Assoc. Prof. Dr. Irida Tsevreni | Education | Best Researcher Award

Education

Assoc. Prof. Dr. Irida Tsevreni’s educational background reflects a profound commitment to advancing environmental awareness and sustainable development through academic inquiry. She earned her Ph.D. in Environmental Education from the National Technical University of Athens, where her pioneering doctoral research emphasized children’s participation in urban planning and environmental care, setting the foundation for her lifelong dedication to youth-centered environmental engagement. Building on this foundation, she undertook postdoctoral research at the same institution, focusing on the participatory design of creative and inclusive play environments for children with special educational needs. Her academic journey is characterized by an interdisciplinary approach, merging education, pedagogy, psychology, and environmental science to create a holistic framework for research and practice. This combination of theory and application has established her as a thought leader in environmental education, influencing both academic communities and policymakers. Her studies exemplify how scholarly training can evolve into impactful research that bridges ecological literacy with social responsibility.

Experience

Dr. Tsevreni has built a distinguished professional career as an Associate Professor in Environmental Education at the Department of Early Childhood Education, University of Thessaly. Throughout her academic service, she has designed and implemented a wide range of environmental education programs, engaging participants of all ages and fostering ecological consciousness at local, national, and international levels. Her work transcends traditional classroom boundaries, emphasizing experiential learning and community-driven initiatives. She has actively collaborated with schools, universities, municipalities, and NGOs, ensuring that her academic contributions translate into practical societal impact. Additionally, she has contributed to the success of six major research projects, many with cross-border collaborations that underline her global outlook. Beyond teaching and research, Dr. Tsevreni has played an influential role in nurturing students’ intellectual growth and empowering them to become agents of change in sustainability movements. Her professional journey showcases a balance of scholarly excellence, innovative teaching, and impactful outreach, reinforcing her leadership in the field.

Research Interest

Dr. Tsevreni’s research interests lie at the intersection of environmental education, social participation, and human–nature relationships. She is deeply committed to exploring how children’s voices and experiences can reshape educational frameworks, urban planning, and ecological awareness. Her scholarship highlights the importance of critical pedagogy of place, where learning is deeply rooted in local contexts, cultural understanding, and ecological responsibility. A distinctive aspect of her research is her work on ecophenomenology, which seeks to heal the modern disconnect between humans and nature by fostering meaningful environmental experiences from early childhood. She has also advanced inquiries into holistic education models, where emotions, perceptions, and creativity stand alongside scientific knowledge in fostering environmental stewardship. With a growing focus on eco-anxiety among younger generations, she contributes fresh insights into addressing the climate crisis through education and empowerment. Her research remains pioneering, offering innovative pathways for sustainability-driven pedagogy and participatory ecological practices.

Award and Honor

Dr. Tsevreni’s academic achievements have been recognized with prestigious honors and awards, underscoring her international reputation as a thought leader in environmental education. Her publication “Generation Z Worries, Suffers and Acts against Climate Crisis” earned the Best Paper Award by Climate (MDPI), marking her global impact on eco-anxiety and climate-focused educational research. Another milestone includes her article “Towards an environmental education without scientific knowledge”, which became the most-read publication in Environmental Education Research (Taylor & Francis), illustrating her ability to spark widespread scholarly dialogue. Furthermore, her paper “Healing the alienation of new generations from nature” gained national prominence when it was selected as the topic for Greece’s University Entrance Exams, reflecting its influence on national education policy. Alongside these recognitions, her 26 peer-reviewed publications, 500+ citations, and involvement in high-impact research projects further demonstrate her sustained scholarly excellence and influence in shaping global environmental discourse.

Publication Top Notes

• Title: Towards an environmental education without scientific knowledge: an attempt to create an action model based on children’s experiences, emotions and perceptions about their …
  Authors: I. Tsevreni
  Year: 2011
  Citations: 178

• Title: Exploring Primary Children’s Views and Experiences of the School Ground: The Case of a Greek School
  Authors: V. Christidou, I. Tsevreni, M. Epitropou, C. Kittas
  Year: 2013
  Citations: 62

• Title: Nature journaling as a holistic pedagogical experience with the more-than-human world
  Authors: I. Tsevreni
  Year: 2021
  Citations: 53

• Title: Generation Z worries, suffers and acts against climate crisis—The potential of sensing children’s and young people’s eco-anxiety: A critical analysis based on an integrative …
  Authors: I. Tsevreni, N. Proutsos, M. Tsevreni, D. Tigkas
  Year: 2023
  Citations: 40

• Title: Assessing the sustainability factors of traditional olive groves on Lesvos Island, Greece (Sustainability and traditional cultivation)
  Authors: C. Giourga, A. Loumou, I. Tsevreni, A. Vergou
  Year: 2008
  Citations: 26

• Title: A thorough evaluation of 127 potential evapotranspiration models in two Mediterranean urban green sites
  Authors: N. Proutsos, D. Tigkas, I. Tsevreni, S.G. Alexandris, A.D. Solomou, …
  Year: 2023
  Citations: 25

• Title: The empowering role of art in a critical pedagogy of place
  Authors: I. Tsevreni
  Year: 2014
  Citations: 17

• Title: Exploring children’s participation in the framework of early childhood environmental education
  Authors: I. Tsevreni, A. Tigka, V. Christidou
  Year: 2023
  Citations: 14

• Title: The ignorant environmental education teacher: Students get empowered and teach philosophy of nature inspired by ancient Greek philosophy
  Authors: I. Tsevreni
  Year: 2018
  Citations: 13

• Title: Encounters among Environmental Education and Eco‐Art in the Anthropocene
  Authors: I. Tsevreni
  Year: 2022
  Citations: 12

• Title: Participatory creation of a place-based teaching and learning methodology for children’s participation and citizenship in the urban environment
  Authors: I. Tsevreni, E. Panayotatos
  Year: 2011
  Citations: 12

• Title: A contemplative approach in the framework of environmental education: The potential of mindfulness
  Authors: I. Tsevreni
  Year: 2022
  Citations: 10

• Title: Allying with the plants: A pedagogical path towards the planthroposcene
  Authors: I. Tsevreni
  Year: 2021
  Citations: 10

• Title: Children’s social and spatial exclusion in the city
  Authors: I. Tsevreni
  Year: 2015
  Citations: 8

• Title: The city through children’s eyes: Approaching participatory planning through an alternative perception of environmental education
  Authors: I. Tsevreni
  Year: 2008
  Citations: 8

• Title: Drought Assessment in Nestos River Basin (N. Greece) for the Period 1955-2018
  Authors: N.D. Proutsos, D. Tigkas, I. Tsevreni, M. Tsevreni
  Year: 2022
  Citations: 6

• Title: Young children claiming their connection with nonhuman nature in their schoolground
  Authors: I. Tsevreni, A. Tigka
  Year: 2018
  Citations: 4

• Title: The refugee trees: Treescapes as intercultural bridges
  Authors: K. Magos, I. Tsevreni
  Year: 2023
  Citations: 2

Conclusion

In conclusion, Assoc. Prof. Dr. Irida Tsevreni stands out as a trailblazer in environmental education, seamlessly integrating academic research, teaching innovation, and societal engagement. Her educational foundation, combined with her diverse professional experience, reflects an unwavering commitment to empowering young generations to reconnect with nature and embrace sustainable values. Through impactful publications, international collaborations, and award-winning research, she has made significant contributions to both scholarship and public policy. Her recognition at global and national levels underscores her thought leadership in climate education, ecological consciousness, and child-centered participation in sustainability practices. With a forward-looking research agenda, she continues to expand the boundaries of environmental pedagogy while mentoring the next generation of scholars and changemakers. Dr. Tsevreni’s accomplishments demonstrate not only her scholarly excellence but also her role as a catalyst for societal transformation, making her a deserving candidate for distinguished recognition such as the Best Researcher Award.