8. Grillia, N. & Daskolia, M. (under review). “Why am I involved in environmental education?” Using narrative inquiry to explore the identity and practice of teachers committed to environmental education. Environmental Education Research.
9. Kalafati, M., Flogaitis, E. & Daskolia, M. (under publication). Enhancing preschoolers’ creativity through art-based environmental education for sustainability. Environmental Education Research. doi: 10.1080/13504622.2023.2291319
10. Daskolia, M., & Chouliara, K. (2023). Into the park: exploring preschool children’s experience in a local urban park. Environmental Education Research, 1-20. doi:10.1080/13504622.2023.2237707
11. Grillia, N., & Daskolia, M. (2023). Νarratively Inquiring into Experience, Narratively Attending to Environmental Education Teachers’ Identity. International Journal of Qualitative Research, 2(3), 260-269. doi: 10.47540/ijqr.v2i3.731
12. Daskolia, M., & Koukouzeli, V. (2023). How Sustainable Is a Waldorf School? Exploring the Congruence between Waldorf Education and the Sustainable School Approach in a Greek School Case Study. Education Sciences, 13(4), 403 (2-17). doi: 10.3390/educsci13040403
13. Woods, S. M., Daskolia, M., Joly, A., Bonnet, P., Soacha, K., Liñan, S., Woods, T., Piera, J., & Ceccaroni, L. (2022). How networks of citizen observatories can increase the quality and quantity of citizen-science-generated data used to monitor SDG indicators. Sustainability, 14(7), 4078 (1-17). doi: 10.3390/su14074078
14. Tauginienė, L., Butkevičienė, E., Vohland, K., Heinisch, B., Daskolia, M., Suškevičs, M., Portela, M., Balázs, B., & Prūse, B.(2022). Nauka obywatelska w przestrzeni nauk społecznych i humanistyki: siła interdyscyplinarności. Biuletyn EBIB, 1(202), 1 26. https://rb.gy/8z15p0
15. Kynigos, C., & Daskolia, M., (2021). Boundary Crossing Creativity in the Design of Digital Resources for Teaching and Learning about Climate Change. Creativity. Theories- Research-Applications, 8(1), 213-235. doi: 10.2478/ctra-2021-0013
16. Tauginienė, L., Butkevičienė, E., Vohland, K., Heinisch, B., Daskolia, M., Suškevičs, M., Portela, M., Balázs, B., & Prūse, B. (2020). Citizen science in the social sciences and humanities: the power of interdisciplinarity. Palgrave Communications, 6(89), 1-11. doi:10.1057/s41599-020-0471-y
17. Gavrilakis, C., Daskolia, M., & Blintziou, E. (2020). Delineating the role of environmental adult educators: drawing critical considerations from an empirical case study. Environmental Education Research, 27(2), 157-174. doi: 10.1080/13504622.2020.1790503
18. Daskolia, M., Kynigos, C., & Makri, K. (2015). Learning about Urban Sustainability with Digital Stories. Promoting Collaborative Creativity from a Constructionist Perspective. Constructivist Foundations, 10(3), 388–396. http://constructivist.info/10/3/388
19. Makri, K., Daskolia, M., & Kynigos, C. (2015). Seeking “Power” in Powerful Ideas, Systems Thinking and Affective Aspects of Learning. The authors’ response to the Open Peer Commentaries on Maria Daskolia et al.’s “Learning about Urban Sustainability with Digital Stories”. Constructivist Foundations, 10(3), 401–404. http://constructivist.info/10/3/401
20. Kynigos, C., Daskolia, M., & Smyrnaiou, Z. (2013). Empowering teachers in challenging times for science and environmental education: Uses for scenarios and microworlds as boundary objects. Contemporary Issues in Education, 3(1), 41-65.
21. Daskolia, M. & Kynigos, C. (2012). Applying a Constructionist Frame to Learning about Sustainability. Creative Education, 3(6), 818-823. doi: 10.4236/ce.2012.326122
22. Daskolia, M., Dimos, A., & Kampylis, P. (2012). Secondary teachers’ conceptions of creative thinking within the context of Environmental Education. International Journal of Environmental and Science Education, 7(2), 269-290. ISSN: 1306-3065
23. Daskolia M., Flogaitis E., & Liarakou G. (2007). Ways of thinking of the environment and environmental problems among Greek university students from the Humanities. The International Journal of the Humanities, 4(8), 7-18.
24. Liarakou G., Daskolia M., & Flogaitis E. (2007). Investigating the associative meanings of sustainability among Greek kindergarten teachers. International Journal of Interdisciplinary Social Sciences, 1(5), 29-36.
25. Daskolia, M., Flogaitis, E., & Papageorgiou, E. (2006). Kindergarten teachers’ conceptual framework on the “ozone layer depletion”: Exploring the associative meanings of a global environmental issue. Journal of Science Education and Technology, 15(2),168-178. doi: 10.1007/s10956-006-9004-8
26. Flogaitis, E., Daskolia, M., & Liarakou, G. (2005). Greek kindergarten teachers’ practice in environmental education: an exploratory study. Journal of Early Childhood Research, 3(3), 299-320. doi: 10.1177/1476718X05056529
27. Flogaitis, E., Daskolia, M., & Agelidou, E. (2005). Kindergarten teachers’ conceptions of environmental education. Early Childhood Education Journal, 33(3), 125-136. doi: 10.1007/s10643-005-0039-x
28. Daskolia, Μ., & Flogaitis, E. (2003). Theoretical formulation and empirical investigation of a conceptual model of teachers’ competence in environmental education. Canadian Journal of Environmental Education, 8, 249-267. ISSN: ISSN-1205-5352
9. Kalafati, M., Flogaitis, E. & Daskolia, M. (under publication). Enhancing preschoolers’ creativity through art-based environmental education for sustainability. Environmental Education Research. doi: 10.1080/13504622.2023.2291319
10. Daskolia, M., & Chouliara, K. (2023). Into the park: exploring preschool children’s experience in a local urban park. Environmental Education Research, 1-20. doi:10.1080/13504622.2023.2237707
11. Grillia, N., & Daskolia, M. (2023). Νarratively Inquiring into Experience, Narratively Attending to Environmental Education Teachers’ Identity. International Journal of Qualitative Research, 2(3), 260-269. doi: 10.47540/ijqr.v2i3.731
12. Daskolia, M., & Koukouzeli, V. (2023). How Sustainable Is a Waldorf School? Exploring the Congruence between Waldorf Education and the Sustainable School Approach in a Greek School Case Study. Education Sciences, 13(4), 403 (2-17). doi: 10.3390/educsci13040403
13. Woods, S. M., Daskolia, M., Joly, A., Bonnet, P., Soacha, K., Liñan, S., Woods, T., Piera, J., & Ceccaroni, L. (2022). How networks of citizen observatories can increase the quality and quantity of citizen-science-generated data used to monitor SDG indicators. Sustainability, 14(7), 4078 (1-17). doi: 10.3390/su14074078
14. Tauginienė, L., Butkevičienė, E., Vohland, K., Heinisch, B., Daskolia, M., Suškevičs, M., Portela, M., Balázs, B., & Prūse, B.(2022). Nauka obywatelska w przestrzeni nauk społecznych i humanistyki: siła interdyscyplinarności. Biuletyn EBIB, 1(202), 1 26. https://rb.gy/8z15p0
15. Kynigos, C., & Daskolia, M., (2021). Boundary Crossing Creativity in the Design of Digital Resources for Teaching and Learning about Climate Change. Creativity. Theories- Research-Applications, 8(1), 213-235. doi: 10.2478/ctra-2021-0013
16. Tauginienė, L., Butkevičienė, E., Vohland, K., Heinisch, B., Daskolia, M., Suškevičs, M., Portela, M., Balázs, B., & Prūse, B. (2020). Citizen science in the social sciences and humanities: the power of interdisciplinarity. Palgrave Communications, 6(89), 1-11. doi:10.1057/s41599-020-0471-y
17. Gavrilakis, C., Daskolia, M., & Blintziou, E. (2020). Delineating the role of environmental adult educators: drawing critical considerations from an empirical case study. Environmental Education Research, 27(2), 157-174. doi: 10.1080/13504622.2020.1790503
18. Daskolia, M., Kynigos, C., & Makri, K. (2015). Learning about Urban Sustainability with Digital Stories. Promoting Collaborative Creativity from a Constructionist Perspective. Constructivist Foundations, 10(3), 388–396. http://constructivist.info/10/3/388
19. Makri, K., Daskolia, M., & Kynigos, C. (2015). Seeking “Power” in Powerful Ideas, Systems Thinking and Affective Aspects of Learning. The authors’ response to the Open Peer Commentaries on Maria Daskolia et al.’s “Learning about Urban Sustainability with Digital Stories”. Constructivist Foundations, 10(3), 401–404. http://constructivist.info/10/3/401
20. Kynigos, C., Daskolia, M., & Smyrnaiou, Z. (2013). Empowering teachers in challenging times for science and environmental education: Uses for scenarios and microworlds as boundary objects. Contemporary Issues in Education, 3(1), 41-65.
21. Daskolia, M. & Kynigos, C. (2012). Applying a Constructionist Frame to Learning about Sustainability. Creative Education, 3(6), 818-823. doi: 10.4236/ce.2012.326122
22. Daskolia, M., Dimos, A., & Kampylis, P. (2012). Secondary teachers’ conceptions of creative thinking within the context of Environmental Education. International Journal of Environmental and Science Education, 7(2), 269-290. ISSN: 1306-3065
23. Daskolia M., Flogaitis E., & Liarakou G. (2007). Ways of thinking of the environment and environmental problems among Greek university students from the Humanities. The International Journal of the Humanities, 4(8), 7-18.
24. Liarakou G., Daskolia M., & Flogaitis E. (2007). Investigating the associative meanings of sustainability among Greek kindergarten teachers. International Journal of Interdisciplinary Social Sciences, 1(5), 29-36.
25. Daskolia, M., Flogaitis, E., & Papageorgiou, E. (2006). Kindergarten teachers’ conceptual framework on the “ozone layer depletion”: Exploring the associative meanings of a global environmental issue. Journal of Science Education and Technology, 15(2),168-178. doi: 10.1007/s10956-006-9004-8
26. Flogaitis, E., Daskolia, M., & Liarakou, G. (2005). Greek kindergarten teachers’ practice in environmental education: an exploratory study. Journal of Early Childhood Research, 3(3), 299-320. doi: 10.1177/1476718X05056529
27. Flogaitis, E., Daskolia, M., & Agelidou, E. (2005). Kindergarten teachers’ conceptions of environmental education. Early Childhood Education Journal, 33(3), 125-136. doi: 10.1007/s10643-005-0039-x
28. Daskolia, Μ., & Flogaitis, E. (2003). Theoretical formulation and empirical investigation of a conceptual model of teachers’ competence in environmental education. Canadian Journal of Environmental Education, 8, 249-267. ISSN: ISSN-1205-5352