**1. Rationale**

To enable students to deal with sustainability issues, science education needs to provide tools to navigate sustainability issues, thus fostering Environmental Citizenship (EC). However, stimulating EC through science education remains challenging for science teachers. For instance, they experience challenges with guiding dialogue, and deem the curricula unsuitable [1]. Understanding current levels of EC among students would help science teachers in developing and teaching effective EC lessons. Currently, most of what we know about student EC is derived from large scale, quantitative studies. A more in-depth, qualitative view on student EC is desirable [2].
