Clara Vasconcelos graduated in Geology and has PhD and habilitation in Science Education. She is Professor in the Faculty of Sciences of Porto University, and Portugal Co-Coordinator of International Association for Promoting Geoethics. She is also member of the Panel of Experts of Education of the European Federations of Geologist and Member of the International Union of Geological Sciences' Commission on Geoscience Education, Training and Technology Transfer (IUGS-COGE). She is involved in science education, environmental education and sustainability development courses. Her research is documented by many publications on peer-reviewed international scientific journals, book chapters and as book editor.Cristina Calheiros graduated in Environmental Engineering and has a PhD in Biotechnology. She is researcher at CIIMAR - Interdisciplinary Centre of Marine and Environmental Research of the University of Porto (UP) and Invited Professor at University of Saint Joseph Macau SAR/China and Faculty of Sciences-UP. Also, she is the technical-scientific coordinator of the Centre for Monitoring and Environmental Interpretation (CMIA) Vila do Conde and Vice-President of the Portuguese National Association of Green Roofs (ANCV). Her activity focuses on water management and treatment solutions (e.g., green roofs and walls, constructed and floating wetlands), phytoremediation, circular economy, climate change adaptation and mitigation through nature-based solutions and education for sustainability. She is involved in environmental education, engineering and biotechnology courses, besides developing educational resources and pedagogic contents. Has been guest editor of several international indexed, peer-reviewed journals.

• ​Part I: About  Environmental Education.- Chapter 1 - Training and dissemination about the Environment: keys to impulse the abiotic component of Environmental Education.- Chapter 2 Educating to deliver environmentally focused social innovation.- Chapter 3 - Environmental education for sustainable development:  working for fundamental rights.- Chapter 4 - Nature as a teaching resource and the nature of learning.- Part II: Environmental Education  and it´s Teaching.- Chapter 5 - The importance of Nature-based solutions to enhance Cabo Verde's Environment.- Chapter 6- Development of Scientific Literacy and the impact of environmental attitudes of citizens in a geological natural space.- Chapter 7- A PBL approach to Environmental Education through a Field Trip and a Science Centre Visit.- Chapter 8- Living labs in higher education: sustainable buildings technologies.- Chapter 9 - What is doing Latin America regarding the teaching of Nature-based solutions to boost Environmental Education?.- Chapter 10 - Lessons learned from including aquaponic experiments into five different tertiary education curricula.- Chapter 11 - Recommendations for promoting Environmental Education through Nature-based solutions at Turkish Higher Education Institutes.- Part III: Environmental Education and Social Engagement.- Chapter 12 - Bees and Society: native biodiversity as a strategy for environmental education based on the processes of nature.- Chapter 13- Perceptions about Sustainable Development of visitants in an Environmental Education Natural Park.- Chapter 14 - Start Park project: co-designing green-blue infrastructures to build resilient communities to climate change.- Chapter 15 - Societal embedding in geoparks: a case study in Portugal.- Chapter 16 - Environmental Education in Naturtejo UNESCO Global Geopark (Portugal): a nature-based approach.- Part IV: – Environmental Education and Nature-Based Solutions.- Chapter 17- Green Roof and walls technology standardisation and market across Europe.- Chapter 18- How Nature-Based Solutions can Contribute to Enhance Circularity in Cities.- Chapter 19- Nature-based solutions to promote environmental education on integral ecological sanitation.- Chapter 20 - Nature-based solutions for environmental education in the East Asian context.- Chapter 21- Decarbonizing the European energy sector: frameworks, examples and how education plays a key role.- Chapter 22- Nature-based solutions for water pollution control: promoting environmental education through case studies.

“This book succeeds in synthesising diverse information from various perspectives. The principles, regulations and practices of a more sustainable environment are encouraged in this book and can support changes in both individual and societal behavior. … The presentation of data and various case studies in this book can serve as a basis for education policy-makers in various countries in perfecting and synchronising Environmental Education practices and NbS to address various challenges of natural change and sustainability issues.” (Ahbi Mahdianing Rum, Amsal Alhayat and Alfin Anwar, Australian Journal of Environmental Education, September 1, 2023)

Clara Vasconcelos graduated in Geology and has PhD and habilitation in Science Education. She is Professor in the Faculty of Sciences of Porto University, and Portugal Co-Coordinator of International Association for Promoting Geoethics. She is also member of the Panel of Experts of Education of the European Federations of Geologist and Member of the International Union of Geological Sciences' Commission on Geoscience Education, Training and Technology Transfer (IUGS-COGE). She is involved in science education, environmental education and sustainability development courses. Her research is documented by many publications on peer-reviewed international scientific journals, book chapters and as book editor.Cristina Calheiros graduated in Environmental Engineering and has a PhD in Biotechnology. She is researcher at CIIMAR - Interdisciplinary Centre of Marine and Environmental Research of the University of Porto (UP) and Invited Professor at University of Saint Joseph Macau SAR/China and Faculty of Sciences-UP. Also, she is the technical-scientific coordinator of the Centre for Monitoring and Environmental Interpretation (CMIA) Vila do Conde and Vice-President of the Portuguese National Association of Green Roofs (ANCV). Her activity focuses on water management and treatment solutions (e.g., green roofs and walls, constructed and floating wetlands), phytoremediation, circular economy, climate change adaptation and mitigation through nature-based solutions and education for sustainability. She is involved in environmental education, engineering and biotechnology courses, besides developing educational resources and pedagogic contents. Has been guest editor of several international indexed, peer-reviewed journals.

• ​Part I: About  Environmental Education.- Chapter 1 - Training and dissemination about the Environment: keys to impulse the abiotic component of Environmental Education.- Chapter 2 Educating to deliver environmentally focused social innovation.- Chapter 3 - Environmental education for sustainable development:  working for fundamental rights.- Chapter 4 - Nature as a teaching resource and the nature of learning.- Part II: Environmental Education  and it´s Teaching.- Chapter 5 - The importance of Nature-based solutions to enhance Cabo Verde's Environment.- Chapter 6- Development of Scientific Literacy and the impact of environmental attitudes of citizens in a geological natural space.- Chapter 7- A PBL approach to Environmental Education through a Field Trip and a Science Centre Visit.- Chapter 8- Living labs in higher education: sustainable buildings technologies.- Chapter 9 - What is doing Latin America regarding the teaching of Nature-based solutions to boost Environmental Education?.- Chapter 10 - Lessons learned from including aquaponic experiments into five different tertiary education curricula.- Chapter 11 - Recommendations for promoting Environmental Education through Nature-based solutions at Turkish Higher Education Institutes.- Part III: Environmental Education and Social Engagement.- Chapter 12 - Bees and Society: native biodiversity as a strategy for environmental education based on the processes of nature.- Chapter 13- Perceptions about Sustainable Development of visitants in an Environmental Education Natural Park.- Chapter 14 - Start Park project: co-designing green-blue infrastructures to build resilient communities to climate change.- Chapter 15 - Societal embedding in geoparks: a case study in Portugal.- Chapter 16 - Environmental Education in Naturtejo UNESCO Global Geopark (Portugal): a nature-based approach.- Part IV: – Environmental Education and Nature-Based Solutions.- Chapter 17- Green Roof and walls technology standardisation and market across Europe.- Chapter 18- How Nature-Based Solutions can Contribute to Enhance Circularity in Cities.- Chapter 19- Nature-based solutions to promote environmental education on integral ecological sanitation.- Chapter 20 - Nature-based solutions for environmental education in the East Asian context.- Chapter 21- Decarbonizing the European energy sector: frameworks, examples and how education plays a key role.- Chapter 22- Nature-based solutions for water pollution control: promoting environmental education through case studies.

“This book succeeds in synthesising diverse information from various perspectives. The principles, regulations and practices of a more sustainable environment are encouraged in this book and can support changes in both individual and societal behavior. … The presentation of data and various case studies in this book can serve as a basis for education policy-makers in various countries in perfecting and synchronising Environmental Education practices and NbS to address various challenges of natural change and sustainability issues.” (Ahbi Mahdianing Rum, Amsal Alhayat and Alfin Anwar, Australian Journal of Environmental Education, September 1, 2023)

Clara Vasconcelos graduated in Geology and has PhD and habilitation in Science Education. She is Professor in the Faculty of Sciences of Porto University, and Portugal Co-Coordinator of International Association for Promoting Geoethics. She is also member of the Panel of Experts of Education of the European Federations of Geologist and Member of the International Union of Geological Sciences' Commission on Geoscience Education, Training and Technology Transfer (IUGS-COGE). She is involved in science education, environmental education and sustainability development courses. Her research is documented by many publications on peer-reviewed international scientific journals, book chapters and as book editor.Cristina Calheiros graduated in Environmental Engineering and has a PhD in Biotechnology. She is researcher at CIIMAR - Interdisciplinary Centre of Marine and Environmental Research of the University of Porto (UP) and Invited Professor at University of Saint Joseph Macau SAR/China and Faculty of Sciences-UP. Also, she is the technical-scientific coordinator of the Centre for Monitoring and Environmental Interpretation (CMIA) Vila do Conde and Vice-President of the Portuguese National Association of Green Roofs (ANCV). Her activity focuses on water management and treatment solutions (e.g., green roofs and walls, constructed and floating wetlands), phytoremediation, circular economy, climate change adaptation and mitigation through nature-based solutions and education for sustainability. She is involved in environmental education, engineering and biotechnology courses, besides developing educational resources and pedagogic contents. Has been guest editor of several international indexed, peer-reviewed journals.

• ​Part I: About  Environmental Education.- Chapter 1 - Training and dissemination about the Environment: keys to impulse the abiotic component of Environmental Education.- Chapter 2 Educating to deliver environmentally focused social innovation.- Chapter 3 - Environmental education for sustainable development:  working for fundamental rights.- Chapter 4 - Nature as a teaching resource and the nature of learning.- Part II: Environmental Education  and it´s Teaching.- Chapter 5 - The importance of Nature-based solutions to enhance Cabo Verde's Environment.- Chapter 6- Development of Scientific Literacy and the impact of environmental attitudes of citizens in a geological natural space.- Chapter 7- A PBL approach to Environmental Education through a Field Trip and a Science Centre Visit.- Chapter 8- Living labs in higher education: sustainable buildings technologies.- Chapter 9 - What is doing Latin America regarding the teaching of Nature-based solutions to boost Environmental Education?.- Chapter 10 - Lessons learned from including aquaponic experiments into five different tertiary education curricula.- Chapter 11 - Recommendations for promoting Environmental Education through Nature-based solutions at Turkish Higher Education Institutes.- Part III: Environmental Education and Social Engagement.- Chapter 12 - Bees and Society: native biodiversity as a strategy for environmental education based on the processes of nature.- Chapter 13- Perceptions about Sustainable Development of visitants in an Environmental Education Natural Park.- Chapter 14 - Start Park project: co-designing green-blue infrastructures to build resilient communities to climate change.- Chapter 15 - Societal embedding in geoparks: a case study in Portugal.- Chapter 16 - Environmental Education in Naturtejo UNESCO Global Geopark (Portugal): a nature-based approach.- Part IV: – Environmental Education and Nature-Based Solutions.- Chapter 17- Green Roof and walls technology standardisation and market across Europe.- Chapter 18- How Nature-Based Solutions can Contribute to Enhance Circularity in Cities.- Chapter 19- Nature-based solutions to promote environmental education on integral ecological sanitation.- Chapter 20 - Nature-based solutions for environmental education in the East Asian context.- Chapter 21- Decarbonizing the European energy sector: frameworks, examples and how education plays a key role.- Chapter 22- Nature-based solutions for water pollution control: promoting environmental education through case studies.

“This book succeeds in synthesising diverse information from various perspectives. The principles, regulations and practices of a more sustainable environment are encouraged in this book and can support changes in both individual and societal behavior. … The presentation of data and various case studies in this book can serve as a basis for education policy-makers in various countries in perfecting and synchronising Environmental Education practices and NbS to address various challenges of natural change and sustainability issues.” (Ahbi Mahdianing Rum, Amsal Alhayat and Alfin Anwar, Australian Journal of Environmental Education, September 1, 2023)