Álvarez-García, O., Sureda-Negre, J., & Comas-Forgas, R. (2015). Environmental education in pre-service teacher training: A literature review of existing evidence. Journal of Teacher Education for Sustainability, 17(1), 72–85.10.1515/jtes-2015-0006
Aroonsrimorakot, S., Laiphrakpam, M., & Paisantanakij, W. (2020). Impacts of green office projects in Thailand: An evaluation consistent with sustainable development goals (SDGs). Journal of Sustainable Development, 13(4), 164–177.10.5539/jsd.v13n4p164
Chatzifotiou, A. (2006). Environmental education, national curriculum and primary school teachers. Findings of a research study in England and possible implications upon education for sustainable development. The Curriculum Journal, 17(4), 367–381.10.1080/09585170601072478
Department of Environmental Quality Promotion (2015). Decoding environmental education in schools, research. Thailand: Ministry of Natural Resources and Environment.
Grabovska, R., & Grabowski, J. (2009). Implementing the United Nations Decade on Education for Sustainable Development in Latvian Higher Education. Journal of Teacher Education for Sustainability, 11(1), 8–30.10.2478/v10099-009-0029-y
Heasly, B., Iliško, Dz., Salīte, I., & Lindner, J. (2020). The value of process and pedagogy through the sustainability prism. Discourse and Communication for Sustainable Education, 11(2), 1–4.10.2478/dcse-2020-0014
Jatuporn, O., & Watthanathorn, A. (2015). Place-based education: The development of good citizenship in youth based on community contexts. Songklanakarin Journal of Social Science and Humanities (SJSH), 21(1), 83–111.
Pipere, A., Veisson, M, & Salīte, I. (2015). Developing research in teacher education for sustainability: UN DESD via the Journal of Teacher Education for Sustainability. Journal of Teacher Education for Sustainability, 17(2), 5–43.10.1515/jtes-2015-0009
Rawang, W. (2020). Registered intellectual property on systematic sciences of environmental education: As the sustainable development process-SDP. Nakhonpathom: Mahidol University.
Rittikoop, W. (2018). Community-based learning: Effective pedagogy strategies for teachers in the 21st Century. Graduate School Journal, 11(3), 179–189.
Salīte, I. (2015). Searching for sustainability in teacher education and educational research: Experiences from the Baltic and Black Sea Circle Consortium for educational research. Discourse and Communication for Sustainable Education, 6, 21–29.10.1515/dcse-2015-0002
Salīte, I., Fjodorova, I., Meihami, H., Ivanova,O., Iliško, Dz., & Gholami, J. (2019). JTES Approaches to Sustainability: Current Practices and New Perspectives for a More Sustainable World. Journal of Teacher Education for Sustainability, 21(2), 1–4.10.2478/jtes-2019-0012
Salīte, I., Drelinga, E., Iliško, Dz., Oļehnoviča, E., & Zariņa, S. (2016). Sustainability from the transdisciplinary perspective: An action research strategy for continuing education program development. Journal of Teacher Education for Sustainability, 18(2), 135–152.10.1515/jtes-2016-0020
Srisaiphet, O. (2016). The effects of using a guidance activity on package with project-based learning to develop problem solving skills of Mathayom Suksa III Students at Princess Chulabhorn’s College, Satun in Satun Province. Academic Services Journal, Prince of Songkla University, 27(2), 61–68. Retrieved from http://dx.doi.org/10.14456/asj-psu.2016.21
Sunthonkanokpong, W., & Murphy, E., (2019). Quality, equity, inclusion and lifelong learning in pre-service teacher education. Journal of Teacher Education for Sustainability, 21(2), 91–104.10.2478/jtes-2019-0019
Yavetza, B., Goldmanb, D., & Pe’erc S. (2014). How do preservice teachers perceive ‘environment’ and its relevance to their area of teaching? Environmental Education Research, 20(3), 354–371.10.1080/13504622.2013.803038