IJECE Published Article

Abstract Individuals and societies must be environmentally literate to accept accountability and consequently work in partnerships to manage natural resources sustainably. There is a need for individuals and societies to gain wisdom regarding the complex and intertwined drivers that underlie environmental issues. This paper proposes the use of the Driver-Pressure-State-Impact-Response framework as a tool for environmental management education to effectively develop critical thinking skills among students. A narrative review of the literature was conducted to explore the possibility of using the framework as a pedagogical tool. The framework allows students to see a comprehensive and interdisciplinary perspective of environmental issues as a basis for formulating analytically sound solutions. The outcome of this teaching methodology is a balance between theory and practice. The framework promotes a methodical and organized approach to teaching environmental management--enabling the link between traditional input or student activity-oriented methods to complex, high-quality learning outcomes.