Abstract
This literature review explores the role of intergenerational learning as a pedagogical strategy within Environmental Education and Education for Sustainable Development. A systematic analysis of 34 empirical studies published between 2016 and 2025 examines the interactions between children and parents regarding the transmission of environmental knowledge and the development of attitudes and behaviours. Findings indicate that intergenerational learning is not a unidirectional flow of knowledge from adults to children but a reciprocal process, where children can significantly influence their parents (reverse socialization), especially when emotionally engaged or actively involved in educational initiatives. Key moderating factors identified include the quality of the parent-child relationship, intra-family communication, the structure of interventions, and the broader sociocultural context. The review enhances understanding of intergenerational learning as a mechanism for strengthening family bonds and promoting sustainable values. It also highlights challenges related to reverse socialization, as children’s influence on adults does not always lead to long-term behavioral change. These findings underscore the need for multi-level, participatory interventions that engage both children and parents within and beyond the school environment to foster sustainable transformation.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Review Article
INTERDISCIP J ENV SCI ED, Volume 22, Issue 1, 2026, Article No: e2602
https://doi.org/10.29333/ijese/17500
Publication date: 01 Jan 2026
Online publication date: 03 Dec 2025
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