The final part of this Special Issue (SI) of "The Journal of Environmental Education" presents: (1) an empirically informed outline of a nascent practice theory of ecopedagogy as/in scapes; and (2) a conceptual-philosophical frame for continued research, inquiry, and critique into ecopedagogy as/in scapes. In so doing, it demonstrates the methodological use of assemblage theory and the importance of metamethodology in legitimizing the tasks of environmental education research (EER), whose combination is also relevant to curriculum inquiry and policy development