A new article investigating the self-efficacy of informal educators in leading youth civic engagement projects has been published in the Journal of Museum Education. Conducted by Megan Ennes of the Florida Museum of Natural History and undergraduate research assistant Elle Henson at the University of Florida, the research explored how museum and informal science educators perceive their ability to facilitate civic action projects aimed at addressing environmental issues.
Funded by the North American Association for Environmental Education (NAAEE) and the Environmental Protection Agency (EPA) through the ee360+ program, the study focused on a professional development initiative designed to prepare educators to implement the Community Action Projects for the Environment (CAPE) curriculum. CAPE, based on Earth Force's Environmental Action Civics framework, empowers youth aged 11-18 to take meaningful action in their communities by identifying environmental challenges, researching root causes, engaging with decision-makers and advocating for change.
Educator Confidence in Civic Engagement
As environmental changes pose increasing challenges worldwide, it is essential to equip young people with the skills and confidence to address these issues. Informal educators in museums, zoos, science centers and community organizations play a crucial role in fostering youth engagement. However, their own confidence in facilitating civic action remains underexplored. "I was interested in how educators feel about facilitating this type of project with the youth they work with. For students to be successful, they need adults who are confident in their ability to support their engagement in civic action," Ennes said.
Study Methods
The study examined 79 informal educators who participated in CAPE workshops. Participants completed pre- and post-workshop surveys assessing their self-efficacy using a 16-item Likert scale, as well as a post-survey open-ended question regarding their resource needs. The surveys measured educators' confidence in fostering civic engagement, facilitating learning for all students, and supporting youth-led environmental action projects.
One challenge encountered was securing survey responses. The participants were given time at the beginning and end of the workshop for the survey. Despite these efforts, only 53 participants completed the post-survey. "We ended up getting everything we needed, but it was hard to get [the surveys] back," Henson said.
Unexpected Results
"I think the thing that stuck out the most was that the educators felt their confidence decreased after they participated in the workshop. That was really surprising," Ennes said. Results showed a non-significant decrease in self-efficacy from pre- to post-workshop surveys. Further analysis revealed that many educators initially conflated civic engagement with service learning, which typically involves short-term, hands-on projects rather than advocacy-based initiatives requiring engagement with policymakers. This shift in understanding may have led to a reassessment of their own preparedness.
Despite this decrease in confidence, educators overwhelmingly expressed enthusiasm for facilitating youth-led civic action and maintained strong beliefs in the potential of young people to effect change. Many participants also identified key barriers to implementation, including lack of resources, time and strategies for supporting all learners.
Enhancing Training
Recognizing the need for enhanced training and support, the research team is working to refine professional development initiatives to better prepare informal educators for civic engagement facilitation. This includes addressing misconceptions about civic engagement, providing strategies for creating supportive learning environments and ensuring educators feel equipped to guide youth in engaging with community leaders.
The findings from this study offer valuable insights into the challenges and opportunities of empowering informal educators to support youth-led civic action for environmental change. By refining educator training and resources, institutions can help foster the next generation of environmental advocates prepared to create lasting, community-driven solutions.
