In late March, Environment Canada and numerous partner organizations, including Take Me Outside, came together to host an inspiring and rare gathering at the Canadian Museum of Nature in Ottawa. The goal was to provide input on developing a National Framework for Environmental Learning. This framework would serve as a cohesive approach to environmental education that enables equitable access to quality environmental learning opportunities across Canada.1 As is noted in Environment Canada’s background information, “Environmental learning is critical in addressing the urgent triple planetary crisis of climate change, biodiversity loss and pollution. It helps us understand and address environmental impacts, and it empowers us to make informed choices, manage eco-anxiety and prepare for the jobs of tomorrow.”2 Below are three perspectives that provide a brief summary. They include James Bartram, the Chair of the Forum, Willow McGrath, a grade 11 student in New Brunswick, and Rasulan Q Hoppie, a superintendent in Ontario.

James Bartram - Chair for the Forum Advisory Committee:

Building on three national environmental learning consultations - what we heard, a youth report and Indigenous consultation - 100 intergenerational representatives from environmental education organizations (formal and non-formal), government and philanthropic foundations joined educators, practitioners and youth, as well as expert panelist and astronaut David Saint-Jacques, to consider an emerging National Framework. This framework is intended to help mainstream environmental learning for learners coast to coast to coast.

The packed schedule took advantage of the Canadian Museum of Nature's grounds, intertidal touch tanks, and a remarkable butterfly exhibit, with sessions including Indigenous Land-Based Education, Youth Perspectives, Global Perspectives, Learner Outcomes, Research, Policy and Practice, Capacity Building & Exchange, Career Pathways and Greening Learning Spaces.

Participants workshopped and discussed what brought us here and how we can more effectively work collaboratively for a Team Canada approach. The forum was a key milestone after four years of consultations, pilot programs and research.

The Draft Framework envisions an ecosystem where stakeholders come together and harmonize our collective effort for the benefit of all.

Vision: At the centre is the framework’s guiding vision or compass, which is a Two-Eyed Seeing approach to braid together Indigenous and western perspectives on environmental learning. This vision is the foundation of the framework and radiates outwards. It influences all other aspects of the framework.

Pillars: Moving outwards, the growth/action areas that we need to prioritize to increase high-quality environmental learning in Canada include Learning Spaces, Data & Research, Green Skills, Learning Communities, and Educator Capacity.

Challenges: The three biggest threats to our planet and ourselves include Climate Change, Pollution and Biodiversity Loss. These are what we need to address through environmental learning in ways that advance knowledge, agency and hope in our children.

Societal Benefits: These benefits include Planetary Wellness, Healthy Humans and a Strong Economy. These are overarching outcomes that come from prioritizing environmental learning.

Willow McGrath - Grade 11 and attends Malachy’s Memorial High School in Saint John NB.

The national forum for environmental learning was a wonderful and empowering experience for myself and other youth representatives. From talking to adults, who never ceased to be encouraging; to hearing from other youth about their initiatives; it served as an idea centre for things I could bring back to my own school.

Being in an environment swelling with interest and enthusiasm, I felt enabled to make change in my school once I got back. The best focus in my opinion was on outdoor, hands-on learning. This is effective because it provides an educational experience that is significantly more engaging. It creates links to tangible local experiences, serving as a valuable enrichment experience unparalleled by classrooms.

To protect the environment, you need to love it, and to love it you need to experience it. This is the irrefutable and unique benefit provided by outdoor learning.

To ensure environmental education (EE) is implemented into school systems there are several things we must do. The first is directed towards youth. Pressure your systems! People listen when change is called for especially if hailed by youth. Another note is that people must embrace and recognize EE’s meaning. There are plenty of resources for students, teachers or administrators trying to implement environmentally based learning.

An emphasis must also be placed on removing the stigma surrounding taking students outside for a class as this is often seen as a waste of a class. Even still, the wide range of opportunities related to this topic should be taken advantage of. EE has the potential to be integrated into practically every subject which is a unique advantage. What we must do is ensure EE becomes a standard in education by applying pressure to every level of the system. Once the demand is there, faculties will implement EE.

Rasulan Q Hoppie - Superintendent of Education for the Peel District School Board in Ontario.

At the Forum for Environmental Learning that took place in Ottawa during March this year, Environment and Climate Change Canada (ECCC) introduced a draft National Framework for Environmental Learning with the goal of creating a unified approach to environmental education across sectors and implementation through cross-sector partnerships.

This framework presents several potential benefits for local school districts, but it also presents a series of challenges with direct implications operationally and politically. A framework such as this could offer school districts access to new national funding streams and professional development opportunities focused on climate literacy.

This would enhance local school boards’ ability to equip students with the knowledge and skills necessary for an increasingly green economy. However, there would also be operational and political challenges.

As education remains a provincial responsibility, school boards would need to carefully navigate their obligations under provincial curriculum while considering voluntary alignment with a federal framework. Without clear provincial endorsement, adopting federal resources could create tensions around jurisdiction, funding priorities, and accountability.

A federal climate change education framework offers significant potential to enhance climate literacy and prepare students for a sustainable future. For meaningful impact at the district level, implementation must be supported by targeted professional development, cross-sector partnerships, and curriculum that reflects local realities.

Given that education is under provincial jurisdiction, successful integration requires a flexible approach and respectful coordination with provincial authorities. Long-term success will depend on aligning national objectives with provincial curriculum frameworks, ensuring coherence, collaboration, and respect for legislative boundaries.

Take Me Outside will continue to provide updates on this framework and the implications it may have on Outdoor and Environmental Learning.