[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-586345-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-586345-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","embedding-environmental-literacy-into-career-and-technical-education-in-delaware-findings-and-implications-from-an-early-phase-implementation-study-january-2026","Embedding Environmental Literacy Into Career and Technical Education in Delaware - Findings and Implications from an Early-Phase Implementation Study - January 2026","","The report examines how Delaware’s Department of Education and Advance CTE embedded environmental literacy into Career and Technical Education (CTE) pathways through the Delaware Career and Technical Education Pathways Environmental Literacy Initiative (Delaware EL Initiative). Funded by the National Oceanic and Atmospheric Administration, the pilot tested environmental literacy competencies and teacher resources in spring 2025. Using interviews, focus groups, and student survey data, it synthesizes findings on initiative design and pilot implementation fidelity, including stakeholder engagement, employer involvement, cross-disciplinary breadth, student champion roles, and strategies supporting teacher confidence and sustainability.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/embedding-environmental-literacy-into-career-and-technical-education-in-delaware-findings-and-implications-from-an-early-phase-implementation-study-january-2026/586345/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/embedding-environmental-literacy-into-career-and-technical-education-in-delaware-findings-and-implications-from-an-early-phase-implementation-study-january-2026/586345.png","ImageObject",300,407,{"name":42,"@type":43},"Quinn Holloway","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What was the purpose of the Delaware EL Initiative?","Question",{"text":63,"@type":64},"It aimed to embed environmental literacy competencies into Delaware’s CTE pathways so students understand the relationship between human systems and environmental systems before entering the workforce.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the pilot study conducted?",{"text":68,"@type":64},"The initiative’s competencies and teacher resources were pilot tested in spring 2025 across three CTE pathways at two schools. MDRC then used semi-structured interviews, focus groups with students, and student survey data to study design work and pilot fidelity.",{"name":70,"@type":61,"acceptedAnswer":71},"What factors were found to support successful implementation?",{"text":72,"@type":64},"Teacher enthusiasm and confidence helped strengthen student engagement, and providing off-the-shelf resources and professional development supported EL integration while avoiding initiative fatigue. Cross-pathway integration and clear policy mandates also promoted long-term sustainability.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},586345,1792064619,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},2336474466712,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Embedding Environmental Literacy Into Career and Technical Education in Delaware  \nFindings and Implications from an Early-Phase Implementation Study  \nJANUARY 2026  \nKianna Medina Julia Walsh Rachel Rosen  \nE nvironmental concerns are contributing to a rise in the number of  \n“green jobs”—that is, jobs that are evolving to reflect greater environmental awareness by reducing, adapting to, or responding to the effects of climate change.1 Improving high school students’ environmental literacy, or their understanding of the relationship between human systems and environmental systems, before they transition into the workforce is one strategy that may help prepare students for green jobs across sectors. With this goal in mind, the Delaware Department of Education (DDOE) and Advance CTE partnered to embed environmental literacy into Delaware’s Career and Technical Education (CTE) pathways.2 The initiative, known as the Delaware Career and Technical Education Pathways Environmental Literacy Initiative (Delaware EL Initiative), was funded by the National Oceanic and Atmospheric Administration.  \nThe Delaware EL Initiative was designed to tie in with another initiative, Delaware Pathways, which links CTE programs with workforce development activities to align students’ educational experiences with their future career goals.3 As part of the EL initiative, the DDOE, Advance CTE, anda group of stakeholders including employers and students from across  \nEMBEDDING ENVIRONMENTAL LITERACY INTO CAREER AND TECHNICAL EDUCATION IN DELAWARE  \n2  \nthe state designed a set of environmental literacy (EL) competencies aligned with Delaware’s CTE pathways. In spring 2025, these EL competencies and associated resources for teachers were pilot tested in three pre-existing CTE pathways at two schools.  \nMDRC partnered with Advance CTE and the DDOE to carry out an implementation study of the pilot test. MDRC conducted semi-structured interviews with high school educators, postsecondary stakeholders, DDOE staff members, and Advance CTE staff members; held focus groups with students; and analyzed student survey data. The goal of the qualitative data collection was twofold: first, to learn about the upfront design work involved in developing the EL competencies and corresponding framework documents, and second, to assess the fidelity of the pilot test at the two schools.  \nThis research resulted in several noteworthy findings and implications for states and districts seeking to embed EL content into their CTE pathways. The findings fall into two primary categories: initiative design and implementation. Associated implications are provided for the implementation findings.  \nDesign findings from the pilot phase of the project included the following:  \nSTAKEHOLDER ENGAGEMENT  \n• The Delaware EL Initiative used a relationship-centered approach and multiple rounds of feedback to build buy-in for the competencies.  \n• Strategic framing around the initiative’s purpose (“the why”) was critical for reducing resistance and gaining support from educators.  \nEMPLOYER ENGAGEMENT  \n• Targeting CTE classrooms emphasized the initiative’s relevance to workforce readiness, resonating with employers who viewed environmental literacy as a valuable skill.  \n• Despite positive attitudes, employers were difficult to engage due to time constraints, resulting in limited feedback that may not fully reflect employer priorities.  \nBREADTH ACROSS COMPETENCIES  \n• EL competencies were designed to be cross-disciplinary, enabling integration across diverse CTE pathways and sectors.  \nSTUDENT CHAMPIONS  \n• Student champions played a key role in advocacy and engagement, offering insights to strengthen implementation and center student voice.  \nEMBEDDING ENVIRONMENTAL LITERACY INTO CAREER AND TECHNICAL EDUCATION IN DELAWARE  \n3  \nImplementation findings from the pilot phase of the project included the following:  \nFINDINGS BASED ON STUDENT FEEDBACK  \n• Teacher enthusiasm and confidence in lea","cbCaio6ZOsM5L7LG","https://ap.wps.com/l/cbCaio6ZOsM5L7LG","pdf",1319567,17,"English","# Initiative Overview\n## Delaware EL Initiative and Delaware Pathways Alignment\n## Pilot Testing and Implementation Study Methods\n# Findings and Implications\n## Initiative Design Findings\n## Implementation Findings Based on Student Feedback\n## Implementation Findings Based on Teacher Feedback\n## State and District Implications","[{\"question\":\"What was the purpose of the Delaware EL Initiative?\",\"answer\":\"It aimed to embed environmental literacy competencies into Delaware’s CTE pathways so students understand the relationship between human systems and environmental systems before entering the workforce.\"},{\"question\":\"How was the pilot study conducted?\",\"answer\":\"The initiative’s competencies and teacher resources were pilot tested in spring 2025 across three CTE pathways at two schools. MDRC then used semi-structured interviews, focus groups with students, and student survey data to study design work and pilot fidelity.\"},{\"question\":\"What factors were found to support successful implementation?\",\"answer\":\"Teacher enthusiasm and confidence helped strengthen student engagement, and providing off-the-shelf resources and professional development supported EL integration while avoiding initiative fatigue. Cross-pathway integration and clear policy mandates also promoted long-term sustainability.\"}]","Embedding Environmental Literacy Into Career and Technical Education in Delaware - Findings and Implications from an Early-Phase Implementation Study - January 2026 | PDF",1792057643,43]