Abstract
PurposeTo present results from a research project on postgraduate and undergraduate students' learning about environmental issues in education.Design/methodology/approachThree cases were carried out with civil engineering students, biology students and postgraduate students. Discussions in classroom were tape‐recorded, as well as discussions while working with assignments, and interviews were carried out.FindingsShows how differently environmental issues can be interpreted, i.e. scientifically, existentially and politically, and the way values and emotions become an aspect of the learning process and reveal the students' difficulties in differentiating between values and descriptions of phenomena. This is analysed and explained in relation to the students' various projects that come into conflict in the educational setting.Practical implicationsThe paper can be of use to those who are engaged in environmental education and raises questions regarding the content of today's environmental education.Originality/valueGives an insight into students' learning processes and experiences in environmental education and the difficulties they can experience when studying such a subject.
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