Teachers are considered to be the main driving force for enhancing students’ Environmental Citizenship (EC). However, there is an urgent need to investigate the way in which teachers conceive EC, given their crucial role in shaping students’ EC. A Systematic Literature Review (SLR), aligned with PRISMA methodology, and thematic analysis of relevant empirical studies were conducted to examine teachers’ perceptions of EC. The selected studies (n = 16) were published in peer reviewed journals during the last twenty-five (25) years (1995–2020). The thematic findings of this review revealed that teachers’ perceptions: (a) manifest a relatively decreased understanding of environmental citizenship, (b) are narrowed down to the local scale, individual dimension and private sphere, (c) affect teaching practices, (d) are multi dimensional, defined by inter-related components, (e) vary according to teachers’ educational/cultural background and personal identity, (f) affect other environmental constructs defining teachers’ professional identity, (g) can be enhanced during teacher education, (h) can be also improved during professional development initiatives.
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