Neus (Snowy) Evans (B.Ed. Hons, PhD) is an Associate Professor in Education at the College of Arts, Society and Education at James Cook University. Her disciplinary and research background is in education and education for sustainability (EfS) in school and university settings, particularly within initial teacher education. Her early research investigated teacher learning through school-based EfS initiatives and social-ecological resilience to environmental changes within EfS in the Far North Queensland primary school context. 

Since taking up an academic position in 2013, her research interests have expanded to investigating EfS in initial teacher education, pedagogy, curriculum and assessment, and the systematic review methodology. These interests have led her to publish two books (Springer, co-authored), a number of journal articles and book chapters, and co-edit a book section on ChildhoodNature Pedagogies and Place in The International Research Handbook on ChildhoodNature (Springer). Currently, Snowy is working on a number of projects in EfS and initial teacher education. This includes leading an editorial team of researchers from Canada, Finland and Turkey in a spcial issue of the Australian Journal of Teacher Education on reorienting early childhood education for sustainability in initial teacher education, and co-editing a special issue of the Brock Education Journal on teacher environmental and sustainability education in Canada and the international field with Canadian researchers.   

Starting in 2017, Snowy has co-led JCU's response to a federal government mandate for graduate teachers to demonstrate classroom readiness. This has involved the development, benchmarking and management of the Graduate Teacher Performance Assessment (GTPA) at JCU. More recently, Snowy has began to publish on the GTPA. Snowy and colleagues' work has been recognised in a prestigeous 2021 Citation for Outstanding Contribution to Student Learning for curriculum renewal to strengthen evidence-informed practice of preservice teachers from novice to classroom-ready practitioners. 

Snowy currently serves as Associate Editor (Book Reviews) for the Journal of Environmental Education ISSN 0095-8964, EISSN 1940-892 ranked in the top 15 percent of education journals in the world and in the top third of environmental studies journals. Snowy is also a committee member of the Australian Association for Environmental Education Tropical Queensland Branch. 




  • ED2491: Planning for Engaging Learning (Level 2; CNS)
  • ED3197: Reflective Teaching Cycles and Positive Learning Environments (Primary) (Level 3; CNS & TSV)
  • ED3297: Reflective Teaching Cycles and Positive Learning Environments (Secondary) (Level 3; CNS)
  • ED4623: Teachers as Ethical and Collaborative Change Agents (Level 4; CNS)
  • ED4995: Education Across Culturally Diverse Contexts (Level 4; CNS)
  • ED5970: Teachers as Leaders for Learning and Change (Level 5; CNS & TSV)
  • ED5975: Teachers as Leaders for Learning and Change (Level 5; CNS & TSV)
  • Sustainability, Education, Pre-service teacher education, Pedagogy, Systematic review methodology, Education for sustainability, Professional practice
  • 2018 to present - Book Review Editor, The Journal of Environmental Education
  • 2022 to 2023 - Associate Dean Learning and Teaching, James Cook University (Cairns - College of Arts, Society & Education)
  • 2017 to 2022 - Senior Lecturer, James Cook University (Cairns)
  • 2021 - Student Services and Quality Coordinator, James Cook University (Cairns - College or Arts, Society & Education)
  • 2017 to 2020 - Master of Teaching and Learning (Primary) Coordinator, James Cook University (Cairns)
  • 2014 to 2017 - Assistant Editor, The Journal of Environmental Education
  • 2013 to 2016 - Lecturer, James Cook University (Cairns)
  • 2010 to 2013 - Managing Editor, The Journal of Environmental Education
  • 2010 to 2012 - Senior Research Officer, The Cairns Institute and School of Education (Cairns)
Socio-Economic Objectives
  • 2021 - JCU Citation for Outstanding Contributions to Student Learning for Curriculum renewal to strengthen evidence-informed practice of preservice teachers from novice to classroom-ready practitioners
  • 2016 - JCU Citation for Outstanding Contributions to Student Learning for Responsive Pedagogies: A three-tiered approach that is responsive to students' needs, supports engagement, sustained learning and success for diverse students across subjects.
  • 2016 - Finalist, 2016 Green Gown Awards in the category of Learning, Teaching and Skills for Mainstreaming Sustainability in Teacher Education Through a Systems Approach: 10 years in the Making
  • 2013 - Common Ground International Award for Excellence for new research for the article “A systematic search of trends in rural development research, originating regions and engagement with sustainability”.
  • 2012 - Faculty of Arts, Education and Social Sciences Research Performance Award 2012 (highest number of HERDC Points).

These are the most recent publications associated with this author. To see a detailed profile of all publications stored at JCU, visit ResearchOnline@JCU. Hover over Altmetrics badges to see social impact.

Journal Articles
Book Chapters

ResearchOnline@JCU stores 44+ research outputs authored by A/Prof Neus Evans from 2006 onwards.


Advisory Accreditation: I can be on your Advisory Panel as a Primary or Secondary Advisor.

These Higher Degree Research projects are either current or by students who have completed their studies within the past 5 years at JCU. Linked titles show theses available within ResearchOnline@JCU.

  • Cultivating Wellbeing Dispositions in Primary Education: A Qualitative Mixed-Method Arts-Based Case Study (PhD , Secondary Advisor)
  • Education for Sustainability in Civics and Citizenship Education (PhD , Primary Advisor/AM/Adv)
  • Young peoples' disengagement from education: hearing parent voices (PhD , Primary Advisor)
  • Children?s Conceptions of Hope for our Future World (PhD , Primary Advisor)
  • Aspirations for equity and excellence: A policy trajectory exploration of school improvement, informed by global policy reform, in one very remote Australian school (PhD , Advisor Mentor)

The map shows research collaborations by institution from the past 7 years.
Note: Map points are indicative of the countries or states that institutions are associated with.

  • 5+ collaborations
  • 4 collaborations
  • 3 collaborations
  • 2 collaborations
  • 1 collaboration
  • Indicates the Tropics (Torrid Zone)

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