Best AI for Environmental Education and Sustainability Learning in 2026

Quick Answer: AI for environmental education generates Palmer environmental education wheel lesson designs integrating direct environmental experience with knowledge acquisition and environmental action; Orr ecological literacy curriculum units; Sterling three-order transformative learning sustainability units; Tilbury ESD competency-based project designs developing systems thinking futures thinking normative thinking strategic thinking; Chawla-inspired significant life experience activities building emotional bonds with nature; Sobel developmental sense of place investigations starting with local, familiar environments; and climate education frameworks that develop agency rather than eco-anxiety. EduGenius (edugenius.app) supports K-9 educators with evidence-based environmental education content.

Environmental education sits at a unique intersection: it is simultaneously a curriculum area (developing understanding of ecological systems, environmental science, and sustainability challenges), a values education domain (cultivating care for the natural world and a sense of responsibility for environmental stewardship), and a citizenship education field (developing the competencies for active environmental participation in democratic societies). These three dimensions cannot be separated — purely informational environmental education without emotional engagement and civic agency produces students who know about environmental problems but feel no motivation or efficacy to address them; purely experiential environmental education without knowledge and skills produces students who love nature but lack the conceptual tools to understand environmental challenges; and purely activist environmental education without emotional grounding and knowledge risks producing what Sobel calls "ecophobia" — the paralyzing anxiety of children who learn too much too early about environmental crises they are powerless to address.

Getting this balance right has become more urgent than at any previous moment in the history of education. Students currently in K-12 schools will spend the majority of their adult lives navigating a world substantially altered by climate change, biodiversity loss, and environmental degradation. They will face environmental decisions — as voters; as consumers; as workers in industries with environmental footprints; as community members — that require the knowledge, values, and skills to act wisely. Environmental education is no longer a nice elective for environmentally interested students but a core competency for twenty-first-century citizenship.

Research Foundations of Environmental Education

Joy Palmer: The Environmental Education Wheel

Joy Palmer (University of Durham), in Environmental Education in the 21st Century: Theory, Practice, Progress, and Promise (1998), synthesized decades of environmental education theory into the most comprehensive and balanced framework — the Environmental Education Wheel — that has guided curriculum design internationally:

The Three Dimensions of Environmental Education: Palmer's model organizes environmental education around three intersecting dimensions that must be integrated in effective programs:

• Education in the environment: Direct experience in natural and built environments — being in nature; observing; investigating; exploring. This dimension is foundational: care for the environment grows from personal, emotional, direct experience of the natural world; environmental knowledge is most meaningful when it is grounded in observation and encounter. Education in the environment provides the experiential substrate on which knowledge and values are built.
• Education about the environment: Knowledge of environmental systems, processes, and issues — understanding how ecosystems function; how human activities affect environmental systems; how environmental problems arise and how they might be addressed. This cognitive dimension provides the conceptual tools for understanding environmental situations and making informed environmental decisions.
• Education for the environment: Action competence — the values, motivations, and skills to act as an environmental citizen. This dimension goes beyond knowledge and experience to develop the capacity for genuine environmental action: the conviction that the environment matters; the sense of personal efficacy (the belief that one's actions can make a difference); and the practical skills to take environmental action (advocacy; community organizing; sustainable practices; political participation).

Significant Life Experiences as the Engine of the Wheel: Palmer's research also incorporates Chawla's significant life experiences work (see below) — the finding that formative, positive experiences in nature are the most consistent predictors of adult environmental commitment. This suggests that the "in the environment" dimension is not just one of three equal dimensions but the foundational one that gives the other two their motivational power.

Integration and Balance: The most important practical implication of Palmer's wheel is the requirement for integration: effective environmental education is not primarily a knowledge-transmission exercise (about the environment); not primarily an experience program (in the environment); and not primarily an activism program (for the environment) — but a curriculum that cycles through all three dimensions, using direct experience to motivate knowledge acquisition and action, knowledge to inform and contextualize experience and action, and action to give experience and knowledge their ultimate purpose.

David Orr: Ecological Literacy and Rethinking Education

David Orr (Oberlin College), in Ecological Literacy: Education and the Transition to a Postmodern World (1992) and Earth in Mind: On Education, Environment, and the Human Prospect (1994), developed one of the most influential critiques of conventional education from an environmental perspective — and one of the most ambitious frameworks for reconceiving education in ecological terms:

What Is Wrong with Conventional Education?: Orr's most provocative and generative argument is that conventional education — education oriented toward economic productivity, technological mastery, and the accumulation of information — is itself part of the environmental problem: it produces people who are brilliant within narrow disciplinary specialties but ecologically illiterate; who can optimize financial systems but cannot identify a single local tree species; who can solve engineering problems in bounded, defined systems but cannot perceive or respond to the complex, nonlinear dynamics of ecological systems. Education that disconnects people from the natural world — by keeping them inside buildings; by organizing knowledge into artificial disciplinary silos; by prioritizing abstract, quantifiable knowledge over embodied, ecological knowledge — produces graduates who are functionally illiterate about the living systems on which all human existence depends.

The Principles of Ecological Literacy: Orr develops twelve principles for ecological literacy — the competencies that ecologically literate people possess:

• Understanding how ecosystems work — energy flows; nutrient cycles; succession; resilience; tipping points
• Understanding the place where they live — the history, ecology, hydrology, and human relationships of their specific location
• Understanding the long-term ecological consequences of human activities — feedback loops; unintended consequences; cumulative effects
• Understanding the connections between ecological degradation and human well-being — environmental health as a prerequisite for human health and social stability
• Understanding the principles of ecological design — how human systems can be designed to work with rather than against natural processes
• Living in a way that does not degrade the ecological systems on which life depends

All Education Is Environmental Education: Orr's most radical claim is that all education is environmental education — whether intentionally or not. When schools are organized without reference to the natural world (inside sealed climate-controlled buildings; with curricula organized around human-centered social and economic concerns; with no attention to seasonal cycles, local species, or ecological processes), they teach, by implicit example, that the natural world doesn't matter for human knowledge and human life. Conversely, schools that embed the natural world throughout their curriculum — using the schoolyard as a laboratory; organizing learning around seasonal and ecological cycles; integrating ecological concepts across all subject areas — teach that humans are participants in ecological systems, not exempt from them.

Stephen Sterling: Sustainable Education and Transformative Learning

Stephen Sterling (University of Plymouth), in Sustainable Education: Re-Visioning Learning and Change (2001) and Learning for Resilience, or the Resilient Learner? Towards a Necessary Reconciliation in a Paradigm of Sustainable Education (2010), developed the most sophisticated theoretical framework for thinking about what education must become — not just what topics it must cover — to adequately address environmental sustainability:

Three Orders of Change: Sterling distinguishes three orders of educational change, each deeper and more transformative than the previous:

• First-order change (accommodation): Adding new content to existing curriculum — an environmental unit; a sustainability module; climate change added to the science syllabus. This is the predominant model of "environmental education" in most schools. Sterling argues it is insufficient: adding new content while maintaining the same underlying educational paradigm (transmission of information; fragmented disciplines; disconnection from the natural world) does not produce the transformative shift that addressing environmental sustainability requires.
• Second-order change (reformation): Changing how the curriculum is structured and taught — integrating environmental themes across disciplines; using project-based learning around environmental challenges; involving students in environmental action. More substantive than first-order change but still potentially insufficient if the underlying assumptions about what education is for remain unchanged.
• Third-order change (transformation): Reconceiving what education is fundamentally for — shifting from an education system oriented toward economic productivity and social reproduction to one oriented toward ecological sustainability and transformative learning. Third-order change requires rethinking: the purpose of education (not just economic development but ecological citizenship); the role of the learner (not receiver of information but active constructor of understanding and agent of change); and the relationship between the school and the larger living systems in which it is embedded.

Transformative Learning for Sustainability: Sterling draws on Mezirow's transformative learning theory to describe how sustainability education can produce not just new information but new ways of seeing the world — "learning to learn" about complex, dynamic, uncertain ecological and social systems; developing the cognitive flexibility to perceive and respond to systemic change; and cultivating what Sterling calls "ecological consciousness" — a way of understanding and experiencing oneself as a participant in living systems rather than an observer of them.

Sustainability Competencies: Sterling identifies the specific learning outcomes that sustainable education should produce: systems thinking (the capacity to understand complex, interconnected systems — including feedback loops, unintended consequences, and emergent properties); futures thinking (the capacity to imagine multiple possible futures and to evaluate the ecological and social implications of current choices); values thinking (the capacity to examine and develop the ethical frameworks that guide environmental decisions); and strategic thinking (the capacity to develop and evaluate strategies for environmental action).

Daniella Tilbury: Education for Sustainable Development

Daniella Tilbury (University of Gibraltar and independent researcher), through her work with UNESCO and the UN Decade of Education for Sustainable Development (DESD, 2005-2014) and Global Action Programme (GAP, 2015-2019), developed the most internationally influential framework for Education for Sustainable Development (ESD):

Key Competencies for ESD: Tilbury and UNESCO identify seven key competencies that Education for Sustainable Development should develop — competencies that represent the intersection of environmental literacy, civic agency, and ethical reasoning required for sustainability citizenship:

• Systems thinking competency: The ability to recognize and understand relationships; to analyze complex systems; to think in models; to deal with uncertainty. This competency underlies all others — sustainability challenges are systemic challenges, and addressing them requires thinking systemically.
• Anticipatory competency: The ability to understand and evaluate multiple futures — possible, probable, and desirable; to apply the precautionary principle; to assess the consequences of actions; to deal with risks and changes. Futures thinking is essential for sustainability decision-making.
• Normative competency: The ability to understand and reflect on the norms and values that underlie one's own actions and those of others; to negotiate sustainability values, principles, goals, and targets, in a context of conflicts of interests and trade-offs. Environmental ethics as a living practice, not a theoretical exercise.
• Strategic competency: The ability to collectively develop and implement innovative actions that further sustainability at the local level and farther afield. Moving from understanding to action.
• Collaboration competency: The ability to learn from others; to understand and respect the needs, perspectives, and actions of others; to understand, relate to, and be sensitive to others. Environmental sustainability challenges require collective action across diverse communities.
• Critical thinking competency: The ability to question norms, practices, and opinions; to reflect on one's own values, perceptions, and actions; to take a position in the sustainability discourse. Environmental citizenship requires critical engagement with the claims of both environmental advocates and environmental opponents.
• Self-awareness competency: The ability to reflect on one's own role in the local community and (global) society; to continually evaluate and further motivate one's own actions; to deal with one's feelings and desires.

ESD and the Sustainable Development Goals: Tilbury's work connects ESD directly to the UN Sustainable Development Goals (SDGs) — specifically SDG 4.7, which calls for all learners to acquire the knowledge and skills needed to promote sustainable development, including sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity. This connection places ESD within a broader framework of global citizenship education.

Louise Chawla: Significant Life Experiences and Environmental Values

Louise Chawla (University of Colorado, Denver), in "Significant Life Experiences Revisited: A Review of Research on Sources of Environmental Sensitivity" (Environmental Education Research, 1998) and subsequent publications, synthesized the most comprehensive body of research on the developmental origins of environmental commitment:

The Significant Life Experiences Research Program: Chawla's work builds on a research tradition initiated by Thomas Tanner (1980) and extended through dozens of studies: asking adults who are deeply committed to the natural world and to environmental protection where that commitment came from. The consistent answer across dozens of studies, diverse populations, and multiple countries: formative, positive experiences in nature during childhood and adolescence — particularly in natural places that the person regularly visited, often with family members or alone.

What Significant Life Experiences Involve: Chawla synthesizes the characteristics of the experiences that most consistently generated adult environmental commitment:

• Time in natural places: Regular, repeated access to specific natural places — a nearby forest, stream, backyard, or open field — that became familiar, personally meaningful, and emotionally significant
• Family members who modeled environmental engagement: Parents, grandparents, or other family members who expressed love for nature; who named plants and animals; who talked about environmental values; and who modeled environmentally responsible behavior
• Teachers or mentors who inspired environmental sensitivity: Teachers who expressed genuine passion for the natural world; who created opportunities for outdoor learning; who made nature feel accessible, interesting, and important
• Dramatic or aesthetic experiences in nature: Experiences of beauty, awe, wonder, or dramatic natural events that created powerful emotional memories — watching a sunset; observing a bird nest; witnessing a storm; discovering an unexpected natural beauty

Educational Implications: Chawla's research implies that the most important thing environmental education can do is create and protect the conditions for significant life experiences — giving children regular, repeated time in natural places; creating emotional bonds with specific local ecosystems; providing adult mentors who express genuine love for the natural world; and protecting children from premature exposure to environmental crisis information that generates eco-anxiety before environmental love and agency are established.

David Sobel: Developmental Sense of Place and Ecophobia

David Sobel (Antioch University New England), in Beyond Ecophobia: Reclaiming the Heart in Nature Education (1996) and Place-Based Education: Connecting Classrooms and Communities (2004), developed the concept of ecophobia and the most influential developmental framework for environmental education (which we also encountered in the place-based learning article):

Ecophobia: Sobel's most important contribution to environmental education is his identification of "ecophobia" — a fear of, or disconnection from, the natural world — as a paradoxical potential consequence of well-intentioned but developmentally inappropriate environmental education. When young children (particularly ages 4-10) are exposed to graphic content about environmental destruction (rainforest loss; endangered species extinction; climate change impacts) before they have developed a deep, personal, positive relationship with the natural world, the result can be: anxiety and helplessness rather than motivation; avoidance of the topic rather than engagement; and a sense that the natural world is a place of crisis rather than a place of wonder and belonging.

Developmental Appropriate Environmental Education: Sobel argues for a developmentally sequenced approach:

• Early childhood (ages 3-7): Nature play; exploration of immediate environments; animal stories; sense of wonder; no emphasis on environmental problems
• Middle childhood (ages 7-11): Exploration of local ecosystems; developing knowledge of local species and processes; relationships with specific natural places; community-based environmental action at a local, achievable scale
• Adolescence (ages 12+): Engagement with larger-scale environmental issues; systemic analysis; global environmental citizenship; action at multiple scales

The guiding principle: empathy and love must precede analysis and advocacy. Children who do not yet love the natural world cannot be motivated by environmental threats to protect it; they can only be made anxious.

AI Applications in Environmental Education

Environmental Investigation Design

"Design a complete outdoor environmental investigation unit for Grade 4 — 'Living Neighborhood: A Four-Season Investigation of Our Local Ecosystem' — grounded in Palmer's environmental education wheel (integrating education in, about, and for the environment) and Sobel's developmental sense of place framework, using the school's immediate surroundings as the primary investigation setting. This unit develops students' personal relationship with a specific local ecosystem through sustained, repeated, seasonal engagement — the kind of relationship that Chawla's research identifies as the developmental source of adult environmental commitment. Unit Structure: Year-long (or semester-long where seasonal change is compressed); one outdoor investigation period per week (45-60 minutes); complementary indoor activities. Season 1 — Establishing the Baseline: Students 'adopt' specific outdoor investigation sites within the school grounds — 1m² plot that each student pair documents across all seasons. Investigation 1: What is living here? Macro-level observation — what plants, insects, birds, mammals, or evidence of organisms can we detect? Documentation: field drawings of five organisms; photograph documentation (if devices available); field notes using 'I observe... I wonder... It reminds me of...' protocol. Investigation 2: Soil and microecology — small trowel sample of soil; what can we see at the macro level? At micro level with hand lenses? Worm count; invertebrate count; root observation; smell and texture recording. Investigation 3: Abiotic conditions — temperature at surface and 5cm below surface; evidence of water retention or drainage; sun exposure assessment; wind shelter or exposure. At the end of Season 1: each pair has a baseline ecological portrait of their site. Season 2 — Seasonal Change: Return to same sites; systematic comparison with Season 1 documentation. What has changed? What has stayed the same? Prediction before investigation: 'I predict that ___ will change because ___'; test predictions against observations. Identification challenge: identify by name (using field guides) three species encountered at each site. Begin building a 'class ecosystem map' — where in the school grounds is there most biodiversity? Least? Why? Season 3 — Questions and Investigation: Students generate three genuine investigation questions about their site based on their observations: 'Why does [location] have more/less [organism] than [other location]?'; 'What affects how many [organisms] we find?'; 'What would happen if we [changed something]?'. Design a simple, feasible investigation for one question; conduct over 3-4 weeks; analyze results; share with class. Season 4 — Action and Advocacy: Based on the investigation, students develop one environmental improvement proposal for the school grounds: a pollinator patch; a water feature; a biodiversity corridor; removal of an invasive plant. Class votes on the highest-priority proposal; students develop a presentation for the school principal and parent community. Full unit with: seasonal investigation protocols; field drawing guide; identification resources; investigation design scaffold; class ecosystem map template; environmental improvement proposal planning guide; family communication letters for each season."

"Design a climate literacy and agency unit for Grades 5-6 — 'Climate Futures: Understanding, Caring, and Acting' — grounded in Tilbury's ESD competency framework and Sterling's three-order change model, specifically designed to build climate literacy and environmental agency while preventing eco-anxiety (Sobel's concern). This unit explicitly addresses the tension between the urgency of climate education and the developmental appropriateness of climate education: students this age are developmentally ready to engage with systemic environmental challenges, but need to encounter those challenges alongside concrete agency — the experience of being able to do something — rather than as overwhelming crises beyond their control. Systems Thinking Module (Week 1-2): Introduction to the climate system as a system — what are the components? how do they interact? what are the feedback loops? Visualization: draw the carbon cycle; identify human interventions in the cycle. Case study: how one change (rising Arctic temperatures → decreased albedo → more warming → less ice → more warming) illustrates feedback loops. Student question: 'What other feedback loops exist in the climate system?' Anticipatory Thinking Module (Week 3-4): Futures thinking — not predicting one future but exploring multiple futures. Scenario planning: under different emission pathways (business as usual; moderate action; ambitious action), what are the projected ranges of outcomes for temperature; sea level; extreme weather; biodiversity? Emphasis: ranges and uncertainties, not single predictions. Local futures: how might climate change affect our specific local environment over the next 50 years? Connect to local resources (regional climate projections; local government adaptation plans). Normative Thinking Module (Week 5-6): Values and trade-offs in climate decisions. Who has contributed most to climate change historically? Who is most affected by it? Climate justice as an ethical framework. Debate: different stakeholder positions on specific climate policies. Students develop their own positions with explicit reasoning: 'I believe ___ because ___; I acknowledge the counterargument that ___; I respond to that by ___'. Strategic and Action Module (Week 7-8): From understanding to action. What are the actual levers for change? Individual actions; collective actions; political actions. Carbon footprint analysis — not to induce guilt but to understand where the largest impacts are and where the largest leverage points are. Local action project: identify one actionable climate-related project in the school or community; develop a realistic plan; implement at least one step. Reflection: 'What did I learn? What can I do? What will I do?' Full unit with: systems thinking climate diagram activities; futures scenario cards; climate justice case studies; carbon footprint analysis tool (simplified); local action project planning guide; student agency reflection protocol."

Nature Connection Activities

"Design a nature connection curriculum for Grades K-2 — 'Hello, Nature!: Building a Child's Relationship with the Living World' — grounded in Chawla's significant life experiences research and Sobel's ecophobia prevention framework, designed specifically for young children (ages 5-8) with the deliberate goal of building emotional bonds with the natural world rather than teaching environmental content or addressing environmental problems. No environmental problems or threats are mentioned in this curriculum. The focus is entirely on wonder, relationship, and belonging in nature. Program Design Principles: Regular, repeated access to the same outdoor space (familiarity produces love); unhurried time for self-directed exploration (not every moment structured); adult role-modeling of genuine wonder and curiosity (not demonstration of expertise); naming and noticing as the primary cognitive activities (developing a vocabulary for the natural world without requiring scientific literacy); and full sensory engagement (not just visual observation but touch, smell, sound, movement). Weekly Activity Cycle: Monday — Notice Time: 10 minutes of free outdoor observation with one prompt: 'Find something you have never looked at closely before; spend two minutes really looking at it.' Share in a circle: 'I noticed...' Tuesday — Name This! (3 times per week): Teacher introduces one local species (plant, bird, insect, or tree) with a story, a photograph, and an encounter if possible. Not a lesson but an introduction: 'This is a [name]. Here are a few things I find fascinating about it. Have you ever seen one?' Wednesday — Sense Walk: 5-minute outdoor walk with deliberate attention to one sense at a time. 'For one minute, listen only. Count every different sound you can hear. For one minute, smell only. What can you smell? For one minute, feel only — not taste, not look. Feel the air; the ground; the bark.' Thursday — Wild Art: Using only natural materials found outdoors (no picking living plants; only fallen materials), create a small art piece in the outdoor space. Leave it for one week; observe what changes. Friday — Story Time: Read a picture book or brief story featuring the natural world; discuss: 'Where did this story happen? What creatures were in it? Have you ever been in a place like this?' Monthly Deep Encounter: Each month, arrange one extended (1-2 hour) outdoor experience in a natural setting beyond the school grounds. Season-specific: spring bird observation; summer pond-dipping; autumn leaf investigation; winter track and sign. Focus on relationship: what is here that is alive? what does it need? what do we notice about it? Celebration of relationship: 'The School Nature Name Book' — a growing class book in which students record and draw every species they encounter and give it a place, a name, and a story. By the end of Grade 2, each student has met and can name at least 20 local species. Full curriculum with: weekly activity plans for the full school year; name-this species list by local region (template to fill in with local species); Wild Art gallery of examples; nature story book list; family engagement guide with nature activities for home; outdoor safety and supervision notes."

Classroom Scenario: Fionnuala's Environmental Education in the Isle of Man

Fionnuala Crellin-Quayle is a Grade 5 teacher at a primary school in Douglas — the capital and largest town of the Isle of Man, a Crown dependency of the United Kingdom situated in the Irish Sea at approximately equal distances from England, Scotland, Ireland, and Wales. The Isle of Man is not part of the United Kingdom and not part of the European Union; it is a self-governing Crown dependency with its own parliament (Tynwald — one of the world's oldest continuous parliaments, claiming an unbroken history dating to approximately 979 CE), its own laws, its own currency (the Manx pound, at par with sterling), and its own distinct Manx culture and language.

The Isle of Man's Cultural and Environmental Identity: The Isle of Man is approximately 52 kilometers long by 22 kilometers wide, with a total land area of approximately 572 square kilometers and a population of approximately 85,000 people. The island has a remarkable topography: high central moorlands (Snaefell, the highest point, reaches 620 meters and is the only point in the British Isles from which England, Scotland, Ireland, and Wales can all be seen simultaneously) surrounded by deeply incised valleys falling to varied coastlines — cliffs on the north; sandy beaches on the south and west; a sheltered harbor on the east at Douglas. The island is designated a UNESCO Biosphere Reserve, reflecting its extraordinary environmental diversity within a tiny area: upland heather moorland; coastal grassland; ancient deciduous woodland; extensive intertidal zones; marine environments home to basking sharks, harbor porpoises, grey seals, and diverse seabirds.

The Manx (Isle of Man Gaelic) language — a Celtic language closely related to Irish and Scottish Gaelic — was reduced to fewer than 50 native speakers by the 1970s but has undergone a remarkable revival: today it is taught in Manx-medium schools (Bunscoill Ghaelgagh) and as a subject in all primary schools, and there are now hundreds of children being raised with Manx as their primary home language. The environmental and linguistic revitalization movements on the Isle of Man are closely linked, sharing a commitment to the island's distinctive heritage.

Educational Context: Education on the Isle of Man is administered by the Department of Education, Sport and Culture, following a curriculum influenced by but distinct from the English National Curriculum, with additional Manx-specific elements including Manx history, Manx language, and the island's natural heritage. The Isle of Man's environmental context — its biosphere reserve status; its exceptional coastal and moorland environments; its UNESCO Biosphere designation — is deeply integrated into the primary school curriculum, and outdoor learning is a well-established tradition.

Fionnuala's Environmental Education Approach: Fionnuala's environmental education draws on the Isle of Man's extraordinary natural environments as its primary classroom. Her students regularly investigate the island's coastal environments (rockpool surveys; seabird monitoring; marine litter assessments); the upland moorlands (heather species identification; upland bird surveys; blanket bog ecology); and the ancient woodlands (tree identification; woodland floor ecology; phenological observation across the seasons). Each investigation cycle follows Palmer's wheel — students encounter environments directly (in the environment); develop knowledge of what they find (about the environment); and take action based on their findings (for the environment), whether through citizen science contributions to Manx biodiversity databases, habitat improvement projects in the school grounds, or environmental advocacy presentations to the island's parliament committee. EduGenius (edugenius.app) helps Fionnuala generate locally contextualised environmental investigation protocols; ESD competency-aligned project frameworks; and age-appropriate climate literacy activities that build environmental agency rather than eco-anxiety.

Internal Resources

• Best AI for Place-Based and Experiential Learning
• Best AI for Science Education and Scientific Thinking
• Best AI for Project-Based Learning
• Best AI for STEM and STEAM Education
• Best AI for Culturally Responsive Teaching