Participatory Evaluation Toolkit: Evidencing Impact of Teaching and Learning on Climate and Sustainability Issues

Daly, A ORCID: 0000-0002-5493-7291 and Bullivant, A ORCID: 0009-0001-0078-965X (2026) Participatory Evaluation Toolkit: Evidencing Impact of Teaching and Learning on Climate and Sustainability Issues. Liverpool John Moores University and Liverpool World Centre, Liverpool.

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Abstract

This Participatory Evaluation Toolkit has been developed through collaboration between Dr Angela Daly (School of Education, LJMU) and Dr Andrea Bullivant (Liverpool World Centre), with inputs from teachers from schools across the Liverpool City Region and West Lancashire. Projects included Global Learning school-based workshops on zero-waste and sustainability, UN-Style CoP Conferences and Citizen Assemblies with young people coming together to present their projects and to explore opportunities and challenges in addressing climate and sustainability issues. The Participatory Evaluation Toolkit is based on materials curated and adapted for the research project and draws on the legacy of practice, collaboration and collective knowledge of activities we and others have used in Global Learning practice over many years. Our intent in developing the toolkit is to combine and curate the research activities and reflections from researchers, teachers, and young people engaged through the research process, into a set of resources that educators could use to evaluate and reflect on the impact of their teaching and practice.

Item Type:	Book
Uncontrolled Keywords:	Liverpool Institute for Research in Education (LIFE); Liverpool Research Institute for Climate & Sustainability (LiRICS)
Subjects:	H Social Sciences > H Social Sciences (General) L Education > LB Theory and practice of education
Divisions:	Education
Publisher:	Liverpool John Moores University and Liverpool World Centre
Related URLs:	https://profiles.ljmu.ac.uk/7193-angela-daly
Date of acceptance:	17 March 2026
Date of first compliant Open Access:	18 March 2026
Date Deposited:	18 Mar 2026 13:19
Last Modified:	15 May 2026 11:43
DOI or ID number:	10.24377/LJMU.t.00028260
URI:	https://researchonline.ljmu.ac.uk/id/eprint/28260

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