Research Collaborations

See Past Research Publications here

RESEARCH STUDY IN COLLABORATION WITH FEE

With over 110 member organisations in over 85 countries, FEE is the world’s largest Environmental Education organisation. Through our six programmes, we strive to make a difference every day, using a solution-based approach to empower people to create a more environmentally conscious world.

As part of the GAIA 20:30 Campaign, FEE has launched Research Collaborations with higher education institutions.

It is designed for university students and faculties to conduct a thesis on a subject/topic related to one of the 6 programmes of the Foundation for Environmental Education.

The objective is to assist researchers interested in doing their thesis on sustainability issues with mentorship, research and financial support.

At the end of the study, the researcher will present his/her findings to FEE with a written report and a presentation/webinar.

By conducting a research study in collaboration with FEE, the researcher will have:

  • access to data from FEE Global Network

  • support and access to data collection and analytical tools

  • an expert advisor from the FEE head Office to support the student in the course of study

  • financial support of up to 2500€ to cover study-related expenses

  • dissemination of the study to the stakeholders of FEE

Please note that FEE provides support to the researcher but does not in any way replace the authority of the university. The student collaborating with FEE should have an academic supervisor and respect the timetable given to him/her by the university.

Research Topics

We are looking for self-motivated candidates to research the following suggested research topics related to one of the 6 FEE programmes below: 

Eco-Schools  /Eco-Campus

  • What are the impacts of the Eco-School/Eco-Campus programme on students’ academic performance?  

  • How does participation in Eco-Committee and Eco-Schools/ Eco-Campus Projects improve students' engagement (beyond academic performance)?

  • How does a Green Flag award affect student enrollment and parents' perception of educational quality at International Schools?

  • What aspects hinder the implementation of Eco-Schools in low-resource countries/regions?

  • How does the Eco-Schools Seven-Steps Framework support teachers with the incorporation of project-based learning (especially in regions where teacher-centered learning is still the common practice)? 

Learning About Ecosystems and Forests (LEAF)

  • How does participation in LEAF:

    • strengthen young people’s connection with nature and sense of responsibility towards ecosystems?

    • contribute young people’s wellbeing, confidence, and sense of belonging through regular contact with nature?

    • support young people to explore the links between forests, Indigenous knowledge, local heritage and community identity?

  • How can LEAF contribute to:

    • support ecosystem restoration education and help young people understand their role in restoring degraded natural spaces?

    • connect young people with local restoration projects, including school grounds, forests, parks, wetlands and community green spaces?

    • support educators to feel more confident in delivering outdoor learning and Education for Sustainable Development?

    • to reducing inequalities in access to nature, particularly for young people in urban, low-income or nature-deprived communities?

  • What barriers prevent educators from using outdoor spaces both more regularly, and how can LEAF help overcome these barriers?

  • How can LEAF educators record, measure and communicate the time they spend outdoors and the impact this has on learning, wellbeing and environmental awareness?

  • How can the LEAF 4-step assessment framework be adapted and differentiated for use across diverse learning and community settings, including youth clubs, garden groups, care

Young Reporters for Environment (YRE)

  • How does participation in YRE programme:

    • impact young people’s competences, confidence and leadership skills?

    • affect young people’s confidence and belief that they can influence positive environmental change?

    • improve young people’s understanding of the links between environmental issues in their local communities and global challenges such as climate change, biodiversity loss and pollution?

    • strengthen young people’s ability to research, verify information, interview sources and communicate evidence-based environmental reports?   

    • influenced alumni’s educational choices, career pathways and continued engagement with environmental issues?

  • How does YRE’s solution-focused reporting approach influence young people’s climate anxiety, hope and motivation to act?

  • What transferable life skills do young people develop through YRE, and how are these skills valued by future employers in the Education for Sustainable Development sector?

  • Which groups of young people are underrepresented or missing from YRE participation, and what barriers prevent their involvement?

  • How can young reporters maximise the ‘Dissemination Step’ to increase the reach, visibility and impact of their work in local communities?  

  • What role does the international YRE competition play in motivating young people to become environmental advocates, active citizens and local community leaders?

Blue Flag

  • The role of Blue Flag:

    • in supporting national compliance with EU coastal, water, and biodiversity directives?    

    • in promoting low-carbon coastal tourism.

    • in enhancing biodiversity protection through its requirements and site management.  

    • in advancing cross-border coastal governance and cooperation. 

    • as entry points for marine ecosystem restoration (e.g. dunes, seagrass).  

    • as living labs for climate resilience and nature-based solutions.  

    • as synergy with Marine Spatial Planning (MSP): From certification to spatial governance tool. 

    • as a driver of sustainable destination branding and competitiveness.

    • into influencing tourist choices. 

    • in addressing tourism pressure vs. biodiversity conservation.

  • How does Blue Flag contribute to:

    • raising citizen awareness of marine biodiversity through environmental education activities?

    • promoting measurable environmental behaviour change among visitors?

    • designing effective environmental communication through nudging, signage, interpretation, and storytelling?

    • strengthening collaboration between schools, municipalities, communities, and Blue Flag operators in environmental education?

  • Monitoring & assessment at Blue Flag sites:

    • Climate risks (erosion, flooding, heat).

    • Innovation in bathing water monitoring and communication.

    • Long-term trends in water quality improvements.

    • Waste reduction and circular economy practices.

    • Reducing single-use plastics.

    • Sustainable infrastructure (energy, water, materials).

    • Comparative analysis of certified vs. non-certified beaches/marinas.  

    • Environmental and socio-economic impact.

Green Key

  • Evaluating the effectiveness of Green Key certification in driving environmental performance, examining implementation practices, criteria compliance, certification maturity, and cross-country variations in outcomes.

  • Investigating how labels influences guest perceptions and purchasing behaviour, including awareness, trust, willingness to pay, communication effectiveness, and marketing applications.

  • Exploring organisational factors that influence sustainability performance and certification outcomes, including leadership, workplace culture, employee retention, implementation challenges, and inter-organisational learning.

  • Evaluating the role of Green Key in promoting sustainable behaviours and sustainability awareness among guests, staff, and participating establishments.

  • Assessing how procurement and supplier practices contribute to sustainability performance, and the influence of Green Key criteria on purchasing decisions and upstream impacts.

  • Investigating how data systems, benchmarking tools, communication strategies, and network collaboration support programme growth and sustainability improvement within Green Key.

  • Developing and validating measurable indicators (KPIs) for social sustainability in hospitality, with application to Green Key-certified establishments

GRANTS FOR MASTER THESIS

Criteria to apply

  • The student must be enrolled in a master’s degree programme.

  • The thesis must be completed in 6 to 12 months.

  • Application entry portal: Currently closed (updated: December 2025)

Steps to apply

  1. Review FEE’s different programmes and select a subject that would be of interest to you. The research topic could be from the list mentioned above or also could be something that you are interested in the context of the programme.

  2. Write a Synopsis using this format.

  3. Submit the Synopsis, consent letter (of approving the topic for your master thesis) from your university and a Curriculum Vitae using the form below.

Do you have any questions or wish to receive more information? Contact the following: