k 12 environmental education

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Environmental Education (EE) Guidelines

Ee guidelines, early childhood environmental education programs: guidelines for excellence .

Leading the Way to Environmental Literacy and Quality: National Guidelines for EE .

This article discusses how the guidelines ensure that materials, programs, and practitioners are of the highest possible quality.

Produced by the Environmental Education and Training Partnership (EETAP).

Available from NAAEE.

EE Materials: Guidelines for Excellence  

Guidelines for developing and evaluating EE materials.

• Download from EPA NSCEP

Materiales de Educacion Ambiental: Pautas para la Excelencia (Spanish) (171-B-07-001)

Ee materials: guidelines for excellence — the workbook.

A self-guided workbook that teaches individuals how to effectively use the materials guidelines.

Excellence in EE — Guidelines for Learning (K-12)

Guidelines for learner performance and achievements in K-4th, 5-8th, and 9-12th grades and for using EE as a means for meeting standards set by the traditional disciplines.

• Download from EPA NSCEP

Excellence in E -- Guidelines for Learning (K-12); Executive Summary & Self Assessment Tool 

Summarizes the learner guidelines and provides a self-assessment checklist for determining the degree to which curricula and programs meet these guidelines. Available from NAAEE.

Guidelines for the Preparation and Professional Development of Environmental Educators

Guidelines for what educators need to know to effectively teach EE.

Nonformal EE Programs: Guidelines for Excellence (EPA 171-B-04-001)

Programas de educacion ambiental no formal: pautas para la excelencia (spanish) (171-b-05-001).

• Environmental Education Home
• National Environmental Education Advisory Council (NEEAC)
• National Environmental Education Training Program
• Presidential Innovation Award for Environmental Educators
• President's Environmental Youth Award
• Environmental Education (EE) Grants

As youths grapple with climate anxiety, they turn to activism, education for hope

As a child, Stephanie Salgado Altamirano would rush to the shores of Omoa on her semi-annual family visits, a secluded beach in her home country of Honduras. It felt like her family’s precious secret. 

But the beach grew more crowded each year — not with people, but junk. 

RELATED: Lethal inaction: The era of 'eco-anxiety' is here. What is it and how does it apply in Wisconsin?

Altamirano and her family started to wear shoes on the beach to avoid the needles and plastic jutting out of the sand. She’d always try to clean the beach, but it was too much for one child. And the next day, the junk was there again.

“That was the first time I can actually remember feeling hopeless and powerless,” Altamirano, 22, said, her voice strained with emotion. “Not being able to get back to how it was originally, because it was out of our control, was hard to hear as an 8-year-old. It was heartbreaking.”

Years later, as a student at Vel Phillips Memorial High School in Madison, Altamirano would understand that the problems tainting Omoa Beach — and the lack of potable water, Honduras’ deadly hurricanes and the rise of painful diseases like chikungunya virus and dengue fever — were all connected to climate change.

Related: Climate change's impact on human health is already here — and is 'potentially irreversible,' report says

Related: Warmer weather means longer mosquito seasons. List of US cities with the biggest increase

“I remember thinking, ‘My God, where are we headed, and why are people not paying attention?’” Altamirano said.

Altamirano isn’t alone in that line of questioning, a jolting one that elicits fear, anxiety and existential worry for the future. 

Youth, in general, are stressed about the climate, exhibiting signs of “climate anxiety.” 

The term refers to the negative emotions people feel when they think about climate change, according to Judy Braus, the executive director of the North American Association for Environmental Education. It affects everyone differently and can lead to depression, the inability to act, anger or hopelessness.

“The climate anxiety piece is worrying about climate to the point where it's affecting your ability to actually respond in a positive way,” Braus said. 

A 2022 national survey by EdWeek Research Center found that 37% of 14- to 18-year-olds are anxious when they think about climate change. About 34% said they feel afraid, and 30% said they feel helpless. 

What's more, certain populations of children are even more vulnerable to climate change-related mental health struggles due to poverty, racism, gender, disability and other factors, according to a 2023 report from the American Psychological Association .

In Wisconsin, climate change is top of mind for young people, up there with political division and gun violence, according to a 2023 report from Wisconsin State Office of Children’s Mental Health .

One of the key ways to help youths navigate these complex feelings about climate change is to talk about them, according to Braus.

That’s where environmental education comes in: helping youth understand the environment and their ability to make a difference. 

Environmental education gives students knowledge and agency to make change

Environmental education is not new to Wisconsin. It was one of the first states to have standards, which were established in 1935. While the standards have changed since the 1930s, students today learn about the relationships between natural and cultural systems and the effects humans have on those systems.

In fact, the Badger State is the birthplace of Earth Day, celebrated for the first time in 1970 , after state Sen. Gaylord Nelson suggested a day devoted to environmental education to become better stewards. Earth Day is celebrated each year on April 22.

At Fox River Academy, an environmental charter school in Appleton , environmental education is woven into virtually all aspects of students’ learning. 

More: Three Milwaukee area schools honored by U.S. Department of Education for environmental work

More: Milwaukee area school districts are using the great outdoors to further student learning

While the school teaches that climate change is happening, it tries not to take a doom-and-gloom approach, focusing instead on what’s being done through individual actions or environmental policies to combat it.

"We make changes as individuals through knowledge, how powerful knowledge is, and then sharing that knowledge," said Joann Kasper, a teacher at Fox River Academy.

On a dreary Thursday afternoon, Kasper's middle schoolers headed to the woodsy expanse behind their classroom to “nature journal” — drawing and observing natural phenomena occurring around them, hypothesizing what natural event took place.

Skyler Ayres, a sixth-grader, busily sketched the roots of a great oak. She suspected a hole beneath its roots was the den of “a very large chipmunk.”

Skyler has been receiving an environmental education since kindergarten. She loves nature so much it’s a struggle to pick her favorite thing about it. But if she had to choose, she’d say it's animals, especially endangered species. 

“I love animals for their beauty and their impact on the ecosystem,” Skyler said. “Animals need to eat other animals so they can survive. Once they die, they go into the soil, and that helps the soil so other things can grow better. It’s the circle of life.”

Humans have done a lot of harm to these precious ecosystems, Skyler said, and she’s worried about the continued effect deforestation will have on a system she admires. She isn’t as worried about how climate change will affect her, but she does worry about the animals.

She has some ideas about what humans can do to help them.

“If someone cuts down a tree, they should plant two trees,” Skyler said. “Cutting down trees takes away habitats and makes cities larger, which makes human things larger. More cars, more gas. So if you cut down a tree, plant two trees, so animals have a chance to survive.”

Moira Letourneaux and Madhumathi Sankar, sixth-graders at Fox River Academy, said they're nervous about the future of the climate. But, like Skyler, they have hope.

“I hope factories come less and less, and then pollution will become less and less and then the world will become good again,” Moira said. 

If they could fix one thing about the environment, it would be the people. 

“The people are the reason that this happened,” according to Moira.

But sometimes people don’t listen when it comes to the environment, Madhumathi said. She said she can get people to pay attention by showing them what to do, like respecting the outdoors. And if enough people show each other what to do, people can make a lot of change.

More: Hundreds of Wisconsin schools are teaching with a focus on environmental education

“If you believe in them, that is,” she said. 

"One piece of plastic —" Moira said. “Can make a whole change,” Madhumathi added, finishing her friend’s sentence.

Connecting with nature has profound impacts on youth mental health

Climate anxiety isn’t necessarily on the minds of younger kids yet. But environmental education can still have profound effects on their mental health. 

Green Bay mother Leah Weakley has a first-grader, Emerson, who attends the environmental school Wequiock Elementary. Students get hands-on environmental instruction like tending gardens and raising chickens on the school’s grounds. 

For Weakley, it’s important her kids get an environmental education because she doesn’t want them glued to their electronics. 

“I wanted to kind of break them of that and to make sure that they know when they’re stressed, there’s always nature,” she said.

While Weakley’s children aren’t experiencing climate anxiety, per se, they are developing connections to nature through their environmental education that positively affect their emotional well-being. 

Weakley’s daughter, Evelyn, attends Oak Learning Center, a half-day 4K program where students spend most of their time outdoors exploring nature. Evelyn, who previously wasn’t big on the outdoors, now loves being outside.

“She is my little nature girl now,” Weakley said. 

Spending time in nature has been linked to lower stress, improved attention, better mood and reduced risk of psychiatric disorders, according to the American Psychological Association.  

Having access to nature and green spaces also has a lasting effect on children. A study of over 900,000 Denmark residents between 1985 and 2003 found that children who had low exposure to green spaces were 55% more likely to develop a mental illness than children with abundant green space access.  

Jessica Medina is also a Wequiock parent with two sons, Jack and Austin, in third and first grades, respectively. 

Her sons are more active since they started attending Wequiock and are more likely to spend time outside than to play video games.

While she hasn’t talked with her sons about climate change, she does talk with them about the mental health benefits of being outside.

“I feel like it helps their mood,” Medina said. “I’m hoping in the future they still remember that like, ‘Hey, if you’re feeling down, go for a walk.’”

Activism helps youth channel their climate anxiety into positive community influence

Most 15-year-olds don’t find themselves at a long conference table holding energy executives accountable, but Isak Drangstveit, now 17, learned the power of activism from an early age.

Drangstveit has been part of green clubs since he was in middle school. Such clubs are voluntary groups that educate students on environmental issues and encourage them to take action to improve their environment.

As a student representing his green club, he had scheduled a meeting to ask Waunakee Utilities what steps it was taking to reduce its carbon footprint and expand renewable energy. At the meeting, Drangstveit felt intimidated. He wasn't prepared for the line of questions he was asked, and he felt like their seating him at this cartoonishly long table was part of a power move.

Drangstveit surprised himself in the end by pointing out that WPPI Energy — of which Waunakee Utilities is an executive member — produced more coal energy than the national average.

He realized that, for environmental changes to happen, "we need to talk to our politicians, especially if (energy executives) aren't going to move progress along," Drangstveit said. That meeting with Waunakee Utilities "broke everything loose" for him, even if that night didn't lead to any direct changes.

Drangstveit is one of thousands of youths pushing to make big and small changes in their communities. And Drangstveit knows all about that.

Drangstveit, a resident of Waunakee, grew up in Crandon, a hotbed for the decadeslong environmental activism in the battle over Exxon attempting to mine metallic sulfide . Crandon has become synonymous with the power of grassroots organizing after the town and tribal nations successfully fought to protect the land against the world’s largest energy company. In fact, Drangstveit's great-grandfather helped lead the charge in the successful fight against Exxon.

Drangstveit is young enough that the Crandon mines were the stuff of lore, but the stories have inspired him since he can remember. He remembers being in fifth-grade science when the concept of climate change took on a new and frightening meaning.

“All of a sudden I realized, like, ‘Wait a minute, the woods, which is pretty much my home, could die; it could go away in my lifetime,’” Drangstveit said. “That was an instant fear.” 

Fear quickly turned into action. 

In fifth grade, he petitioned to get the plastic water bottles sold in the school cafeteria removed. Although he was unsuccessful, he didn't beat himself up over it because "it never works the first time."

Then, he started a green club at his middle and intermediate schools. In high school, he joined the already-established group ECO, which stands for "environmentally compassionate organization.”

Eventually, he joined Action for the Climate Emergency , a national organization that educates and supports young people to get involved in climate solutions, and created a local chapter in Waunakee. And he petitioned the Waunakee Village Board to form a sustainability committee starting his sophomore year of high school.

The committee was not formed until February of this year, but in late March, the village president nominated Drangstveit to sit on that committee; his nomination is awaiting full board approval.

According to Braus, collective action through individual work is the ultimate goal of a climate education.

“It's really thinking about how … can you take action in your community? What can you do in your house and work (and) at school that can make a difference and contribute to a healthier world?” Braus said.

But action can also make people feel better about the future, said Linda Hall, director of the state Office of Children’s Mental Health. It’s something she and her team have noticed functions as an antidote to the sense of futility and betrayal so many young people associate with climate change.

“We’ve noticed that when students, especially high school and college students, feel they have agency to impact the world around them, that it contributes to their well-being,” Hall said. “In that process, youth are developing skills and social connections that will help them into adulthood.”

At 22, Altamirano is putting those skills to practice. Her anxiety has calmed since she started getting involved in climate change policies, but in high school, she felt apprehensive about the future. She didn’t see the point of going to college or having kids “if the planet was going to ruins anyway.” 

But she kept learning about her environment and what she could do. She started making connections between climate change, immigration and racial justice, all of which brought her back to her roots in Honduras. 

Those lessons came to a head when she organized and co-led Madison’s youth-led climate strike her senior year of high school in 2019.

“I think all that climate anxiety built up, and it just exploded in the best way possible,” Altamirano said. “Nobody could stop younger Stephanie.”

Not even her parents, who worried about their green card-carrying teenage daughter, could stop her from speaking on the steps of the state Capitol. But taking a cue from climate activist Greta Thunberg , she knew she couldn’t stay silent.

More than 1,000 students walked out of their classrooms as part of the youth climate strike on Sept. 20, 2019, an international day when thousands of students across the country and abroad participated in solidarity with Thunberg, who went on strike every Friday at her school to draw awareness to climate change.

“I realized the worst thing I could do with my anxiety was foster it, isolate it,” Altamirano said. “What always brings me back to hope now is my friends who are also doing the work, being passionate alongside me.”

Danielle DuClos is a Report for America corps member who covers K-12 education for the Green Bay Press-Gazette. Contact her at  [email protected] . Follow on Twitter  @danielle_duclos.  You can directly support her work with a tax-deductible donation at  GreenBayPressGazette.com/RFA  or by check made out to The GroundTruth Project with subject line Report for America Green Bay Press Gazette Campaign. Address: The GroundTruth Project, Lockbox Services, 9450 SW Gemini Drive, PMB 46837, Beaverton, Oregon 97008-7105 .

Natalie Eilbert covers mental health issues for USA TODAY NETWORK-Wisconsin. She welcomes story tips and feedback. You can reach her at  [email protected]  or view her Twitter profile at  @natalie_eilbert . If you or someone you know is dealing with suicidal thoughts, call the National Suicide Prevention Lifeline at 988 or text "Hopeline" to the National Crisis Text Line at 741-741.

Nature’s Classroom: Washington Students Learn Environmental Stewardship Through Outdoor Education Program

Media contact.

Katy Payne   she/her 360-764-0201

In the heart of the Nisqually River Basin, a school program is opening the floodgates of knowledge for local students.

Davy Clark, Program Director for the Nisqually River Education Project, helps students learn about salmon ecology and water testing for the Nisqually River. Students learn how to take river samples, complete macroinvertebrate surveys, and conduct experiments in nearby estuaries to measure stormwater runoff. 

"So many kids, when we take them to their river, tell us that it's the first day they've ever been to a river," said Clark. "It’s the first day we’re consciously visiting a river and thinking about the river as a living system that is … supporting salmon and other wildlife, all of us. There's people fishing, and we're chatting with them because somebody caught something, and all the kids get excited, and it just kind of brings everything to life."

The Nisqually River Education Project, a program of the Nisqually River Foundation, takes students on outdoor trips to the Nisqually Watershed, immersing students in the living ecosystems outside of the classroom. These local experiences help students become more engaged with nature and increase their understanding of science taught in the classroom.

Clark's program is funded by Washington state's Outdoor Learning Grant Program, which creates opportunities for students to participate in outdoor education as a part of their public education curriculum.

The Outdoor Learning Grant program was created by the Legislature in 2022. Grant recipients represent the various regions of Washington state and their programs must be accessible for students with disabilities.

The Legislature created the program to support grants via three avenues:

• Schools and school districts for outdoor learning programming,
• Community-based organizations (CBOs), and
• Overnight outdoor school experiences.

Clark's program is funded by the second bucket, which is administered by the Washington State Recreation and Conservation Office (RCO).

Sheila Wilson, the Outdoor Education Program Manager for OSPI, works with schools across the state to increase access to outdoor learning opportunities.

“Outdoor education is good for kids because it increases attention, decreases anxiety, improves attendance, and improves graduation rates,” she said.

Research also shows that time in nature fosters better social skills, increases self-esteem, and creates stronger emotional connections to people and nature.

Washington is one of a handful of states that funds outdoor learning programs. An integral aspect of Washington's Outdoor Education Program is its collaboration with tribes. This partnership emphasizes the importance of connecting students with the rich cultural and ecological heritage of indigenous communities. Tribal youth learn traditional environmental knowledge from elders, empowering them as stewards of their culture, lands, and waters.

"It stitches the communities more closely together with their schools because there's great value, not just for the students, but [for everyone]," Wilson said. These programs “foster the next generation's sense of agency and stewardship in their community. [These students] have the ability to make a difference locally for the climate, for their water, for wildlife."

Clark's program serves local students, including those who are members of the Nisqually Indian Tribe. Clark aims to show students that the future of the world is "something that [they] have a voice in." It's what makes him proud to do the work that he's doing with public schools in the local community.

Students engage in a range of activities that contribute to environmental conservation and community development. These activities include habitat restoration, tree planting, and water monitoring efforts. Specific projects, such as prairie restoration in Pullman and the preservation of Ponderosa pines near Spokane, exemplify the diverse range of environmental initiatives that students undertake throughout Washington state.

“We’re doing different things, but the common thread [is] how can we get the student to see how much they are a part of their environment,” said Clark.

Students also learn various skills that would be difficult to learn in the classroom. Outdoor education programs focus on environmental stewardship, which helps students learn more about career paths that work with nature.

Clark tells his students that the activities they do in his program are the same ones they would do in nature-related jobs.

"We're creating experiences [for] students," Clark said. "You can either be a water quality technician or a restoration ecologist, and take that path. … Then you're going to come back and teach each other about what you did because people had different experiences during that day."

This integrated approach allows students to practice scientific processes, like collecting water samples, and incorporate these activities into what students are learning in the classroom.

The students “were taking ownership of their learning … and that piece has been so rewarding," Clark said.

In one of his groups, students created posters highlighting the significance of water quality testing and its broader impact on the environment, including salmon populations.

"They were looking at the salmon's nostrils and talking about how important their sense of smell is for the ability to navigate back to their home streams," he said.

Clark believes outdoor education is essential to children learning because students walk away with a deep appreciation of the environment, their community, and their future.

" I think a common thing that we hear is students say, 'I'm kind of like a scientist today,’” Clark said. He then says to them, “'You are a scientist today.' And watching them just like light up when we acknowledge that — it's huge."

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Visit Koinonia Retreat Near Pierceton On Community Day

News release.

NORTH MANCHESTER — Manchester University’s environmental studies, peace studies and education departments will host Community Day at Koinonia Environmental and Retreat Center on Saturday, April 27.

Community Day will bring environmental education and outdoor exploration to community members, families and local educators. The event will have activities for children, a community meal, live music and education sessions. Education sessions are open to community members and local educators and will include a certificate of completion from the MU Department of Education.

Speakers for the education sessions are Eris Migliorini and Mary Harter. Migliorini is a visual thinking strategies facilitator from the Honeywell Arts and Entertainment Center in Wabash. Harter is a member of the Miami Tribe of Oklahoma and a registered dietitian nutritionist, nurse and certified diabetes care and education specialist. These sessions will include a 60-minute presentation and hands-on lesson demonstrations led by Manchester University education students.

The event will last from 10:30 a.m. to 7:30 p.m., but participants are not required to stay for the entire duration. Koinonia Environmental and Retreat Center is located just off SR 13 at 6147 S. 650E, Pierceton.

Learn more about Manchester University’s Community Day and register here .

This event is sponsored by the Cable Peace Fund.

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North American Association for Environmental Education

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The Benefits of Environmental Education for K-12 Students

NAAEE is partnering with Stanford University and other respected organizations to demonstrate the impact and value of environmental education by substantiating powerful anecdotes from across the field with empirical evidence. We are conducting comprehensive literature reviews that demonstrate the impact of EE on key outcome areas and developing communication tools based on these reviews for the field, and our first outcome area is finished! Find out more about what the literature says broadly regarding the benefits of EE for K-12 students, and download the communication tools to share these findings or support your work. 

The Literature Review

Experts at Stanford University systematically searched the academic literature and analyzed 119 peer-reviewed studies published over a 20-year period that measured the impacts of environmental education for K-12 students. The review found clear evidence that environmental education programs provide a variety of benefits. Not surprisingly, the studies clearly showed that students taking part in environmental education programming gained knowledge about the environment. But learning about the environment is just the tip of the iceberg.

Studies in the review demonstrated that environmental education has led to a number of positive impacts, from improving academic performance, to enhancing critical thinking skills, to developing personal growth and life-building skills including confidence, autonomy, and leadership. In addition, a number of the studies showed that environmental education increased civic engagement and positive environmental behaviors.  

Translating the Findings to Benefit the Field

Based on Stanford's review, we have translated these findings into several communication tools for EE professionals to use to substantiate their work and bolster support for programming that benefits K-12 students. These tools include pull quotes, statistics, researcher observations, inspiring stories from across the field substantiated by empirical studies, and more that we hope you will find beneficial for demonstrating the benefits for K-12 students in your work.

Download the Communication Tools

Executive summary and key findings

Stanford's review process

selected study summaries

Learn More About...

The first review: The Benefits of EE for K-12 Students

For more information about eeWORKS please contact Judy Braus ( [email protected] ) or Kristen Kunkle ( [email protected] ).

Coming Soon

We will be posting a few more communications tools for this review as they are completed, including messaging guidance for key audiences, so please stay tuned! We will also post Stanford's full academic journal article as soon as it is publicly availalbe (it is currently being published in a journal).

Stanford and NAAEE are hard at work producing additional literature reviews and communication tools focused on a range of relevant outcome areas, including the role of EE in achieving conservation goals, the impact of EE and nature connections in early childhood, effectively using EE to address climate change, and more. Click here to learn more about other eeWORKS reviews currently underway.

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I substituted for 10 years as I developed Remember the Rainforest. It took a long time to collect images of the plants and animals that appear in the explorers' journals and even longer to link them to the text. http://www.remembertherainforest.com/shop2/pages/rtr1.html

I used RTR at the end of the day as a reward for good behavior and completed assignments. Students could explore on their own or go on the Treasure Hunt that's in the Lessons section. I have never seen such excitement and total engagement. Yes, students are eager to be involved in learning about their environment !

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Cultivating an Environmentally Responsible Public

We are the national environmental education foundation (neef).

NEEF is the nation’s leading organization in lifelong environmental learning, creating opportunities for people of all ages to experience and learn about the environment in ways that improve their lives and the health of the planet.

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Congressionally chartered in 1990 as a 501(c)(3) non-profit to complement the work of the US Environmental Protection Agency (EPA), the National Environmental Education Foundation (NEEF) is a non-partisan, non-advocacy organization working to make the environment more accessible, relatable, relevant, and connected to people’s daily lives.

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Victor Mukhin

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Title : Active carbons as nanoporous materials for solving of environmental problems

However, up to now, the main carriers of catalytic additives have been mineral sorbents: silica gels, alumogels. This is obviously due to the fact that they consist of pure homogeneous components SiO2 and Al2O3, respectively. It is generally known that impurities, especially the ash elements, are catalytic poisons that reduce the effectiveness of the catalyst. Therefore, carbon sorbents with 5-15% by weight of ash elements in their composition are not used in the above mentioned technologies. However, in such an important field as a gas-mask technique, carbon sorbents (active carbons) are carriers of catalytic additives, providing effective protection of a person against any types of potent poisonous substances (PPS). In ESPE “JSC "Neorganika" there has been developed the technology of unique ashless spherical carbon carrier-catalysts by the method of liquid forming of furfural copolymers with subsequent gas-vapor activation, brand PAC. Active carbons PAC have 100% qualitative characteristics of the three main properties of carbon sorbents: strength - 100%, the proportion of sorbing pores in the pore space – 100%, purity - 100% (ash content is close to zero). A particularly outstanding feature of active PAC carbons is their uniquely high mechanical compressive strength of 740 ± 40 MPa, which is 3-7 times larger than that of  such materials as granite, quartzite, electric coal, and is comparable to the value for cast iron - 400-1000 MPa. This allows the PAC to operate under severe conditions in moving and fluidized beds.  Obviously, it is time to actively develop catalysts based on PAC sorbents for oil refining, petrochemicals, gas processing and various technologies of organic synthesis.

Victor M. Mukhin was born in 1946 in the town of Orsk, Russia. In 1970 he graduated the Technological Institute in Leningrad. Victor M. Mukhin was directed to work to the scientific-industrial organization "Neorganika" (Elektrostal, Moscow region) where he is working during 47 years, at present as the head of the laboratory of carbon sorbents.     Victor M. Mukhin defended a Ph. D. thesis and a doctoral thesis at the Mendeleev University of Chemical Technology of Russia (in 1979 and 1997 accordingly). Professor of Mendeleev University of Chemical Technology of Russia. Scientific interests: production, investigation and application of active carbons, technological and ecological carbon-adsorptive processes, environmental protection, production of ecologically clean food.   

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Best Global Universities for Engineering in Russia

These are the top universities in Russia for engineering, based on their reputation and research in the field. Read the methodology »

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Here are the best global universities for engineering in Russia

Itmo university, tomsk state university, tomsk polytechnic university, lomonosov moscow state university, novosibirsk state university, saint petersburg state university, peter the great st. petersburg polytechnic university, moscow institute of physics & technology, national research nuclear university mephi (moscow engineering physics institute).

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