodologies and technologies?</li>
<li style="font-weight: 400;" aria-level="1">Do you build multi-year portfolios that align to mid- &amp; long-term SBTs?</li>
</ul>
As the voluntary carbon market evolves, corporate buyers have the power and the responsibility to demand high-impact credits to drive real climate progress. This means buyers have a responsibility to do due diligence before placing an order for carbon credits.

<h2>Take action in the voluntary carbon market</h2>
As a business committed to corporate climate action, understanding the voluntary carbon market is essential for making informed decisions about carbon credits. Our comprehensive whitepaper provides deeper insights into creating an effective sustainability strategy.
<a href="https://cms-assets.offset.earth/app/uploads/20250428124112/Ecologi_Whitepaper_A4.pdf" target="_blank" rel="noopener">Download our full whitepaper</a> to learn how your business can navigate the voluntary carbon market with confidence.

<h2>Connect with one of our climate experts</h2>
Please complete our form to arrange a 30-minute discovery call to discuss your goals and get a tailored solution for your business.

What could the future of environmental learning look like?

Climate Hypocrisy: A brief history

Environmental Learning For All

Beyond Geography & Science

Action Plan - What Can We Do?

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