This study conducts a systematic review of Place-Based Education (PBE) and its effects on individual well-being, community engagement, and environmental awareness. In order to thoroughly examine the current state of research on place-based education (PBE) and how it relates to Deringer's (2017) four thematic dimensions—social equity, environmental equity, community involvement, and critical thinking and problem-solving—this study uses a systematic review methodology. When combining research findings from many studies, a systematic review is especially helpful since it enables a methodical and exacting evaluation of the field's trends, gaps, and contributions. A systematic review ensures dependability and reduces bias in the selection and assessment of sources by following a transparent and replicable method, in contrast to traditional narrative reviews.

PBE incorporates local contexts into educational practices, enhancing the relationship between learners and their environment. This research seeks to analyze current studies on PBE and categorize them based on Deringer’s (2017) four primary themes: (1) Critical thinking and problem-solving, (2) Community participation, (3) Environmental equity, and (4) Social equity. The study aims to align PBE’s educational outcomes with European educational policies, specifically the European Qualifications Framework (EQF) and the Education for Sustainable Development (ESD) agenda.

This study is guided by the central research question: “In what ways do studies on PBE enhance individual well-being, environmental awareness, and community engagement?”

The objectives of the study are as follows:

Systematic categorization of PBE-related research to identify significant trends and gaps.

Assessing the impact of project-based education on students' critical thinking, community involvement, and environmental responsibility.

Examining the influence of PBE on promoting sustainable development in European educational frameworks.

Evaluating the congruence of project-based education methodologies with European Qualifications Framework and Education for Sustainable Development objectives.

This study's conceptual framework is based on experiential learning theories, particularly Dewey’s model of experiential education, which highlights the importance of learning through environmental interaction. The study references Aldo Leopold’s land ethic, emphasizing the moral obligation of individuals to nature. This analysis integrates contemporary sustainability education frameworks to examine the role of PBE in fostering ecological literacy and social responsibility. This study examines theoretical foundations to elucidate the role of PBE in advancing holistic education and sustainable development goals within a European framework.

This study utilizes a systematic review methodology to examine peer-reviewed literature on Place-Based Environmental Education (PBE), adhering to PRISMA guidelines for methodological rigor. Studies were sourced from Web of Science, Scopus, ERIC, and Google Scholar due to their extensive coverage of education and environmental studies. The use of keywords in conjunction with Boolean operators (e.g., “Place-Based Education AND Sustainability Education”) enhances the search by focusing on studies pertinent to PBE themes. Initial investigations indicate that, although numerous studies emphasize the advantages of environmental education, there is a relative scarcity of research specifically addressing place-based education (PBE) in K-12 and higher education contexts. Preliminary results indicate significant correlations between project-based education (PBE) and community engagement, critical thinking, and sustainability, consistent with the themes identified by Deringer (2017). This underscores the necessity for a systematic synthesis to comprehend PBE's influence on student learning, environmental awareness, and community-based education. The inclusion criteria encompass peer-reviewed studies published within the last five years, conducted in English, and centered on K-12 or higher education. Studies that do not incorporate a place-based component, exhibit insufficient methodological rigor, or lack clear contextual information will be excluded. The review process includes citation tracking and backward reference searches to guarantee comprehensive coverage. This structured approach seeks to synthesize existing research, elucidating PBE's contributions to sustainability, community engagement, and environmentally conscious learning. The selected studies will undergo analysis through key themes derived from Deringer’s (2017) framework. The research will also assess the degree of alignment between these studies and European education policies as well as sustainability initiatives. The findings will be synthesized to identify recurring patterns, literature gaps, and implications for policy and practice. This study utilizes a systematic review methodology to conduct a thorough analysis of the existing literature on PBE, establishing a basis for future research and policy development.

This study examines the contributions of Place-Based Environmental Education (PBE) to individual well-being, community engagement, and environmental awareness through experiential learning. The systematic review is expected to demonstrate how PBE fosters a sense of place, deepens students’ understanding of local ecological and social issues, and encourages participation in community-led sustainability efforts. Anticipated findings include: Critical Thinking & Problem-Solving: PBE engages students in analyzing local environmental challenges, fostering innovation and deeper involvement in sustainability issues. Community Engagement: Strengthens social responsibility and civic participation by connecting students to their local environments. Environmental & Social Equity: Enhances inclusivity in environmental education by addressing issues of access, representation, and ecological justice. This study aligns PBE with the European Qualifications Framework (EQF) and Education for Sustainable Development (ESD), advocating for its integration into formal education policies. It synthesizes existing research to highlight PBE’s role in enhancing learning, fostering critical thinking, and promoting active community participation. Findings will offer guidance for educators, policymakers, and curriculum developers, supporting the adoption of experiential, locally relevant, and sustainability-focused approaches in education. By linking environmental education with holistic pedagogical methods, this study aims to inform European sustainability goals and contribute to long-term educational reforms that emphasize sustainability, social justice, and place-based learning both in Europe and globally.

Deringer, S. A. (2017). Mindful place-based education: Mapping the literature. Journal of Experiential Education, 40(4), 333-348. https://doi.org/10.1177/1053825917716694 Dewey, J. (1933). How we think. Boston, MA: Houghton Mifflin Company. IUCN, UNEP, & WWF. (1980). World conservation strategy: Living resource conservation for sustainable development. IUCN. Knapp, C. E. (2005). The “I–thou” relationship, place-based education, and Aldo Leopold. Journal of Experiential Education, 27(3), 277-285. Leopold, A. (1970). A Sand County almanac. New York: Ballantine. (Original work published 1949) McCrea, E. J. (2006). The roots of environmental education: How the past supports the future. Environmental Education and Training Partnership (EETAP). Meadows, D. (1989). Harvesting one hundredfold. UNEP/UNESCO. Sterling, S. (1990). Environment, development and education: Towards a holistic view. In Deception, Demonstration, Debate: Towards a Critical Education and Development Education. WWF & Kogan Paul. Tilbury, D. (1995). Environmental education for sustainability: Defining the new focus of environmental education in the 1990s. Environmental Education Research, 1(2), 195-212. UNESCO. (1992). UN Conference on Environment and Development: Agenda 21. UNESCO.