Opportunities and Barriers to the Delivery of Place-based Environmental Education During Emergency and Non-emergency Teaching: An Information and Communication Technology Approach

Place-based environmental education (PBEE) can enrich environmental education outcomes for youth through direct contact with nature. However, PBEE in K-12 can face barriers, some of which have been exacerbated during emergency teaching protocols, as observed during the COVID-19 pandemic. This research investigates K-12 teachers' perspectives on the potential of leveraging information and communication technology (ICT) to support PBEE during emergency and non-emergency teaching. Survey (n=122) and focus group (n=24) findings identify barriers and opportunities to PBEE before and after emergency protocols and how teachers view the use of ICT in PBEE. There was a negative association between PBEE frequency and grade level taught. The emergency protocols decreased time availability to plan for PBEE due to other work responsibilities. There were more references about potential positive aspects of ICT in PBEE than negative. Nevertheless, teachers emphasized that ICT use should be intentional and limited to allow students to engage thoroughly with the environment.