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. They for instance experience challenges with guiding dialogue, and deem curricula as unsuitable (Van Harskamp, Knippels, Van Joolingen, 2021). 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 comes from large scale, quantitative studies. A more in-depth, qualitative view on student EC is desirable (Biatt, 2008).