Author(s): Estelle Gaillard*
Data manifest all four dimensions of the Global Teaching Model situated relevant practice, integrated global learning, critical and cultural consciousness raising, and intercultural collaboration for transformative action to differing degrees. This study provides evidence for the Global Teaching Model as a prospective framework and emphasizes the critical dimension when internationalizing teacher education. To better understand the research-implementation spaces where those environmental education outcomes occur, are measured, and are reported, we undertook a systematic review of research on environmental education's contributions to conservation and environmental quality outcomes. Given the variation in research designs and data, we used a mixed-methods approach to the review; analysis of the resulting studies documented strongly positive environmental education outcomes overall and highlighted productive research-implementation spaces.