“…Similar marginal results were found in programs set up by green schools in Israel (Shay‐Margalit & Rubin, 2017) and Swedish secondary schools, where such focus had a negative impact for some young students (Olsson & Gericke, 2016). Consequently, several scholars agreed that environmental knowledge, beliefs, and positive attitudes were not enough to transform students' mind‐sets (Boeve‐de Pauw & Van Petegem, 2017; Robina‐Ramírez, Merodio, & McCallum, 2020; Robina‐Ramírez, Sánchez Hernández, Jiménez Naranjo, & Diaz Caro, 2020; Shay‐Margalit & Rubin, 2017) or the attitudes of teachers (Özden, 2008).…”