Abstract
This article examines a national online Environmental and Sustainability Education (ESE) course for preservice teachers in Canada. Co-developed by academics, educators, and community members, the course centers indigenization, ecojustice, and place-based learning to ensure equitable ESE access. Using a socio-critical lens and survey data, the authors explore participant experiences and highlight the course’s potential to build ecojustice understanding and community connection through virtual learning.
Keywords: Environmental and Sustainability Education (ESE); preservice teacher education; ecojustice; Indigenization; place-based education; online learning; socio-critical pedagogy; community engagement; equity in education; virtual learning environments
Core Idea: Ecojustice through virtual learning
Link: https://doi.org/10.53967/cje-rce.7233
Reference: Sperling, E., Inwood, H., Sims, L., & Elliott, P. (2025). Exploring Ecojustice & Environmental Learning through Online Preservice Teacher Education. Canadian Journal of Education Revue Canadienne De l’éducation, 48(1), 145–173. https://doi.org/10.53967/cje-rce.7233