One of the most challenging issues in environmental education (EE) studies is education in protected areas. The present study tries to answer three key questions in this field by reviewing the library resources with an explanatory-analytical approach. First, \\\\\\\\\\\\\\\"Why should consider the educational mission for protected areas?\\\\\\\\\\\\\\\" Second, \\\\\\\\\\\\\\\"How should environmental education be provided in protected areas?\\\\\\\\\\\\\\\" And third, \\\\\\\\\\\\\\\"Who is the education audience in these areas?\\\\\\\\\\\\\\\" The answers to these questions provide opportunities for theorizing, exploring, and conducting field research that contributes to the realization of the philosophy of protected areas, effective conservation, and participatory environmental protection. The findings of this study indicate that in response to the first question, while considering the philosophy of environmental education, other fields of study such as environmental ethics, environmental sociology and conservation biology should be considered to achieve a clear explanation. About second question, paying attention to the areas of methodology, content preparation and implementation strategies and opportunities, challenges and threats in field training is important. In answer to the third question, it should be noted that although a wide range of audiences can be trained in these areas, but the amount of environmental knowledge is a good criterion for educational planning in these areas. Therefore, first, the audience can be divided into two general groups of experts and non-experts, and then specialists can be classified based on the degree of academic education, field experience and other indicators. The present article propose some suggestions to the stakeholders.

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