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Relevant bibliographies by topics / Nature Environmental education

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Academic literature on the topic 'Nature Environmental education'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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Journal articles on the topic "Nature Environmental education"

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HIYANE, Akira. "Forest Environmental Education and Nature Conservation Education." Environmental Education 19, no. 1 (2009): 79–80. http://dx.doi.org/10.5647/jsoee.19.1_79.

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Dresner, Marion, and Mary Gill. "Environmental Education at Summer Nature Camp." Journal of Environmental Education 25, no. 3 (April 1994): 35–41. http://dx.doi.org/10.1080/00958964.1994.9941956.

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Maurice, Henry St. "Nature's Nature: ideas of nature in curricula for environmental education." Environmental Education Research 2, no. 2 (May 1996): 141–48. http://dx.doi.org/10.1080/1350462960020201.

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St Maurice, Henry. "Nature’s nature: ideas of nature in curricula for environmental education." Environmental Education Research 12, no. 3-4 (July 2006): 301–8. http://dx.doi.org/10.1080/13504620600942725.

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Kahn, P. H., and A. Weld. "Environmental Education Toward an Intimacy with Nature." Interdisciplinary Studies in Literature and Environment 3, no. 2 (October 1, 1996): 165–68. http://dx.doi.org/10.1093/isle/3.2.165.

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Meier, Daniel, and Stephanie Sisk-Hilton. "Nature and Environmental Education in Early Childhood." New Educator 13, no. 3 (July 3, 2017): 191–94. http://dx.doi.org/10.1080/1547688x.2017.1354646.

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Liefländer, Anne K., Gabriele Fröhlich, Franz X. Bogner, and P. Wesley Schultz. "Promoting connectedness with nature through environmental education." Environmental Education Research 19, no. 3 (June 2013): 370–84. http://dx.doi.org/10.1080/13504622.2012.697545.

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Bonnett, Michael. "Environmental education and the issue of nature." Journal of Curriculum Studies 39, no. 6 (December 2007): 707–21. http://dx.doi.org/10.1080/00220270701447149.

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Sarbassova, Saule, Sairan Abdugalina, Roza Burganova, Kazna Shaikheslyamova, Banugul Abdrasheva, and Gaziza Jamaliyeva. "Development of green environmental: policy in education." E3S Web of Conferences 284 (2021): 11009. http://dx.doi.org/10.1051/e3sconf/202128411009.

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The need to overcome the environmental problems of our time has set a task for pedagogical theory and practice: on the basis of the biosphere approach, to prepare an environmentally literate person who understands the importance of life as the highest value, who is able to determine his place in the world, participate in environmental protection, rationally use natural resources, make conscious decisions in the spheres of life where the interests of man as a living being, society and the environment overlap. In the system of training an environmentally literate person, an important role belongs to educational organizations of all levels, which can be considered as the initial link in enriching a person with knowledge about the natural and social environment, familiarizing him with a holistic picture of the world and forming a scientifically grounded, humane attitude towards society. Environmental education is designed to provide the young generation with scientific knowledge about the relationship between nature and society, to help understand the multifaceted significance of nature for society in general and for each person in particular, to form an understanding that nature is the primary basis of human existence, and man is a part of nature, to educate a conscious attitude towards it, a sense of responsibility for the environment as a universal value, develop creative activities to protect and transform the environment, cultivate love for nature. Environmental education and upbringing is a systematic pedagogical activity that is aimed at developing the environmental culture of a person. Environmental education of a person is a continuous process of learning and development throughout his life, which is expressed in the formation of an ecological culture, which manifests itself in an emotional and positive attitude towards nature, in compliance with certain moral norms, in a system of value orientations.

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Gough, Noel. "Narrative and Nature: Unsustainable Fictions in Environmental Education." Australian Journal of Environmental Education 7 (January 1991): 31–42. http://dx.doi.org/10.1017/s0814062600001841.

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We live… lives based on selected fictions. Our view of reality is conditioned by our position in space and time — not by our personalities as we like to think. Thus every interpretation of reality is based on a unique position. Two paces east or west and the whole picture is changed. (Durrell 1963)Environmental education owes its very existence to a particular interpretation of reality. My purpose here is to examine critically the “selected fictions” on which that view of reality is based — to examine the ways in which our perceptions of environmental problems and issues are “conditioned by our position in space and time”. I will argue that some of these perceptions constitute unsustainable fictions and will consider some ways in which we might work towards living lives based on more sustainable constructions of human interrelationships with their environments. I will begin with an illustration of how an interpretation of reality can be changed by taking (to coin Durrell's metaphor) two paces east or west — by glimpsing something familiar from an unusual vantage point.

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Dissertations / Theses on the topic "Nature Environmental education"

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Ng, Hin. "Environmental Education Centre." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B31982542.

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Ng, Hin, and 吳衍. "Environmental Education Centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31982542.

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Preira, Jamie. "Indoor Nature-Based Art Activities| The themes students discuss while creating nature-based art." Thesis, Prescott College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10276991.

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When children can understand their surrounding environments (whether it be the natural environment or their built environment) it is said that they can connect more deeply and have a heightened awareness of their surroundings (Kelly, 2013). This connection and heightened awareness can open their eyes to prevalent environmental issues, increasing their sense of social responsibility. The research on this type of learning generally occurs in formal institutions (i.e., a school), non-formal centers (i.e., at an outdoor education center), or informal meeting places (i.e., at a park with a parent). I conducted a primarily qualitative study?utilizing arts-based research (ABR) methods and environmental art education theory?to better understand school-aged children?s (5-10 years of age) engagement with nature during indoor nature-based art classes. I observed children within a small, mountain-town school (Kindergarten ? 5th grade) while they engaged in various artistic activities such as drawing, finger painting, and watercolor. My purpose was to gauge whether indoor nature-based art activities compelled elementary aged children to engage in meaningful conversation about nature. I assessed meaningfulness by the structure of their sentences and topics of their discussions that ensued. This assessment included looking for changes over time in students? reaction to the art they were creating and the subsequent connections they were making. Results demonstrate that students are deeply engaged in their artwork and talk mostly about memories related to nature and what aspects of nature their artwork inspires. Given that these activities provoked students to be thinking about nature, schools may want to consider conducting similar activities if they are unable to provide quality time outdoors for their students but want to help their students maintain a nature connection.

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Melville, Hestelle Ronette. "Enabling environmental education in an environmental education centre : a narrative account of opportunities and constraints." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/440.

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Ndoh, Henry M. "An Internship in Environmental Education at the Cincinnati Nature Center." Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1092763424.

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Chambliss, Kathleen Mary. "Beholding Nature| Contemplation and Connectedness." Thesis, Prescott College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3588960.

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Two related exploratory studies, one with families, and a second one with adult and child members of an independent school community, suggest that our connections with the rhythms, processes, species, and cycles of nature, our love and feelings of affinity for nature, can be strengthened by practicing contemplation outdoors. In The Family Nature Workshop Study, urban and suburban families participated in a seven-week Contemplation in Nature program, and in The Sit Spot Study, children and adult members from an urban school community practiced sitting quietly outdoors, recording observations in a journal twice a week for five weeks. Changes in connectedness were measured using the Inclusion of Nature in Self Scale (Schultz, 2001), the Ten-item Connectedness to Nature Scale (C. Frantz, email communication, January 11, 2012), the Child and Adolescent Mindfulness Measure (Greco, Baer & Smith, 2011), and the Mindful Attention Awareness Scale (Brown & Ryan, 2003). Analysis of journal entries provided additional insight into the participants' experiences of self, experiences of the world outside of self, experiences of the self in relationship with other community members, and expressions of Biophilia Values (Kellert & Wilson, 1993). The journals reveal a picture of nature found in suburban and urban landscapes as it was perceived and experienced by the humans in the environment, people who were willing to take time out of busy schedules to pause, sit, listen, and learn. The journals thereby open a window through which we can view the everyday and extraordinary experiences of being a human in and as part of nature.

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Porto, Adonia F. Porto. "CONSTRUCTING NATURE WITH CHILDREN: A PHENOMENOLOGICAL STUDYOF PRESCHOOLERS' EXPERIENCES WITH(IN) A NATURAL ENVIRONMENT." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1500474439832631.

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Gough, Georgina Kylie. "Visitor education and environmental interpretation at nature-based visitor attractions." Thesis, University of the West of England, Bristol, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.445069.

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Hofmann, Catherine L. "The development and evaluation of a nature journaling guide /." Link to Abstract, 2004. http://epapers.uwsp.edu/abstracts/2004/Hofmann.pdf.

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Agyeman, Julian. "An alternative approach to urban nature in environmental education at KS2." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10021626/.

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A dominant feature of environmental education in British schools has been the centrality of the concepts of 'nature' and 'conservation'. Since the late 1970s, two influences have shifted educational attitudes away from purely considering rural nature and conservation, towards a more balanced approach which includes urban nature and conservation. The first influence was of the development of 'urban studies'. The second was the growth of 'Urban Wildlife Groups' (UWGs). U\VGs have influenced teacher approaches to urban nature at KS2 - not by using new ideas adapted to the unique circumstances of urban ecosystems, as the founders of the UWG movement had intended, but by using rurally-based ideas from their own progenitors: the County Wildlife Trusts. It is the contention of this thesis that curriculum planners and teachers at KS2 have been influenced by UWGs, who have selected and promoted concepts from a set of ecological values, theories and practices. The distinction between 'native' and 'alien' plant species on the basis of utility to wildlife is a key concept which permeates UWG theory and practice, and has influenced teachers. The 'alternative' approach provides both the contextual and theoretical underpinnings for the study of urban nature at KS2, through the entity of the Multicultural City Ecosystem and the process of multicultural ecology. It provides a framework for thought and practical reflection amongst education officers in UWGs, curriculum planners and teachers. It accepts dynamism in ecology, especially in cities. It accepts change over different scales of time and space in linking introduced species from overseas to prehistoric and historic cultural, social, economic and other human processes and agencies in cities. In so doing, it provides curriculum planners and teachers with an approach to urban nature at KS2 which is based upon an analysis of real events, historical (and prehistoric), contemporary and future. In essence, it focusses on what is there and why it is there, not on what urban ecologists say should be there. The KS2 text 'People, Plants and Places' (Agyeman (1995)) is an outcome of this approach.

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Books on the topic "Nature Environmental education"

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Clover, Darlene E. The nature of transformation: Environmental adult education. 2nd ed. Toronto: Dept. of Adult Education, Community Development and Counselling Psychology, Ontario Institute for Studies in Education/University of Toronto, 2000.

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Richens, Laurie. Huxley environmental education: The nature conservancy of Washington. Bellingham, WA: Huxley College of Environmental Studies, Western Washington University, 1998.

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Philip, Neal, ed. The handbook of environmental education. London: Routledge, 1994.

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Society, Malayan Nature, ed. Nature by heart: Fundamentals for environmental educators. Kuala Lumpur: Malaysian Nature Society, 2007.

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Allen, Elizabeth. Green ink: Environmental education and GCSE English. Godalming, Surrey: World Wide Fund for Nature, 1990.

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Allen, Elizabeth. Green ink: Environmental education and GCSE English. Godalming: World Wide Fund for Nature, 1990.

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Jester, John. Searching for success: Environmental success index. Washington, DC (1400 16th St., NW, Suite 710, Washington 20036): Renew America, 1991.

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D, McDuff Mallory, and Monroe Martha C, eds. Conservation education and outreach techniques. Oxford: Oxford University Press, 2006.

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Massachusetts. Division of Fisheries and Wildlife. Project Wild in Massachusetts: Sampler. Westboro, Mass: Massachusetts Division [of] Fisheries & Wildlife, 1985.

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Matre, Steve Van. Sunship III: Perception and choice for the journey ahead. Greenville, WV: Institute for Earth Education, 1997.

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Book chapters on the topic "Nature Environmental education"

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Clover, Darlene E., Bruno de O. Jayme, Budd L. Hall, and Shirley Follen. "The Praxis of Environmental Adult Education." In The Nature of Transformation, 43–88. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-146-7_4.

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Efird, Rob. "Nature schools and China’s environmental education." In Routledge International Handbook of Schools and Schooling in Asia, 686–92. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: The Routledge international handbook series: Routledge, 2018. http://dx.doi.org/10.4324/9781315694382-65.

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Clover, Darlene E., Bruno de O. Jayme, Budd L. Hall, and Shirley Follen. "Global Environmental Adult Education Praxis and Stories." In The Nature of Transformation, 89–113. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-146-7_5.

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Mitten, Denise, and Eric Brymer. "Outdoor and Environmental Education: Nature and Wellbeing." In Encyclopedia of Teacher Education, 1–7. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_365-1.

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Klein, Beth Shiner, and Starlin Weaver. "Using Podcasting to Address Nature-Deficit Disorder." In The Inclusion of Environmental Education in Science Teacher Education, 311–21. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9222-9_21.

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Kang, Youngsik, Sungbo Ko, and Junghwan Park. "The Effect of Nature-Friendly Environmental Education Program on Environmental Conservation Attitudes." In Communications in Computer and Information Science, 167–73. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-35251-5_23.

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Jenkins, Lynda L., Ryan M. Walker, Zena Tenenbaum, Kim Cleary Sadler, and Cathy Wissehr. "Why the Secret of the Great Smoky Mountains Institute at Tremont Should Influence Science Education—Connecting People and Nature." In Environmental Discourses in Science Education, 265–79. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11608-2_16.

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Kuwahara, Jennifer L. H. "Hawaiian Citizen Science: Journeys of Self-Discovery and Understanding of Scientific Concepts Through Culture and Nature Study in School Science Classes." In Environmental Discourses in Science Education, 187–99. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56375-6_14.

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Almeida, Sylvia Christine, and Marilyn Fleer. "E-STEM in Everyday Life: How Families Develop a Caring Motive Orientation Towards the Environment." In International Perspectives on Early Childhood Education and Development, 161–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_10.

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AbstractInternationally there is growing interest in how young children engage with and learn concepts of science and sustainability in their everyday lives. These concepts are often built through nature and outdoor play in young children. Through the dialectical concept of everyday and scientific concept formation (Vygotsky LS, The collected works of L.S. Vygotsky. Problems of general psychology, V.1, (Trans. N Minick). Editor of English Translation, RW Rieber, and AS Carton, New York: Kluwer Academic and Plenum Publishers, 1987), this chapter presents a study of how families transformatively draw attention to STEM and sustainability concepts in the everyday practices of the home. The research followed a focus child (4–5 year old) from four families as they navigated everyday life and talked about the environments in which they live. Australia as a culturally diverse community was reflected in the families, whose heritage originated in Europe, Iran, India, Nepal and Taiwan. The study identified the multiple ways in which families introduce practices and conceptualise imagined futures and revisioning (Payne PG, J HAIA 12:2–12, 2005a). About looking after their environment. It was found that young children appear to develop concepts of STEM, but also build agency in exploration, with many of these explorations taking place in outdoor settings. We conceptualise this as a motive orientation to caring for the environment, named as E-STEM. The study emphasises for education to begin with identifying family practices and children’s explorations, as a key informant for building relevant and locally driven pedagogical practices to support environmental learning.

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Schäffer, Silvia, and Peter Kraftl. "Is ‘natural’ education healthy education?" In Children’s Health and Wellbeing in Urban Environments, 174–88. Abingdon, Oxon; New York, NY : Routledge, 2017. | Series: Geographies of health series: Routledge, 2017. http://dx.doi.org/10.4324/9781315571560-13.

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Conference papers on the topic "Nature Environmental education"

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Kodir, Abdul, Arif Prasetyo Wibowo, Dia Puspitasari, and Citra Dewi Kartika Paksi. "Women and Nature: From Social Construction towards Environmental Protection." In Proceedings of the Annual Civic Education Conference (ACEC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/acec-18.2018.6.

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Anis, Emily, Lina Cao, Lu Chen, Emily Jenkins, Julia Perbohner, Lindsey Sarazen, and Mackenzie Warden. "Global Rights of Nature Initiatives." In The 3rd Global Virtual Conference of the Youth Environmental Alliance in Higher Education. Michigan Technological University, 2021. http://dx.doi.org/10.37099/mtu.dc.yeah-conference/april2021/all-events/53.

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Spindler, Drew, Naomi Stevens, and Joe Pitti. "Rights of Nature and Indigenous Engagement." In The 3rd Global Virtual Conference of the Youth Environmental Alliance in Higher Education. Michigan Technological University, 2021. http://dx.doi.org/10.37099/mtu.dc.yeah-conference/april2021/all-events/52.

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Subroto, Wisnu, and Hajriansyah. "Environmental Culture and Nature in South Kalimantan Painting: An Overview of Fine Arts." In 2nd International Conference on Social Sciences Education (ICSSE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210222.078.

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Muhdhar, M. H. I. Al, Y. S. Wardhani, T. I. Prasetyo, I. W. Sumberartha, L. Mardiyanti, and S. W. Supriatin. "Improved collaborative skills and environmental literacy through the E-UKBM of surrounding nature exploration." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0043097.

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Hartung, Ryann. "Daily Nature Activities for School Children in the COVID-19 Era." In The 3rd Global Virtual Conference of the Youth Environmental Alliance in Higher Education. Michigan Technological University, 2021. http://dx.doi.org/10.37099/mtu.dc.yeah-conference/april2021/all-events/59.

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Eason, Erica, Zoe Goldenberg, Emily Hayden, Kennedy Little, Madeline Moss, and John Schalk. "The benefits of nature on human health during the COVID-19 pandemic." In The 3rd Global Virtual Conference of the Youth Environmental Alliance in Higher Education. Michigan Technological University, 2021. http://dx.doi.org/10.37099/mtu.dc.yeah-conference/april2021/all-events/60.

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Muhdhar, Mimien Henie Irawati Al, Nur Aini, Fatchur Rohman, I. Wayan Sumberartha, Lely Mardiyanti, and Wenny Wardhani. "Improvement of collaboration skills and environmental literacy through the surrounding nature exploration integrated group investigation." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0043101.

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Ghalichi, Narmin Shahin, and Gillian Roehrig. "The Role of Coherent Research-Based Curricular Unit in Mediating Students’ Integrated Vision of Human Impact on the Environment." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5489.

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The ongoing development of the high school ecology curricular unit presented in this proposal is a response to the new tide of educational reforms in the United States. This curricular unit represents an attempt to frame K-12 science curriculum around three dimensions: crosscutting concepts, disciplinary core ideas and scientific practices recently released in the report on a Framework for New K-12 Science Education (National Research Council, 2012). Integration of three dimensions into the development of agriculture-related curricular unit reflects complexity and logic inherent in science education facilitating deeper conceptual understanding. The development of this curricular unit takes place under the initiative of the National Science Foundation (NSF) funded project and explores the efficacy of the agriculture-related unit on students’ integrated vision of the human impact on natural systems. Research project seeks to recognize the characteristics that identify research-based curriculum (Clements, 2007). The interdisciplinary nature of this project has the potential to investigate how close adherence to features identifying research-based curriculum can support the development of coherent curricular unit mediating students’ integrated vision of environmental issues. Mediation results of this nature have larger implications on future efficacy studies of curriculum intervention.

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Manzhilevskaya, S. E. "SYSTEM OF COST-EFFECTIVE TOOLS FOR IMPROVING ENVIRONMENTAL SAFETY IN CONSTRUCTION." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.322-323.

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The article analyzes the system of economic management of environmental protection as the basis of environmental safety management in construction. The article considers the system of economic instruments of an encouraging and compulsory nature, the use of which should ensure the achievement of the main objectives of environmental policy. Measures are proposed to organize this system for contracting organizations in order to reduce emissions of pollutants into the atmosphere from construction production.

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Reports on the topic "Nature Environmental education"

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Lawrence, Andrea. Sustainability Education as a Framework for Enhancing Environmental Stewardship in Young Leaders: An Intervention at Tryon Creek Nature Day Camp. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.555.

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Morales, Salvador Baena, Olalla García-Taibo, Antonio Baena-Extremera, and Francisco Tomás González-Fernández. Physical exercise in natural environments and its influence on directed attention. Education implication. A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2021. http://dx.doi.org/10.37766/inplasy2021.3.0038.

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Carney, Nancy, Tamara Cheney, Annette M. Totten, Rebecca Jungbauer, Matthew R. Neth, Chandler Weeks, Cynthia Davis-O'Reilly, et al. Prehospital Airway Management: A Systematic Review. Agency for Healthcare Research and Quality (AHRQ), June 2021. http://dx.doi.org/10.23970/ahrqepccer243.

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Objective. To assess the comparative benefits and harms across three airway management approaches (bag valve mask [BVM], supraglottic airway [SGA], and endotracheal intubation [ETI]) by emergency medical services in the prehospital setting, and how the benefits and harms differ based on patient characteristics, techniques, and devices. Data sources. We searched electronic citation databases (Ovid® MEDLINE®, CINAHL®, the Cochrane Central Register of Controlled Trials, the Cochrane Database of Systematic Reviews, and Scopus®) from 1990 to September 2020 and reference lists, and posted a Federal Register notice request for data. Review methods. Review methods followed Agency for Healthcare Research and Quality Evidence-based Practice Center Program methods guidance. Using pre-established criteria, studies were selected and dual reviewed, data were abstracted, and studies were evaluated for risk of bias. Meta-analyses using profile-likelihood random effects models were conducted when data were available from studies reporting on similar outcomes, with analyses stratified by study design, emergency type, and age. We qualitatively synthesized results when meta-analysis was not indicated. Strength of evidence (SOE) was assessed for primary outcomes (survival, neurological function, return of spontaneous circulation [ROSC], and successful advanced airway insertion [for SGA and ETI only]). Results. We included 99 studies (22 randomized controlled trials and 77 observational studies) involving 630,397 patients. Overall, we found few differences in primary outcomes when airway management approaches were compared. • For survival, there was moderate SOE for findings of no difference for BVM versus ETI in adult and mixed-age cardiac arrest patients. There was low SOE for no difference in these patients for BVM versus SGA and SGA versus ETI. There was low SOE for all three comparisons in pediatric cardiac arrest patients, and low SOE in adult trauma patients when BVM was compared with ETI. • For neurological function, there was moderate SOE for no difference for BVM compared with ETI in adults with cardiac arrest. There was low SOE for no difference in pediatric cardiac arrest for BVM versus ETI and SGA versus ETI. In adults with cardiac arrest, neurological function was better for BVM and ETI compared with SGA (both low SOE). • ROSC was applicable only in cardiac arrest. For adults, there was low SOE that ROSC was more frequent with SGA compared with ETI, and no difference for BVM versus SGA or BVM versus ETI. In pediatric patients there was low SOE of no difference for BVM versus ETI and SGA versus ETI. • For successful advanced airway insertion, low SOE supported better first-pass success with SGA in adult and pediatric cardiac arrest patients and adult patients in studies that mixed emergency types. Low SOE also supported no difference for first-pass success in adult medical patients. For overall success, there was moderate SOE of no difference for adults with cardiac arrest, medical, and mixed emergency types. • While harms were not always measured or reported, moderate SOE supported all available findings. There were no differences in harms for BVM versus SGA or ETI. When SGA was compared with ETI, there were no differences for aspiration, oral/airway trauma, and regurgitation; SGA was better for multiple insertion attempts; and ETI was better for inadequate ventilation. Conclusions. The most common findings, across emergency types and age groups, were of no differences in primary outcomes when prehospital airway management approaches were compared. As most of the included studies were observational, these findings may reflect study design and methodological limitations. Due to the dynamic nature of the prehospital environment, the results are susceptible to indication and survival biases as well as confounding; however, the current evidence does not favor more invasive airway approaches. No conclusion was supported by high SOE for any comparison and patient group. This supports the need for high-quality randomized controlled trials designed to account for the variability and dynamic nature of prehospital airway management to advance and inform clinical practice as well as emergency medical services education and policy, and to improve patient-centered outcomes.

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