
Carine Verschueren, PhD
Transforming education for a sustainable future

SUSTAINABILITY EDUCATION POLICIES EMERGE THROUGH DIVERSE AND OVERLAPPING PATHWAYS. THESE INCLUDE FORMAL MUNICIPAL ALIGNMENT, INFORMAL INTER-ORGANIZATIONAL COORDINATION, AND GRASSROOTS ACTIVISM. RATHER THAN VIEWING THIS VARIABILITY AS A WEAKNESS, THE STUDY SUGGESTS THAT SUCH PLURALISM REFLECTS THE ADAPTABILITY OF LOCAL SYSTEMS TO DIFFERENT ENVIRONMENTAL, POLITICAL, AND INSTITUTIONAL CONTEXTS.
Verschueren 2025
VISION
In a world where climate change and environmental decline are the most pressing issues of our era, Carine aims to redefine the critical role of education in addressing these challenges. Drawing from her extensive research and expertise in holistic institutional approaches to education systems, she is convinced that we hold the key to tackling the environmental crises. Carine envisions an educational policy landscape where sustainability is deeply engrained into learning objectives, preparing a generation to tackle environmental and climate challenges head-on.

AT A TIME WHEN ENVIRONMENTAL, ECONOMIC, AND SOCIAL SUSTAINABILITY MATTERS MORE THAN EVER, IT IS CRITICAL TO BRING TO LIGHT BOTH THE POLICIES THAT ARE ENACTED AT THE LOCAL LEVEL AS WELL AS THE ACTORS AND FACTORS THAT ENABLE LOCAL EDUCATIONAL AUTHORITIES TO NAVIGATE THROUGH TENSIONS AND MOVE TRANSFORMATIVE EDUCATION FORWARD.
ABOUT
Carine is post-doctoral research associate at University of Illinois Urbana-Champaign. Her research sits at the intersection of education policy and sustainability. More specifically, she explores environmental, sustainability and climate change education policies in education systems worldwide. She is an expert on subnational policies and is particularly interested in the implications of local politics and environmental and sustainability policies for schools and students that are disproportionately affected by climate change in the urban context.
Prior to this position, Carine was an Adjunct Assistant Professor in the International and Comparative Education program at Teachers College, Columbia University for four years. She taught an introduction to environmental and sustainability education course as well as graduate-level courses on research methods and theories in international and comparative education.
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Carine received an M.A. in Translation and an M.A. in International Politics from the University of Antwerp; she holds an Ed.M. in International Educational Development and a Ph.D. in International and Comparative Education from Teachers College, Columbia University. She has lived and worked in Belgium, Singapore, China, Japan and the United States.
Carine is an active member of the Comparative and International Education Society (CIES), and served for four years as the Chair, Co-Chair and Program Chair of the Environmental and Sustainability Education Special Interest Group, a group of 150 researchers and practitioners in the field worldwide.
Carine trained as an environmental educator at Sheldrake Environmental Center and is currently a board member of the Westchester Land Trust where she co-chairs the urban engagement working group. She can also be found chasing landscape photos, hiking, or sailing on her sailboat "Gaia".

THERE IS A SIGNIFICANT RELATIONSHIP BETWEEN A SCHOOL DISTRICT'S ENVIRONMENTAL AND SUSTAINABILITY EDUCATION POLICY AND FORMAL MUNICIPAL SUSTAINABILITY EFFORTS SUCH AS A SIGNED AND DATED SUSTAINABILITY PLAN.
PUBLICATIONS
Local pathways to sustainability education policies: a Comparative study of three school districts in the USA. C Verschueren - Journal of Education Policy, 2025 - Routledge
Beyond National Frameworks: Five Critical
Insights for ESD from Subnational and
Urban Education Policy Studies. C Verschueren - Journal of Education for Sustainable Development 2025 - Sage Publications
Global and Local (F) Actors in Environmental and Sustainability Education Policies: Three Articles on School Districts in the United States. C Verschueren - 2021 - search.proquest.com
Verschueren, Carine (2022). Media Review. “The sequel: What will follow our troubled civilization?” Comparative Education Review, 66(4): 788-790.

BUT ARE WE, AS FACULTY MEMBERS, EQUIPPED TO TEACH FORWARD THINKING AND VISIONARY SKILLS THAT TRANSFORM OUR SOCIETY? AND HOW DO WE ENCOURAGE ACTION, HOWEVER SMALL?