Environmental Education Coordinator (EEC); environmental education; parental cooperation; children aged 6 to 15; sustainability

This qualitative study explores how environmental education coordinators (EECs) working in primary schools in the Moravian-Silesian Region engage with pupils’ parents. The main objective is to better understand how this cooperation functions in practice, what strategies coordinators use, and what obstacles or supporting factors they encounter.Data were collected through semi-structured interviews with ten coordinators selected based on their experience in implementing environmental activities and engaging parents. Thematic analysis (Braun & Clarke, 2006) was used to identify key themes and deeper patterns in their responses.The analysis revealed three main thematic areas: (1) the role of the coordinator, including motivation, skills, and barriers; (2) parental attitude and involvement, particularly regarding communication and expectations; and (3) contextual factors such as support from school leadership, staff relationships, and institutional conditions.Findings indicate that successful cooperation is influenced not only by the coordinator’s personal engagement but also by the overall school culture and openness to parental involvement. Lack of leadership support and limited collaboration with colleagues were identified as key challenges to long-term sustainability.The study offers practical recommendations to support EECs – especially in terms of institutional backing, opportunities for professional development, and peer learning across schools. It also contributes to a deeper understanding of an under-researched aspect of environmental education: the role of school-family cooperation.

This qualitative study explores how environmental education coordinators (EECs) working in primary schools in the Moravian-Silesian Region engage with pupils’ parents. The main objective is to better understand how this cooperation functions in practice, what strategies coordinators use, and what obstacles or supporting factors they encounter.Data were collected through semi-structured interviews with ten coordinators selected based on their experience in implementing environmental activities and engaging parents. Thematic analysis (Braun & Clarke, 2006) was used to identify key themes and deeper patterns in their responses.The analysis revealed three main thematic areas: (1) the role of the coordinator, including motivation, skills, and barriers; (2) parental attitude and involvement, particularly regarding communication and expectations; and (3) contextual factors such as support from school leadership, staff relationships, and institutional conditions.Findings indicate that successful cooperation is influenced not only by the coordinator’s personal engagement but also by the overall school culture and openness to parental involvement. Lack of leadership support and limited collaboration with colleagues were identified as key challenges to long-term sustainability.The study offers practical recommendations to support EECs – especially in terms of institutional backing, opportunities for professional development, and peer learning across schools. It also contributes to a deeper understanding of an under-researched aspect of environmental education: the role of school-family cooperation.