EFIGE: a conceptual model for integrating environmental education, social participation and environmental governance for sustainability

Abstract

Environmental challenges increasingly require approaches capable of integrating education, social participation, and governance mechanisms to promote sustainability. In this context, this study aimed to examine the relationships among environmental education, environmental citizenship, social participation, and participatory environmental governance by proposing the EFIGE model (Formal, Informal Education and Environmental Governance) as an integrative conceptual framework. The research was conducted as a qualitative theoretical-conceptual study developed in four analytical stages: literature review, document analysis, conceptual systematization, and model development. The analysis encompassed theoretical contributions related to environmental education, human capabilities, communities of practice, and environmental governance, as well as national and international sustainability frameworks. The results identified four interdependent dimensions that support sustainability-oriented processes: environmental education and environmental citizenship development, human capability expansion, collaborative learning through communities of practice, and participatory environmental governance. The integration of these dimensions resulted in the development of the EFIGE model, which articulates educational processes, social participation, collective knowledge construction, and governance mechanisms within a single analytical framework. The model highlights the role of human capabilities and social learning in strengthening environmental citizenship and fostering more inclusive and collaborative decision-making processes. It is concluded that EFIGE represents an innovative conceptual contribution that may support future research, environmental education programs, community-based initiatives, and participatory governance strategies aimed at advancing sustainability.