Designing for and facilitating intergenerational group learning is an important objective of informal science institutions as most visitors in those settings engage with scientific thinking in the context of a group. New, deeply engaging, and interactive technologies such augmented reality (AR) have been shown to have positive outcomes in educational settings, but their implications have yet to be investigated for the purpose of intergenerational group learning design. This literature review investigates AR exhibit designs through the lens of PISEC's seven intergenerational group learning principles. After identifying 10 AR exhibits designed for intergenerational group interactions through a systematic review process, we analyzed the challenges and affordances of AR for each exhibit using an adapted framework of PISEC's learning design principles. We present these design guidelines for AR intergenerational group learning to provide researchers and exhibit designers in ISIs with strategies to foster better learning, interaction, and engagement for intergenerational group learning.

In the United States of America, societal structures of oppression frame and underpin nearly every field and industry, including environmental education. Despite growing attention on efforts to diversify the environmental education workforce in the United States, environmental fields have had minimal success attracting and retaining professionals of color. This study sought to explore how Environmental Educators of Color experience and are impacted by workplace culture, practices, and policies. Through focus groups, Environmental Educators of Color (n = 26) shared their perspectives related to equity and inclusion in environmental education work environments. This study draws on critical race theory (Delgado & Stefancic, 2017; Tate, 1997) as an analytical framework to center racial equity in our understanding of the experiences and perspectives of Environmental Educators of Color. Analysis of data included thematic emergent analysis (Merriam & Tisdell, 2016) to identify themes in focus group transcripts. Findings indicate that the workplace practices are frequently and unintentionally reinforcing the status quo of systemic racism and marginalization that Environmental Educators of Color experience.

More sustainable environmental behavior and management is necessary if we are to sustain human well-being; however, current educational practices are not well aligned to support the development of environmentally informed citizens, including adequate teacher preparation. Classroom teachers are in a unique position to develop student skills and knowledge for sustainable environmental behavior through their teaching. Yet, teachers report a gap in their understanding of social-ecological systems, which presents a barrier to developing environmental citizens, or those enacting the skills and knowledge necessary for sustainable environmental behavior. This study focuses on the impact of a teacher professional development workshop designed to develop teachers' understanding of local social-ecological systems. We explore the effects of the workshop through the framework of environmental citizenship which has five components: Ecological Literacy, Civics Literacy, Self-Efficacy, Values Awareness, and Practical Wisdom. The quasi-experimental design included a pre- and post-survey of teacher participants' environmental citizenship. The Wilcoxon signed-rank test showed that the median posttest scores were significantly higher than the median pretest scores, indicating a statistically significant increase in environmental citizenship for all five components. The environmental citizenship of teachers has not been reported in the literature, despite the emerging importance of environmental citizenship dispositions for delivering social-ecological systems content. Although the nature of the study limits our ability to generalize beyond this case, our findings suggest that environmental citizenship may increase as a result of teacher professional development, with potential to inform the type of education that leads to fostering environmental citizenship in students.