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You’ll now be able to plant trees closer to home. Starting with Australia, USA and UK you can now add local reforestation to your subscription.
Carbon pollution is a global problem. It doesn’t matter where a greenhouse gas was removed or prevented from entering the atmosphere &#8211; our surprisingly thin layer of the air fully mixes <a href="http://acmg.seas.harvard.edu/publications/jacobbook/bookchap4.pdf">within one year</a>.
The fact that you can do this anywhere in the world will be a saving grace for humanity. Mass reforestation, large scale renewable energy installations, access to engineers, labour, and resources can happen wherever it&#8217;s most efficient.
This is why at Ecologi we don’t offset your footprint through projects that happen on your doorstep. But when it comes to <a href="https://ecologi.com/">planting trees</a>, there are some tasty reasons why you can make an exception:
Passion 
We’re going to take a guess that you’d love for your country to be greener. It’s with great pride that you’ll be able to help restore the beauty of your land where it was once deforested. Of all the millennia of humanity, it’s this generation that is actively repairing the planet&#8217;s natural resources.
Ecological restoration 
The wild and natural world is Ecologi’s great passion beyond carbon reduction. And no doubt it’s yours too. Prioritising natural climate solutions such as reforestation plays a vital role in the balance of our flora and fauna. Your can start to benefit your country directly.

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In 2020, the bushfires ravaged 8.8 millions acres of land in South East Australia. We’re helping restore wildlife corridors for local koalas.
<a href="https://ecologi.com/projects/wildlife-corridors-koalas-australia">View project</a>

New South Wales, Australia

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US 04

83% of the beautiful region of Appalachia has been deforested through resource plundering. Unable to restore itself, we’ll give it a helping hand.
<a href="/projects/rewilding-the-appalachia-usa">View project</a>

Appalachia, USA

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At the turn of the 20th century, Scotland was just 5% forested of its original cover. Native broadleaves are planted in this innovative restoration project.
<a href="/projects/reforesting-dalry-scotland">View project</a>

Dalry, Scotland

Where we are doing this

It costs 10 to 30 times more to plant locally than it does in places like Madagascar (~£0.24). For this reason you&#8217;ll be adding to your subscription rather than replacing these high impact low cost trees elsewhere in the world. If you’d like to plant trees closer to home, you can easily add it to your subscription if you’re currently in the UK, US or Australia.
If you’re not yet a subscriber, you’ll bump in to it when you create an account:
<img style="max-width: 100%;" src="https://cms-assets.offset.earth/app/uploads/20200527144822/kMYZPlQX1j.gif" alt="How to add local reforestation to your subscription" />
If you’re already climate positive and are logged in, head <a href="/plan">here</a> to update your subscription.

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Dismantling the barriers to net-zero

<h2>How Ecologi Zero removes the main obstacles to carbon reduction for SMEs</h2>
SMEs <a href="https://www.british-business-bank.co.uk/wp-content/uploads/2021/10/J0026_Net-Zero-Infographic-v6-title.pdf">contribute half of all business-driven carbon emissions</a> in the UK. So, with a <a href="https://public.wmo.int/en/media/press-release/wmo-update-5050-chance-of-global-temperature-temporarily-reaching-15%C2%B0c-threshold">50:50 chance</a> of breaking through the 1.5°C warming threshold in the next five years, clearly there’s a pressing need for smaller businesses to act now to reduce their carbon footprint. But is it happening?
The SBTi (Science Based Targets Initiative), creators of the Net-Zero Standard, reported that just <a href="https://sciencebasedtargets.org/reports/sbti-progress-report-2021">177 SMEs</a> submitted net-zero targets during 2021. To put that in context, there are <a href="https://researchbriefings.files.parliament.uk/documents/SN06152/SN06152.pdf">5.6 million SMEs</a> in the UK. So for those without a calculator to hand, that’s 0.003% making the commitment to net-zero.
Just <a href="https://www.british-business-bank.co.uk/wp-content/uploads/2021/10/J0026_Net_Zero_Report_AW.pdf">6% of UK SMEs</a> have even measured their carbon footprint in the last five years, and of those only half set targets to reduce their emissions.
It’s not that SMEs are oblivious. <a href="https://www.british-business-bank.co.uk/wp-content/uploads/2021/10/J0026_Net_Zero_Report_AW.pdf">Almost half</a> of smaller businesses place carbon reduction as a high priority. So what’s going wrong?

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Clearly something is getting in the way of turning need into action. A survey conducted last year by the <a href="https://www.british-business-bank.co.uk/wp-content/uploads/2021/10/J0026_Net_Zero_Report_AW.pdf">British Business Bank</a> found that the largest barriers to measuring and reducing carbon for SMEs were cost (35%), feasibility/ lack of appropriate technology (32%) and lack of information (12%).
A smaller poll run by Ecologi found that over 37% of respondents just needed to know the first steps they should take on the journey to net-zero.

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We’re hoping we can make things easier with Ecologi Zero, our new carbon accounting tool. It’s designed to help SMEs calculate their carbon footprint in near real-time and get accurate insights about their emissions.
But when Ecologi CEO, Elliot Coad, returned from COP26, he came back with mixed feelings about our progress in tackling climate change and a heightened understanding of the desperation of those with the scientific data. So we looked again at the soon-to-be-launched Ecologi Zero and made some further tweaks to make double sure that it removed the main barriers to help more SMEs take the necessary action:
Cost
It’s free for all UK SMEs to get started with Ecologi Zero. We’re incredibly proud to be able to remove this key barrier for businesses in understanding their footprint, as existing solutions can cost upwards of thousands of pounds per year.
Feasibility/ lack of technology 
We’ve made Ecologi Zero as frictionless as possible. SMEs can seamlessly and securely connect Ecologi Zero with their accounting software (apart from businesses manufacturing or selling physical products, where a Life Cycle Analysis is more suitable). Xero will be supported at launch, with more software compatibility being added over the coming months. No specialist staff need to be hired, anyone with access to bookkeeping and supplier information can easily pick it up and run with it.
Lack of information
This is something we’re more than happy to help with. To coincide with the launch of Ecologi Zero, we’ll be running free online workshops to help guide SMEs on their net-zero journey. You’ll learn how to take the first steps toward net-zero with our in-house experts, get answers to your burning questions, and arm yourself with all the knowledge needed to get going ahead of the Ecologi Zero launch. Details on how to register are coming soon, stay tuned!

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The slow uptake of net-zero among smaller businesses is alarming, but understandable given the barriers that exist. Developing Ecologi Zero is our way of dismantling those barriers and making the low-carbon journey as smooth as possible for SMEs. You can find out more and join the waitlist for Ecologi Zero <a href="https://ecologi.com/business/zero">here</a>.

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Celebrating World Environment Day 

Today is World Environment Day! Led by the United Nations Environment Programme (UNEP), this is the single biggest international day for the environment on the calendar, and one of the most impactful global platforms for climate progress. 
World Environment Day has been running since 1974 and takes place on 5 June every year. Millions of people from all over the world get involved, with governments, businesses, schools, celebrities, cities and communities from over 150 countries all coming together to raise awareness, promote environmental action and protect our planet. It truly is a day to celebrate.

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World Environment Day is hosted by a different country each year, and this year it’s the turn of Sweden.
Sweden is a fitting host, as 2022 marks 50 years since the 1972 Stockholm Conference. This historic conference is widely recognised as the first international meeting on the environment, and it led to many of the key environmental agencies, agreements and events we know today, including World Environment Day itself. It also paved the way for the Sustainable Development Goals by linking the challenges of poverty alleviation and environmental protection together for the first time.

To mark this milestone, the <a href="https://www.stockholm50.global/" target="_blank" rel="noopener">Stockholm+50</a> meeting was also held in Sweden from 2 to 3 June. This high-level international event commemorated the 1972 Stockholm Conference under the theme of “Stockholm+50: a healthy planet for the prosperity of all – our responsibility, our opportunity”. 
The meeting followed months of consultations and saw world leaders and representatives from government, business, international organisations, civil society and youth come together for a diverse <a href="https://www.stockholm50.global/events/programme" target="_blank" rel="noopener">programme</a> of talks and events. The agenda covered a variety of topics including green finance, food systems, waste management and the Covid-19 recovery, all with the aim of accelerating the implementation of the UN Decade of Action and Sustainable Development Goals.

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World Environment Day 2022 is backed by the #OnlyOneEarth campaign, which calls for ”collective, transformative action on a global scale to celebrate, protect and restore our planet”. The campaign invites businesses, individuals and governments to create their own Earth Action Number — a specific goal or action and a way to accomplish it — then share it across social media and on an <a href="https://www.worldenvironmentday.global/get-involved/earth-action-numbers-impact">interactive global map</a>. The campaign is a fantastic way to see collective action taking place all around the world in real time, and it’s a great source of inspiration too!

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We know that it’s easy to become overwhelmed when thinking about climate change and environmental issues, but taking your first steps is easier than you might think. Why not celebrate World Environment Day by making a few small changes in your life to get you started on your own climate journey? Here’s ten quick actions you can take to make a positive impact on the environment: 
<ol>
<li style="font-weight: 400;" aria-level="1">Switch to a green bank account —  Ethical banks, such as <a href="https://www.triodos.co.uk/" target="_blank" rel="noopener">Triodos</a>, won’t invest in environmentally-damaging companies, so you can be sure your money isn’t fuelling climate change. </li>
<li style="font-weight: 400;" aria-level="1">Make sure your pension is invested ethically — Many pension companies such as <a href="https://www.nestpensions.org.uk/schemeweb/nest/investing-your-pension/fund-choices/ethical-fund.html" target="_blank" rel="noopener">Nest</a> let you change the settings online in just a few clicks. </li>
<li style="font-weight: 400;" aria-level="1">Stop feeding fast fashion — Around <a href="https://publications.parliament.uk/pa/cm201719/cmselect/cmenvaud/1952/full-report.html#heading-8" target="_blank" rel="noopener">300,000 tonnes</a> of used clothes are binned each year, so ditch seasonal cycles, invest in clothing you intend to keep and buy pre-loved.</li>
<li style="font-weight: 400;" aria-level="1">Contact your local MP — MPs need votes, so if you and your neighbours <a href="http://assets.wwf.org.uk/downloads/how_to_write_to_your_mp.pdf" target="_blank" rel="noopener">speak up</a> about sustainability issues, they’ll listen. </li>
<li style="font-weight: 400;" aria-level="1">Arm yourself with knowledge — Knowledge is power and a good book, article or blog broadens the horizons and guides better decisions.</li>
<li style="font-weight: 400;" aria-level="1">Start small — Ripples make waves, and <a href="https://www.theguardian.com/environment/2020/feb/29/50-ways-to-green-up-your-life-save-the-planet" target="_blank" rel="noopener">little hacks</a> like reusing coffee cups really do add up. </li>
<li style="font-weight: 400;" aria-level="1">Make your home more efficient — Sealing leaky gaps around doors and windows, adding a smart meter and switching to LED bulbs is good for the planet, and good for your pocket too. </li>
<li style="font-weight: 400;" aria-level="1">Eat less meat — Cutting out, or even just reducing meat from your diet makes a huge dent in your carbon footprint.</li>
<li style="font-weight: 400;" aria-level="1">Gift green — Buying local, making your own gifts and choosing presents with less packaging are just a few simple ideas.</li>
<li style="font-weight: 400;" aria-level="1">Subscribe to Ecologi — Starting a <a href="https://ecologi.com/plan" target="_blank" rel="noopener">monthly subscription</a> with Ecologi is an easy way to offset your carbon emissions by funding tree planting projects around the world. </li>
</ol>
If you’re hungry for more, the World Environment Day website also has an in-depth practical guide to living sustainably and in harmony with nature. It was developed specifically for the event and it’s full of useful advice for both individuals and larger entities such as governments, financial institutions and businesses. You can find it <a href="https://www.worldenvironmentday.global/get-involved/practical-guide" target="_blank" rel="noopener">here</a>. 
World Environment Day 2022 is being celebrated by millions of people across the world, both online and through in-person events. You can keep up with everything that’s going by checking out the <a href="https://www.worldenvironmentday.global/">official website</a> and the #OnlyOneEarth and #WorldEnvironmentDay hashtags.

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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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