{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,12,31]],"date-time":"2025-12-31T15:51:18Z","timestamp":1767196278614,"version":"3.48.0"},"reference-count":93,"publisher":"MDPI AG","issue":"1","license":[{"start":{"date-parts":[[2025,12,31]],"date-time":"2025-12-31T00:00:00Z","timestamp":1767139200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"FCT-Portuguese Foundation for Science and Technology","award":["UIDB\/04107\/2020"],"award-info":[{"award-number":["UIDB\/04107\/2020"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Sustainability"],"abstract":"<jats:p>An effective response to the socio-environmental crisis requires the education of critical citizens, capable of articulating local action with collective socio-political engagement. Teachers occupy a central position in educating for Environmental Citizenship (EC), yet in-service professional development models in this area remain scarce. Within a Design-Based Research framework, this article discusses the expert evaluation of a training prototype. 32 experts\u2014comprising EC researchers, TPD researchers, and specialist teachers\u2014responded to a qualitative questionnaire regarding the model\u2019s design. Data underwent inductive content analysis, with categories emerging directly from the responses. While results strongly validate the prototype\u2019s structure, crucial recommendations emerged for its improvement. Pedagogically, experts suggested focusing on structuring methodologies like Problem-Based Learning and Case Studies to avoid fragmentation. Conceptually, they highlighted the need to deepen critical theoretical foundations and incorporate explicit training in activism and communication skills, enriched by ethical considerations. These findings inform the redesign of a model whose implementation aims to reduce the gap between ecological awareness and transformative civic action, preparing teachers to foster genuine agency in their students.<\/jats:p>","DOI":"10.3390\/su18010400","type":"journal-article","created":{"date-parts":[[2025,12,31]],"date-time":"2025-12-31T15:30:32Z","timestamp":1767195032000},"page":"400","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Contributions of Expert Analysis to a Model of In-Service Teacher Professional Development in Environmental Citizenship Education"],"prefix":"10.3390","volume":"18","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-8841-8863","authenticated-orcid":false,"given":"Larissa","family":"Nascimento","sequence":"first","affiliation":[{"name":"UIDEF\u2014Unidade de Investiga\u00e7\u00e3o e Desenvolvimento em Educa\u00e7\u00e3o e Forma\u00e7\u00e3o, Instituto de Educa\u00e7\u00e3o, Universidade de Lisboa, 1649-013 Lisboa, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-9549-2516","authenticated-orcid":false,"given":"Pedro","family":"Reis","sequence":"additional","affiliation":[{"name":"UIDEF\u2014Unidade de Investiga\u00e7\u00e3o e Desenvolvimento em Educa\u00e7\u00e3o e Forma\u00e7\u00e3o, Instituto de Educa\u00e7\u00e3o, Universidade de Lisboa, 1649-013 Lisboa, Portugal"}]}],"member":"1968","published-online":{"date-parts":[[2025,12,31]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"2190","DOI":"10.55905\/rcssv12n5-013","article-title":"Environmental citizenship: Liberalism, cosmopolitanism and sustainability","volume":"12","author":"Lenzi","year":"2023","journal-title":"Rev. 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