A systematic review towards a better understanding of the study of teachers’ environmental identities

Growing attention is being paid to the study of teachers’ environmental identities to strengthen their connection with nature and promote more environmentally conscious teaching practices. This systematic literature review aims to contribute to a deeper understanding of how these identities are studied in the educational context. A total of 27 studies published between 2014 and 2024 were analyzed. The selected articles were organized into six categories: publication trends and article properties, type of participants, research questions, methodological approaches, aspects related to teachers’ environmental identities, and definitions of environmental identity. Findings encompassing pre-service and in-service teachers, underscore the need for research from methodological perspectives that can account for the dimensions shaping teachers’ environmental identities, as well as their relationship with professional identity and environmentally oriented behaviours. We conclude by proposing a multidimensional definition of teachers’ environmental identity within their professional field, aimed at guiding future research and strengthening teacher training programs.