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Angesichts der jüngsten wissenschaftlichen Erkenntnisse des IPCC, sowie im Hinblick auf die sichtbaren Konsequenzen des anthropogenen Klimawandels, wie es beispielsweise Überschwemmungen und Waldbrände darstellen, wird die Notwendigkeit für rasches Handeln deutlich. Folglich fordern Wissenschaftler:innen eine ökonomische, technologische und politische Transformation, aber auch Transformationsprozesse auf individueller und sozialer Ebene. Letztere bedingen Veränderungen in üblichen Überzeugungen, Denkweisen, Normen und Werten, sowie nicht zuletzt Veränderungen in unseren Lebensgewohnheiten und unserem Handeln. Bildung wird als Schlüsselfaktor für individuelle und folglich gesellschaftliche Transformationsprozesse gesehen. Die bedeutende Rolle der Bildung wird nicht nur durch Wissenschaftler:innen im Bereich der Klimawandelbildung anerkannt, sondern auch in diversen politischen Berichten und Vereinbarungen festgehalten. Insbesondere die formale Schulbildung spielt hierbei eine bedeutende Rolle. Junge Menschen sind nicht nur diejenigen, die zeitlebens von den Konsequenzen des Klimawandels betroffen sein werden, sondern auch diejenigen, denen die Rolle als sogenannte "change agents" zugesprochen wird. Folglich sollten junge Menschen in ihrer Meinung und ihrem Handeln bestärkt werden. Transformationsprozesse bedingen einen Wandel von transmissiven zu transformativen Ansätzen der Bildung, in denen die/der Lernende im Mittelpunkt steht und die Partizipationsprozesse in authentischen Lernsettings fördern. In dieser Doktorarbeit wurde mittels sieben wissenschaftlicher Publikationen das Potenzial transdisziplinärer Wissenschaft und Bildung ausgearbeitet und empirisch analysiert. Der Ansatz der transdisziplinären Bildung wird dabei am Beispiel von k.i.d.Z.21, einer Zusammenarbeit zwischen Wissenschaft und Bildung, erarbeitet. k.i.d.Z.21 basiert auf den Prinzipien transdisziplinärer Wissenschaft kombiniert mit transformativen didaktischen Methoden. Es ermöglicht jungen Menschen, Considering the latest research findings of the IPCC, as well as recognizing the most recent visible consequences of anthropogenic climate change (CC) like floods and wildfires, the urgency for climate action becomes clearly apparent. Consequently, scholars in the field not only call for a transformation in the economic, technological and political sector, but also for transformation processes at a personal and societal level. These include changes in shared beliefs, mindsets, norms and values and not least changes in how we live and act. Education is acknowledged to be a key to motivate personal and thus social transformation processes, and as such is recognized not only by scholars in the field of Climate Change Education, but is also set down in diverse policy reports and agreements. In particular formal school education has a significant role. Young people are not only the ones who will experience the consequences of CC during their lifetime and thus need to be empowered, but they are also afforded the role of change agents. Stimulating transformation processes requires a shift from transmissive to transformative approaches to education, including learner-centered, experiential and participative learning formats in meaningful real-world settings. By seven publications, this PhD thesis elaborated and empirically analyzed the potential of transdisciplinary (TD) research and the approach of TD education as exemplified by the non-formal research-education collaboration k.i.d.Z.21 – competent towards the future. The latter is based on the principles of TD research, combined with transformative didactical methods. It enables young people to do research with (scientific) out-of-school partners. The findings revealed that TD education as exemplified by k.i.d.Z.21 notably raised young people’s concern, their self-efficacy, scientific literacy as well as various dimensions of climate-friendly behavior alongside other issues. Thus, TD education contributes to personal tran, Abweichender Titel laut Übersetzung der Verfasserin/des Verfassers, Dissertation Universität Innsbruck 2023

In order to move forward the agenda of sustainable development through Environmental and Sustainability Education (ESE), there is a need for learning activities that go beyond mere knowledge transmission. Characterised by their holistic and experiential nature, sport and physical activity may carry a potential of supporting and fostering the pedagogical purposes of ESE and thereby contribute to the vision of sustainable development. However, there has been little research on the relationship and synergy between sport and physical activity for ESE and no systematic literature review on this topic has been conducted yet. Against this background, the goal of this study is to inquire into the pedagogical potential of sport and physical activity with regard to the objectives of ESE based on the published empirical research. This study employs a systematic literature review approach followed by a thematic analysis. In all, 16 articles meeting the inclusion criteria were included in the review. The results suggest that sport and physical activity can contribute to ESE through their ability to promote (1) embodied, experiential and holistic learning, (2) positive effects in the context of prebehavioural factors and behavioural change(s) for more sustainable behaviour through increased environmental awareness and action, (3) learning-related effects on individuals defined by self-development and personal growth as well as social skills including cooperation and participation. On the other hand, some studies suggest that sport and physical activity might also cause negative or no significant effect at all. Overall, this study provides a first integrative overview on the pedagogical potential of sports and physical activity for ESE.

Der Klimawandel stellt als aktuelle und zukünftige Bedrohung insbesondere für die vulnerable Gruppe der Kinder und Jugendlichen einen chronischen Stressor dar. Neben der Bekämpfung von Klimawandelfolgen spielt schulische Klimabildung eine wichtige Rolle, um jungen Menschen sowohl Wissen über den Klimawandel als auch Möglichkeiten für klimafreundliches Verhalten zu vermitteln und Selbstwirksamkeit und die psychische Gesundheit zu stärken. Im Rahmen dieser Masterarbeit wurden mit Schüler*innen und Lehrer*innen österreichischer Gymnasien, welche am Klimabildungsprojekt makingAchange teilnehmen, halbstrukturierte Interviews durchgeführt und mittels qualitativer Inhaltsanalyse ausgewertet. Die Schüler*innen berichten ein ausgeprägtes Bedrohungserleben und nehmen vor allem kollektive Maßnahmen zur Reduzierung von Klimawandelfolgen als effektiv wahr. Für den Umgang mit dem Klimawandel erweisen sich, auch im Rahmen der Covid-Pandemie, besonders emotionsorientierte und bedeutungsorientierte Coping-Strategien als effektiv. Aufgrund der Covid-Pandemie erleben die Schüler*innen dabei vor allem Hoffnung durch wahrgenommene Veränderungen auf gesellschaftlicher Ebene sowie positiver Effekte auf die Umwelt. Den Ergebnisse zufolge ist makingAchange als Klimabildungsintervention effektiv und wirkt sich positiv auf das Klimawandelbewusstsein und die Wirksamkeitswahrnehmung der Schüler*innen aus. Verhaltensänderungen können vermutet werden, setzen jedoch die Vermittlung praktischer Maßnahmen voraus, weshalb eine erneute Evaluation zu einem späteren Zeitpunkt sinnvoll ist., eingereicht von: Kai Dittus, Im Titel ist 2 jeweils tiefgestellt, Masterarbeit Universität Innsbruck 2022

L’éclatement de la crise sanitaire mondiale en pleine crise climatique planétaire a permis de saisir de fortes articulations entre celles-ci : leurs origines et leurs impacts sur les processus socio-écologiques mettent en évidence la problématique structurelle d'un système économique capitaliste dont le fonctionnement est axé sur l'exploitation intensive d'une planète finie et à bout de souffle. Une telle réalité est dissimulée par une stratégie idéologico-politique basée sur l'homogénéisation culturelle et la colonisation d'éléments de représentation symbolique. Dans ce processus complexe, la communication de masse et les processus éducatifs deviennent des outils majeurs pour instaurer une concentration monopolistique d'idéaux et d'imaginaires sociaux, ainsi que des modes de vie conformes aux intérêts du système. Les intentions associées à de tels intérêts ont été révélées par la pandémie et le seront encore davantage lorsque les points de basculement de plus en plus critiques du système climatique terrestre commenceront à se produire plus tôt que tard. Ainsi, une nouvelle opportunité, nécessaire et urgente, apparaît pour réfléchir à la dérive des systèmes éducatifs vers une vision utilitaire de l'éducation : il importe de repenser ces systèmes d'un point de vue critique, intégrant les apports des sciences humaines et sociales, de l'éducation relative à l’environnement et de l'enseignement des sciences dans les politiques et pratiques éducatives, permettant de développer une éducation qui tienne compte de ce qui est non négociable à la lumière de la justice sociale et climatique, The outbreak of the world health crisis in the midst of a planetary climate crisis has made it possible to grasp the strong links between these crises : their origins and their impacts on socioecological processes highlight the structural problems of a capitalist economic system whose functioning is centered on the intensive exploitation of a finite and exhausted planet. Such a reality is concealed by an ideological-political strategy based on cultural homogenization and the colonization of elements of symbolic representation. In this complex process, mass communication and educational processes become major tools for establishing a monopolistic concentration of social ideals and imaginaries, as well as ways of life that conform to the interests of the system. The intentions associated with such interests have been revealed by the pandemic and will be further revealed when the increasingly critical tipping points of the earth's climate system begin to occur sooner rather than later. Thus, a new and urgent opportunity arises to reflect on the drift of educational systems towards a utilitarian vision of education : it is important to rethink these systems from a critical point of view, integrating the contributions of the humanities and social sciences, environmental education and science teaching into educational policies and practices, allowing for the development of an education that takes into account what is non-negotiable in light of social and climate justice, La crisis sanitaria global y la crisis climática global revelan fuertes articulaciones en sus orígenes e impactos en los procesos socioecológicos que ponen de relieve los fallos estructurales de un sistema económico capitalista que basa su funcionamiento en la explotación intensiva y a gran escala de un planeta finito y con graves síntomas de estar exhausto. Ello, se disimula a través de una estrategia ideológico-política sustentada en la homogeneización cultural y la colonización de elementos de representación simbólica y la construcción de identidades sociales, mediante la inducción de deseos impostados para uniformar el pensamiento y configurar una única forma y estilo de vida. En ese proceso complejo, la comunicación de masas y los procesos educativos, sobre todo los escolarizados, constituyen un componente de primer orden para implantar una concentración monopólica de idearios e imaginarios sociales, así como estilos de vida acordes con las intenciones de los intereses ocultos en los entretelones del sistema. Estas intenciones han quedado exhibidas por la pandemia y lo estará aún más cuando se comiencen a producir, más pronto que tarde, puntos de inflexión cada vez más críticos en el sistema climático terrestre. Aparece así una nueva, necesaria y urgente oportunidad de reflexionar sobre la deriva de los sistemas educativos hacia una visión utilitarista de la educación, con la finalidad de repensarlos desde una visión crítica que integre las aportaciones de las Ciencias Sociales y las Humanidades, de la educación ambiental y de la enseñanza de las ciencias en las políticas y prácticas educativas que permitan desarrollar una educación de lo que no es negociable a la luz de una justicia social y climática

Cet article présente la démarche et les résultats de deux recherches doctorales réalisées dans le cadre du projet Resclima de la Universidade de Santiago de Compostela (Galice). Ces recherches sont complémentaires : elles offrent un état de la question de l’ERCC à l’échelle académique, politique et scolaire, plus spécifiquement dans l’enseignement secondaire. La première consiste en une analyse bibliométrique visant à caractériser la recherche portant sur le changement climatique (CC) à l’école secondaire. La deuxième permet de dresser un portrait de l’état général de la recherche actuelle sur l’éducation relative aux changements climatiques (ERCC) dans les programmes scolaires à travers ses principaux axes d’articulation : les politiques climatiques et éducatives, le développement des curricula ainsi que l’analyse de manuels scolaires et des pratiques pédagogiques innovantes. Ces deux recherches mettent en évidence l’importance de se doter d’un agenda international de recherche éducative sur l’ERCC, ainsi que la nécessité de développer de curricula nationaux qui placeraient la lutte contre le CC au centre de l’éducation formelle, This article presents the approach and results of two doctoral research projects carried out within the framework of the Resclima project of the Universidade de Santiago de Compostela (Galicia). These researches are complementary : they offer a state of the question of the ERCC at the academic, political and school levels, more specifically in secondary education. The first is a bibliometric analysis to characterize research on climate change (CC) in secondary schools. The second is a portrait of the general state of current research on climate change education (CCE) in school curricula through its main axes of articulation : climate and education policies, curriculum development, and analysis of textbooks and innovative pedagogical practices. These two studies highlight the importance of an international educational research agenda on ERCC, as well as the need to develop national curricula that would place the fight against CC at the center of formal education, El presente trabajo expone el enfoque común de dos tesis doctorales actualmente en desarrollo en la Universidad de Santiago de Compostela sobre la Educación para el Cambio Climático (EpCC), ambas vinculadas al proyecto Resclima. Por un lado, se ofrecen datos bibliométricos de un conjunto de trabajos seleccionados por el método de la revisión bibliográfica sistematizada, con el fin de caracterizar la investigación educativa existente hasta 2017 con relación al tratamiento del cambio climático en educación secundaria. Por el otro, se expone de forma resumida el estado general de la investigación actual en torno a la EpCC en contextos escolares a través de sus principales ejes de articulación : las políticas climáticas y educativas, el desarrollo de los currículos, el análisis de los manuales escolares y las prácticas pedagógicas innovadoras. En conjunto, los dos trabajos de investigación ofrecen una visión del estado de la EpCC a nivel académico, político y escolar, con el propósito de nutrir el debate sobre las diferentes perspectivas pedagógicas al respecto, poniendo el acento en la necesidad de desarrollar una agenda internacional de investigación educativa sobre la EpCC, así como currículos nacionales de emergencia que sitúen la lucha contra el cambio climático en el centro de la educación formal

Zusammenfassung Die Menschheit sieht sich im 21. Jahrhundert konfrontiert von den sogenannten „Großen Globalen Herausforderungen“, allen voran dem Klimawandel. Diese erfordern eine Neuausrichtung des Denkens und Handelns für eine ganzheitliche Transformation der Gesellschaft. Nur die Integration von vielschichtigen und komplexen Sichtweisen unterschiedlicher wissenschaftlicher Disziplinen und gesellschaftlicher AkteurInnen kann die umfassenden Herausforderungen bewältigen und zu einem dauerhaften Erhalt der Lebensgrundlagen führen. Vor Allem braucht es innovative Zugänge zur Generierung von (neuartigen) Erkenntnissen zu Lernen, Bildung und Forschung, damit nachhaltige und klimaverträgliche strategische Leitlinien und Handlungsoptionen erwachsen können. Insbesondere junge Generationen sind vom Klimawandel bereits heute und während ihrer Lebenszeit zunehmend betroffen und benötigen deshalb dringender denn je Bildung für eine klimaverträgliche und nachhaltige Entwicklung. Gleichzeitig liegt in Heranwachsenden großes Potential für gesellschaftliche Transformation, denn sie befinden sich in einer Entwicklungsphase der Werte- und Identitätsorientierung. Außerdem streben junge Menschen nach einem besonders hohen Grad an Selbstbestimmung. Die Bewegung Fridays For Future (FFF) hat gezeigt, dass diese Gruppe in großer Dimension imstande ist, Bewusstsein für Klimaschutz in der Gesellschaft zu erregen. Jugendliche sollten daher ernst genommen und partizipativ als EntscheidungsträgerInnen an einer klimaverträglichen und nachhaltigen Zukunft beteiligt werden. Gerade das Integrieren ihrer Positionen in Lernen, Bildung und Forschung für nachhaltige Entwicklung verdient daher Aufmerksamkeit. Diese Dissertation trägt dazu bei, indem sie die Beteiligung Jugendlicher als Voraussetzung erachtet, ein zukunftsfähiges, transformatives Lern-, Bildungs- und Forschungsverständnis zu entwickeln. Anhand ausgewählter Ansätze des transformativen Lernens und der transformativen Forschung und Bildu, Within the 21st century, humanity will be confronted by the so-called "Grand Global Challenges," first and foremost by climate change. These require a reorientation of thinking and acting to enable a holistic transformation of society. Only the integration of multi-layered and complex perspectives of different scientific disciplines and social actors into educational processes and scientific discourse can master the comprehensive challenges and lead to a sustainable preservation of the basis of life. Above all, innovative approaches to the generation of (novel) knowledge, about research, education and learning are needed for sustainable and climate-compatible strategic guidelines and options for action to emerge. Especially young generations are increasingly affected by climate change today and during their lifetimes and therefore need education for a climate compatible and overall sustainable development more urgently than ever. At the same time, there is great potential for social transformation in adolescents, because they are in a developmental phase of value and identity orientation and they strive for a particularly high degree of self-determination. The Fridays For Future (FFF) movement has shown that this group is particularly capable of raising awareness for climate protection in society. Young people should therefore be taken seriously and involved in a participatory way as decision-makers for a climate-friendly and sustainable future. Therefore, especially the integration of their positions in learning, education and research for sustainable development deserves attention. This framework and the individual research projects within this dissertation contribute to this claim by considering youth participation as a prerequisite for a sustainable, transformative understanding of research, education and learning. Based on selected approaches to transformative research, education, and learning, using a multi-method research approach, and using various, Abweichender Titel laut Übersetzung der Verfasserin/des Verfassers, Dissertation Universität Innsbruck 2022

Climate change creates an urgency for action to be taken at government, corporate and individual level. Changing behaviours is a necessity to meet the global temperature goal of 2 °C increase, and companies have a significant role to play in this transformation. To change these behaviours, a change needs to happen in both attitudes and actions. Climate change education is one of many important methods to perform this transition. This study therefore aims to explore employee's perception of their ability to engage in their company's climate strategy and which development possibilities there are to increase their engagement. This is studied by looking at the effects of the game-based workshop, Climate Fresk, implemented in the Swedish sector of the global technical company Schneider Electric. Prior to collecting data, a pre research was conducted where background knowledge about Climate Fresk and Schneider was attained through observations of workshops and focus groups as well as an interview with the head of sustainability at Schneider. Data collection was thereafter made through 11 semi-constructed interviews with employees who had previously participated in Climate Fresk. The data given was processed through a thematic analysis to present three themes with eight sub themes, representing the results. These three themes visualizes employees' feelings, understandings and takeaways, as well as their perceived behavioural changes, attitude changes, hindrances and development suggestions for both Climate Fresk and involvement in Schneider’s climate strategy. The results show that employees have more understanding for climate change, feel more strengthened and more able to engage in Schneiders climate strategy after having participated in Climate Fresk. This is expressed both individually, but also collectively and with the support from role models and the positive climate change culture in Schneider. Still, some employees express credibility issues with Schneider due to, För att hindra klimatförändringarna behövs åtgärder tas på statlig, företagsmässig och individuell nivå. Omfattande beteendeförändringar är nödvändiga för att möta det globala målet på 2 °C, och företag har en stor roll att spela i den transformationen. För att förändra beteenden behöver tankar och attityder omformas, samt aktioner tas. Klimatrelaterad utbildning är en av de viktiga metoder som behövs för att genomföra transformationen. Denna studie syftar därför till att utforska anställdas uppfattning om möjligheterna att engagera sig i sitt företags klimatstrategi och vilka utvecklingsförslag som kan öka engagemanget. Detta studeras genom att se på effekterna av den spel-baserade workshopen, Climate Fresk, implementerad i den svenska sektorn av det globala, tekniska företaget Schneider Electric. Före datainsamling genomfördes en förundersökning om Climate Fresk och Schneider genom observation av en workshop, diskussion med en fokusgrupp av facilatorer samt en intervju med hållbarhetschefen på Schneider. Data insamlades därefter genom 11 semistrukturerade intervjuer med anställda som tidigare deltagit i Climate Fresk. Datan bearbetades genom en tematisk analys för att presentera tre teman och åtta underteman som representerar resultaten. Dessa tre teman innehåller uppfattningar kring medarbetarnas känslor, förståelser, beteendeförändringar, attitydförändringar, hinder och utvecklingsförslag för både Climate Fresk och Schneiders klimatstrategi.Resultaten visar att medarbetarna har större förståelse för klimatförändringar, känner sig mer stärkta och har större möjlighet att engagera sig i Schneiders klimatstrategi efter att ha deltagit i Climate Fresk. Detta kommer till uttryck både individuellt, men också kollektivt och med stöd av förebilder och den positiva hållbarhetsskulturen på Schneider. Fortfarande uttrycker vissa anställda trovärdighetsproblem med Schneider på grund av verksamheter med höga växthusgasutsläpp. För att göra det lättare för de anställda att en

Immersive Virtual Reality (IVR) has the potential to play an important role in increasing environmental literacy by providing individuals the opportunity to experience plausible scenarios of climate change directly. However, there is currently little evidence for the role of IVR, and for specific design features, in increasing environmental self-efficacy. The main objective of this study was to investigate the effects of an IVR intervention on pro-environmental intentions, knowledge, and transfer. A total of 90 middle school students were randomly assigned to two IVR intervention conditions: 1) Awareness, in which students experience the impact of their current food choices on future environmental change; 2) Awareness + Efficacy, in which students had the opportunity to change their food choices and experience the positive impact of this on future environmental change. Both interventions resulted in significant increases in intentions, knowledge, and transfer. However, the Awareness + Efficacy condition resulted in further significant increases in intentions and transfer than the Awareness condition. Finally, mediation analysis showed that the effect of the Awareness + Efficacy condition on intentions and transfer was fully mediated by self-efficacy. These results suggest that allowing students not just to experience climate change but also to see the positive impact of changed personal choices can maximize the effectiveness of IVR on intentions and transfer.

Climate change is a complex and wicked problem, which needs to be addressed through relevant climate change education. However, the preconditions for combatting climate change differ in different parts of the world, depending on physical, cultural and social circumstances. The diversity of circumstances also in[1]fluences the implementation of climate change in education. Therefore, in this article we have chosen to examine climate change education (CCE) based on an interview study in two distinct school contexts. More specifically, the cases aim to explore Finnish and Tanzanian primary students’ views on climate change. A hermeneutical approach guided the analysis, and a significant result was that most of the students understood the severity of climate change. Nevertheless, some misconceptions regarding both causes, consequences and mitigation of climate change were also obvious. In addition, the analysis revealed interesting variations in the students’ reasoning, which relate to their different contexts. Unquestionably, the sample size in this study is limited, and further research is needed for a more detailed picture of Finnish and Tanzanian students’ views.

Transformative learning is important for handling climate change. How to include this kind of learning in formal education is, however, still debated. This article takes a bottom-up approach by learning from young people who make climate-friendly food choices to a high degree. Interviews were performed with Swedish adolescents. By focusing on conflicts and coping the aim was to explore if there are elements of prefigurative practice (e.g., to actualize ideals about the future in the here and now) in the young people’s everyday engagement and to discuss how to utilize these to promote transformative learning. The young people experienced, for example, interpersonal, intrapersonal, and structural/practical conflicts. They coped in two overarching ways: strategies to support climate-friendly choices despite conflicts and strategies to deal with less good choices. It is argued that by critically discussing conflicts and different ways of dealing with them transformative learning can be promoted.

Transformative learning is important for handling climate change. How to include this kind of learning in formal education is, however, still debated. This article takes a bottom-up approach by learning from young people who make climate-friendly food choices to a high degree. Interviews were performed with Swedish adolescents. By focusing on conflicts and coping the aim was to explore if there are elements of prefigurative practice (e.g., to actualize ideals about the future in the here and now) in the young people’s everyday engagement and to discuss how to utilize these to promote transformative learning. The young people experienced, for example, interpersonal, intrapersonal, and structural/practical conflicts. They coped in two overarching ways: strategies to support climate-friendly choices despite conflicts and strategies to deal with less good choices. It is argued that by critically discussing conflicts and different ways of dealing with them transformative learning can be promoted.

If we are going to be able to fight climate change in an effective way there is a need for a profound sustainability transformation of society. The question is how everyday pro-environmental behavior such as climate-friendly food choices should be looked upon in this context: as something that hides the need for structural change, or as a starting point for a profound transformation? The aim is to discuss how emotions related to conflicts encountered when trying to make everyday climate-friendly food choices in a society that is not always sustainable can be used to promote transformational learning. Interviews were performed with 15 adolescents. Emotions felt in relation to conflicts and how the youth cope were explored. The results show that the youth mainly felt individualized emotions of guilt, helplessness, and irritation and that they coped primarily by distancing themselves from emotions felt, but also sometimes in a problem-focused way and through positive reappraisal. Results are discussed in relation to theories about critical emotional awareness and prefigurative politics. It is argued that by taking account of emotional aspects related to everydayconflicts in a critical manner, issues such as justice could be brought to the surface and transformative learning could be enhanced.

Transformative learning is important for handling climate change. How to include this kind of learning in formal education is, however, still debated. This article takes a bottom-up approach by learning from young people who make climate-friendly food choices to a high degree. Interviews were performed with Swedish adolescents. By focusing on conflicts and coping the aim was to explore if there are elements of prefigurative practice (e.g., to actualize ideals about the future in the here and now) in the young people’s everyday engagement and to discuss how to utilize these to promote transformative learning. The young people experienced, for example, interpersonal, intrapersonal, and structural/practical conflicts. They coped in two overarching ways: strategies to support climate-friendly choices despite conflicts and strategies to deal with less good choices. It is argued that by critically discussing conflicts and different ways of dealing with them transformative learning can be promoted.

Der Klimawandel stellt als aktuelle und zukünftige Bedrohung insbesondere für die vulnerable Gruppe der Kinder und Jugendlichen einen chronischen Stressor dar. Neben der Bekämpfung von Klimawandelfolgen spielt schulische Klimabildung eine wichtige Rolle, um jungen Menschen sowohl Wissen über den Klimawandel als auch Möglichkeiten für klimafreundliches Verhalten zu vermitteln und Selbstwirksamkeit und die psychische Gesundheit zu stärken. Im Rahmen dieser Masterarbeit wurden mit Schüler*innen und Lehrer*innen österreichischer Gymnasien, welche am Klimabildungsprojekt makingAchange teilnehmen, halbstrukturierte Interviews durchgeführt und mittels qualitativer Inhaltsanalyse ausgewertet. Die Schüler*innen berichten ein ausgeprägtes Bedrohungserleben und nehmen vor allem kollektive Maßnahmen zur Reduzierung von Klimawandelfolgen als effektiv wahr. Für den Umgang mit dem Klimawandel erweisen sich, auch im Rahmen der Covid-Pandemie, besonders emotionsorientierte und bedeutungsorientierte Coping-Strategien als effektiv. Aufgrund der Covid-Pandemie erleben die Schüler*innen dabei vor allem Hoffnung durch wahrgenommene Veränderungen auf gesellschaftlicher Ebene sowie positiver Effekte auf die Umwelt. Den Ergebnisse zufolge ist makingAchange als Klimabildungsintervention effektiv und wirkt sich positiv auf das Klimawandelbewusstsein und die Wirksamkeitswahrnehmung der Schüler*innen aus. Verhaltensänderungen können vermutet werden, setzen jedoch die Vermittlung praktischer Maßnahmen voraus, weshalb eine erneute Evaluation zu einem späteren Zeitpunkt sinnvoll ist.

Immersive Virtual Reality (IVR) has the potential to play an important role in increasing environmental literacy by providing individuals the opportunity to experience plausible scenarios of climate change directly. However, there is currently little evidence for the role of IVR, and for specific design features, in increasing environmental self-efficacy. The main objective of this study was to investigate the effects of an IVR intervention on pro-environmental intentions, knowledge, and transfer. A total of 90 middle school students were randomly assigned to two IVR intervention conditions: 1) Awareness, in which students experience the impact of their current food choices on future environmental change; 2) Awareness + Efficacy, in which students had the opportunity to change their food choices and experience the positive impact of this on future environmental change. Both interventions resulted in significant increases in intentions, knowledge, and transfer. However, the Awareness + Efficacy condition resulted in further significant increases in intentions and transfer than the Awareness condition. Finally, mediation analysis showed that the effect of the Awareness + Efficacy condition on intentions and transfer was fully mediated by self-efficacy. These results suggest that allowing students not just to experience climate change but also to see the positive impact of changed personal choices can maximize the effectiveness of IVR on intentions and transfer.

Immersive Virtual Reality (IVR) has the potential to play an important role in increasing environmental literacy by providing individuals the opportunity to experience plausible scenarios of climate change directly. However, there is currently little evidence for the role of IVR, and for specific design features, in increasing environmental self-efficacy. The main objective of this study was to investigate the effects of an IVR intervention on pro-environmental intentions, knowledge, and transfer. A total of 90 middle school students were randomly assigned to two IVR intervention conditions: 1) Awareness, in which students experience the impact of their current food choices on future environmental change; 2) Awareness + Efficacy, in which students had the opportunity to change their food choices and experience the positive impact of this on future environmental change. Both interventions resulted in significant increases in intentions, knowledge, and transfer. However, the Awareness + Efficacy condition resulted in further significant increases in intentions and transfer than the Awareness condition. Finally, mediation analysis showed that the effect of the Awareness + Efficacy condition on intentions and transfer was fully mediated by self-efficacy. These results suggest that allowing students not just to experience climate change but also to see the positive impact of changed personal choices can maximize the effectiveness of IVR on intentions and transfer.

Immersive Virtual Reality (IVR) has the potential to play an important role in increasing environmental literacy by providing individuals the opportunity to experience plausible scenarios of climate change directly. However, there is currently little evidence for the role of IVR, and for specific design features, in increasing environmental self-efficacy. The main objective of this study was to investigate the effects of an IVR intervention on pro-environmental intentions, knowledge, and transfer. A total of 90 middle school students were randomly assigned to two IVR intervention conditions: 1) Awareness, in which students experience the impact of their current food choices on future environmental change; 2) Awareness + Efficacy, in which students had the opportunity to change their food choices and experience the positive impact of this on future environmental change. Both interventions resulted in significant increases in intentions, knowledge, and transfer. However, the Awareness + Efficacy condition resulted in further significant increases in intentions and transfer than the Awareness condition. Finally, mediation analysis showed that the effect of the Awareness + Efficacy condition on intentions and transfer was fully mediated by self-efficacy. These results suggest that allowing students not just to experience climate change but also to see the positive impact of changed personal choices can maximize the effectiveness of IVR on intentions and transfer.

Immersive Virtual Reality (IVR) has the potential to play an important role in increasing environmental literacy by providing individuals the opportunity to experience plausible scenarios of climate change directly. However, there is currently little evidence for the role of IVR, and for specific design features, in increasing environmental self-efficacy. The main objective of this study was to investigate the effects of an IVR intervention on pro-environmental intentions, knowledge, and transfer. A total of 90 middle school students were randomly assigned to two IVR intervention conditions: 1) Awareness, in which students experience the impact of their current food choices on future environmental change; 2) Awareness + Efficacy, in which students had the opportunity to change their food choices and experience the positive impact of this on future environmental change. Both interventions resulted in significant increases in intentions, knowledge, and transfer. However, the Awareness + Efficacy condition resulted in further significant increases in intentions and transfer than the Awareness condition. Finally, mediation analysis showed that the effect of the Awareness + Efficacy condition on intentions and transfer was fully mediated by self-efficacy. These results suggest that allowing students not just to experience climate change but also to see the positive impact of changed personal choices can maximize the effectiveness of IVR on intentions and transfer.

In the last few years, young people around the globe have increasingly been engaging with climate change via collective, political activism. In this dissertation research, I explore youth climate activism in the San Francisco Bay Area of California. To do this, I spent seven months as a participant-observer with the Sunrise Movement, a national youth climate activism group. During this time, I conducted twenty oral history interviews with racially, economically and gender diverse youth within this group and gathered archival materials. I then analyzed these data sources to answer questions about the experiences and understandings of these young climate activists. In the first chapter of this dissertation, I explore the young people’s experiences of formalized climate education, questioning the extent to which it has been “a critical agent” (United Nations, n.d.) in their activism. From this analysis, I provide recommendations on climate pedagogy. In the second chapter, I explore the narrative the young people have about becoming climate activism. This illuminates the pathways and factors shaping climate activism among young people. In the third chapter, I examine how this group is defining and understanding the issue of climate change and put this in conversation with previous ways of defining it. The fourth chapter shares about a community-engaged element of this research, which is a website that showcases parts of the oral histories and provides tools for educators around climate change.

The field of science education has historically focused on developing mastery of discrete content at the expense of scientific practices (Zeidler, 2016). This emphasis has shifted in recent years through a new vision for science education put forth in documents such as the Next Generation Science Standards (NGSS; NGSS Lead States, 2013). New standards like the NGSS focus on developing well-rounded students by incorporating practices and concepts that accurately reflect the real-life work of scientists. However, these standards do not adequately consider the social-political and cultural perspectives of the students they are meant to serve. For example, if issues such as climate change are considered only as science dependent, students are not exposed to the impacts that climate change has on communities that are disproportionality those of color (Feinstein & Kirchgasler, 2014). Since preservice teachers are trained in their teacher education programs to teach the NGSS, they are not being adequately trained to address these perspectives as well. In this study, I utilized an exploratory sequential design to examine how 66 preservice teachers reported being prepared and empowered to address social justice science issues, specifically climate change. From interviews with science education and climate change experts, I identified core ideas for climate change education and a developed a survey for preservice teachers as a result. I then collected and analyzed teacher responses from the survey utilizing a framework that integrates key concepts from culturally empowering pedagogy, justice-centered pedagogy (Morales-Doyle, 2017), civic science education (Rudolph & Horibe, 2016; Levy et al., 2021), youth participatory science (Morales-Doyle & Frausto, 2019), and professional teacher agency (Priestley et al., 2016). Results from this study provide areas of focus for teacher education programs to consider in order to empower teachers to be agents of change to help

Educational systems constantly shape and rebuild our lives. Faced with the urgency of climate change, the development of knowledge by students about the climate crisis and their own role in global systems is critically important to prepare them for their future lives as global citizens and decision makers. This calls for educational systems to take a more prominent position in educating educators on how knowledge-making and the learning approach to teach climate change can be rethought. Hence this thesis investigates which paradigms can be changed in order to inspire systemic change in the educational system, particularly in the way climate change science is being taught to students. This research investigates a specific case: The online intergenerational Compassionate Climate Programme offered by the Center of System Awareness. It recounts some of the participants' stories and experiences of engaging with a combination of systems thinking and a contemplative education approach to teaching climate change. The experiences of the participants and educators are compared and covered using an experimental phenomenological approach. Through the analysis of interviews, this research shows how the combination of systems thinking and a contemplative education approach can reveal common themes that are described as leverage points for restructuring paradigms in how education on climate change is being taught to students. Within these themes, this research shows how contemplative education creates a room of reflection that can offer an ontological shift in the individual’s attitude towards climate change and shows how ontology is inseparable from the individual’s cultural context. This means that cultural context and ontology play a crucial role in forming the individual’s experience of climate change and this must be considered in how climate change is being taught to students.

If we are going to be able to fight climate change in an effective way there is a need for a profound sustainability transformation of society. The question is how everyday pro-environmental behavior such as climate-friendly food choices should be looked upon in this context: as something that hides the need for structural change, or as a starting point for a profound transformation? The aim is to discuss how emotions related to conflicts encountered when trying to make everyday climate-friendly food choices in a society that is not always sustainable can be used to promote transformational learning. Interviews were performed with 15 adolescents. Emotions felt in relation to conflicts and how the youth cope were explored. The results show that the youth mainly felt individualized emotions of guilt, helplessness, and irritation and that they coped primarily by distancing themselves from emotions felt, but also sometimes in a problem-focused way and through positive reappraisal. Results are discussed in relation to theories about critical emotional awareness and prefigurative politics. It is argued that by taking account of emotional aspects related to everydayconflicts in a critical manner, issues such as justice could be brought to the surface and transformative learning could be enhanced.

Transformative learning is important for handling climate change. How to include this kind of learning in formal education is, however, still debated. This article takes a bottom-up approach by learning from young people who make climate-friendly food choices to a high degree. Interviews were performed with Swedish adolescents. By focusing on conflicts and coping the aim was to explore if there are elements of prefigurative practice (e.g., to actualize ideals about the future in the here and now) in the young people’s everyday engagement and to discuss how to utilize these to promote transformative learning. The young people experienced, for example, interpersonal, intrapersonal, and structural/practical conflicts. They coped in two overarching ways: strategies to support climate-friendly choices despite conflicts and strategies to deal with less good choices. It is argued that by critically discussing conflicts and different ways of dealing with them transformative learning can be promoted.

Climate change creates an urgency for action to be taken at government, corporate and individual level. Changing behaviours is a necessity to meet the global temperature goal of 2 °C increase, and companies have a significant role to play in this transformation. To change these behaviours, a change needs to happen in both attitudes and actions. Climate change education is one of many important methods to perform this transition. This study therefore aims to explore employee's perception of their ability to engage in their company's climate strategy and which development possibilities there are to increase their engagement. This is studied by looking at the effects of the game-based workshop, Climate Fresk, implemented in the Swedish sector of the global technical company Schneider Electric. Prior to collecting data, a pre research was conducted where background knowledge about Climate Fresk and Schneider was attained through observations of workshops and focus groups as well as an interview with the head of sustainability at Schneider. Data collection was thereafter made through 11 semi-constructed interviews with employees who had previously participated in Climate Fresk. The data given was processed through a thematic analysis to present three themes with eight sub themes, representing the results. These three themes visualizes employees' feelings, understandings and takeaways, as well as their perceived behavioural changes, attitude changes, hindrances and development suggestions for both Climate Fresk and involvement in Schneider’s climate strategy. The results show that employees have more understanding for climate change, feel more strengthened and more able to engage in Schneiders climate strategy after having participated in Climate Fresk. This is expressed both individually, but also collectively and with the support from role models and the positive climate change culture in Schneider. Still, some employees express credibility issues with Schneider due to, För att hindra klimatförändringarna behövs åtgärder tas på statlig, företagsmässig och individuell nivå. Omfattande beteendeförändringar är nödvändiga för att möta det globala målet på 2 °C, och företag har en stor roll att spela i den transformationen. För att förändra beteenden behöver tankar och attityder omformas, samt aktioner tas. Klimatrelaterad utbildning är en av de viktiga metoder som behövs för att genomföra transformationen. Denna studie syftar därför till att utforska anställdas uppfattning om möjligheterna att engagera sig i sitt företags klimatstrategi och vilka utvecklingsförslag som kan öka engagemanget. Detta studeras genom att se på effekterna av den spel-baserade workshopen, Climate Fresk, implementerad i den svenska sektorn av det globala, tekniska företaget Schneider Electric. Före datainsamling genomfördes en förundersökning om Climate Fresk och Schneider genom observation av en workshop, diskussion med en fokusgrupp av facilatorer samt en intervju med hållbarhetschefen på Schneider. Data insamlades därefter genom 11 semistrukturerade intervjuer med anställda som tidigare deltagit i Climate Fresk. Datan bearbetades genom en tematisk analys för att presentera tre teman och åtta underteman som representerar resultaten. Dessa tre teman innehåller uppfattningar kring medarbetarnas känslor, förståelser, beteendeförändringar, attitydförändringar, hinder och utvecklingsförslag för både Climate Fresk och Schneiders klimatstrategi.Resultaten visar att medarbetarna har större förståelse för klimatförändringar, känner sig mer stärkta och har större möjlighet att engagera sig i Schneiders klimatstrategi efter att ha deltagit i Climate Fresk. Detta kommer till uttryck både individuellt, men också kollektivt och med stöd av förebilder och den positiva hållbarhetsskulturen på Schneider. Fortfarande uttrycker vissa anställda trovärdighetsproblem med Schneider på grund av verksamheter med höga växthusgasutsläpp. För att göra det lättare för de anställda att en

In face of the climate crisis, educational responses aim at raising awareness, fostering knowledge, and encouraging theengagement of the general public. Climate change education plays an important role in the necessary individual andsocietal transformations. Playful and game-based educational approaches are increasingly used. They hold the promiseto overcome the challenges and limits of mainstream approaches. This thesis explores the case of Climate Fresk, arecently created game-based workshop, based on the latest IPCC report, which pledges to push the world into transitionby providing a better understanding and fostering action and engagement to its participants. The present researchconsists of a formative evaluation of Climate Fresk in Sweden. A framework of successful game-based approaches forclimate change education was established and guided the evaluation of Climate Fresk. After defining the intendedoutcomes of the workshops, through a focus group and interviews with the Climate Fresk facilitators, an evaluation ofthe extent to which these outcomes were achieved was carried out by interviewing thirty participants. Twoquestionnaires were used: one for the participants who had just taken part in a workshop; another for players severalmonths after their participation. The results confirmed the integration of the game-based climate change educationfeatures of the framework to a large extent. The intended outcomes, as formulated by the facilitators, about climateunderstanding, thinking skills, attitudes, emotions, engagement, were achieved to a certain degree. Increasedunderstanding of climate change and system thinking was gained for a large majority of the participants. The findingsshow that there is scope for improvement. The data collected from the players who participated several months agoshow that Climate Fresk does not solidly lead to engagement and action. Recommendations are proposed for theClimate Fresk facilitators and organisers to enhance the impact o

In face of the climate crisis, educational responses aim at raising awareness, fostering knowledge, and encouraging theengagement of the general public. Climate change education plays an important role in the necessary individual andsocietal transformations. Playful and game-based educational approaches are increasingly used. They hold the promiseto overcome the challenges and limits of mainstream approaches. This thesis explores the case of Climate Fresk, arecently created game-based workshop, based on the latest IPCC report, which pledges to push the world into transitionby providing a better understanding and fostering action and engagement to its participants. The present researchconsists of a formative evaluation of Climate Fresk in Sweden. A framework of successful game-based approaches forclimate change education was established and guided the evaluation of Climate Fresk. After defining the intendedoutcomes of the workshops, through a focus group and interviews with the Climate Fresk facilitators, an evaluation ofthe extent to which these outcomes were achieved was carried out by interviewing thirty participants. Twoquestionnaires were used: one for the participants who had just taken part in a workshop; another for players severalmonths after their participation. The results confirmed the integration of the game-based climate change educationfeatures of the framework to a large extent. The intended outcomes, as formulated by the facilitators, about climateunderstanding, thinking skills, attitudes, emotions, engagement, were achieved to a certain degree. Increasedunderstanding of climate change and system thinking was gained for a large majority of the participants. The findingsshow that there is scope for improvement. The data collected from the players who participated several months agoshow that Climate Fresk does not solidly lead to engagement and action. Recommendations are proposed for theClimate Fresk facilitators and organisers to enhance the impact o

Transformative learning is important for handling climate change. How to include this kind of learning in formal education is, however, still debated. This article takes a bottom-up approach by learning from young people who make climate-friendly food choices to a high degree. Interviews were performed with Swedish adolescents. By focusing on conflicts and coping the aim was to explore if there are elements of prefigurative practice (e.g., to actualize ideals about the future in the here and now) in the young people’s everyday engagement and to discuss how to utilize these to promote transformative learning. The young people experienced, for example, interpersonal, intrapersonal, and structural/practical conflicts. They coped in two overarching ways: strategies to support climate-friendly choices despite conflicts and strategies to deal with less good choices. It is argued that by critically discussing conflicts and different ways of dealing with them transformative learning can be promoted.

In the last few years, young people around the globe have increasingly been engaging with climate change via collective, political activism. In this dissertation research, I explore youth climate activism in the San Francisco Bay Area of California. To do this, I spent seven months as a participant-observer with the Sunrise Movement, a national youth climate activism group. During this time, I conducted twenty oral history interviews with racially, economically and gender diverse youth within this group and gathered archival materials. I then analyzed these data sources to answer questions about the experiences and understandings of these young climate activists. In the first chapter of this dissertation, I explore the young people’s experiences of formalized climate education, questioning the extent to which it has been “a critical agent” (United Nations, n.d.) in their activism. From this analysis, I provide recommendations on climate pedagogy. In the second chapter, I explore the narrative the young people have about becoming climate activism. This illuminates the pathways and factors shaping climate activism among young people. In the third chapter, I examine how this group is defining and understanding the issue of climate change and put this in conversation with previous ways of defining it. The fourth chapter shares about a community-engaged element of this research, which is a website that showcases parts of the oral histories and provides tools for educators around climate change.

If we are going to be able to fight climate change in an effective way there is a need for a profound sustainability transformation of society. The question is how everyday pro-environmental behavior such as climate-friendly food choices should be looked upon in this context: as something that hides the need for structural change, or as a starting point for a profound transformation? The aim is to discuss how emotions related to conflicts encountered when trying to make everyday climate-friendly food choices in a society that is not always sustainable can be used to promote transformational learning. Interviews were performed with 15 adolescents. Emotions felt in relation to conflicts and how the youth cope were explored. The results show that the youth mainly felt individualized emotions of guilt, helplessness, and irritation and that they coped primarily by distancing themselves from emotions felt, but also sometimes in a problem-focused way and through positive reappraisal. Results are discussed in relation to theories about critical emotional awareness and prefigurative politics. It is argued that by taking account of emotional aspects related to everydayconflicts in a critical manner, issues such as justice could be brought to the surface and transformative learning could be enhanced.

If we are going to be able to fight climate change in an effective way there is a need for a profound sustainability transformation of society. The question is how everyday pro-environmental behavior such as climate-friendly food choices should be looked upon in this context: as something that hides the need for structural change, or as a starting point for a profound transformation? The aim is to discuss how emotions related to conflicts encountered when trying to make everyday climate-friendly food choices in a society that is not always sustainable can be used to promote transformational learning. Interviews were performed with 15 adolescents. Emotions felt in relation to conflicts and how the youth cope were explored. The results show that the youth mainly felt individualized emotions of guilt, helplessness, and irritation and that they coped primarily by distancing themselves from emotions felt, but also sometimes in a problem-focused way and through positive reappraisal. Results are discussed in relation to theories about critical emotional awareness and prefigurative politics. It is argued that by taking account of emotional aspects related to everydayconflicts in a critical manner, issues such as justice could be brought to the surface and transformative learning could be enhanced.

If we are going to be able to fight climate change in an effective way there is a need for a profound sustainability transformation of society. The question is how everyday pro-environmental behavior such as climate-friendly food choices should be looked upon in this context: as something that hides the need for structural change, or as a starting point for a profound transformation? The aim is to discuss how emotions related to conflicts encountered when trying to make everyday climate-friendly food choices in a society that is not always sustainable can be used to promote transformational learning. Interviews were performed with 15 adolescents. Emotions felt in relation to conflicts and how the youth cope were explored. The results show that the youth mainly felt individualized emotions of guilt, helplessness, and irritation and that they coped primarily by distancing themselves from emotions felt, but also sometimes in a problem-focused way and through positive reappraisal. Results are discussed in relation to theories about critical emotional awareness and prefigurative politics. It is argued that by taking account of emotional aspects related to everydayconflicts in a critical manner, issues such as justice could be brought to the surface and transformative learning could be enhanced.

School culture includes values, principles, and criteria. It is an integral part of sustainability education, of which climate change education (CCE) is seen as a way to improve students’ ability to take action to mitigate climate change. This survey aimed to investigate Finnish student teachers’ views of factors important in implementing CCE in school culture and their abilities as teachers to promote CCE. Thirty-six student teachers wrote essays regarding the implementation of school culture and responded to a questionnaire concerning their ability to act as climate change (CC) educators and the challenges they identified in teaching and learning about it. Inductive content analysis was used to study the essays. In student teachers’ answers, six themes to implement in school culture were identified: elements, work community, teacher’s impact, students in the centre, actors outside the school, and challenges. The student teachers highlighted challenges, such as views that deny CC and challenge the transformation of school culture to support sustainable development. The suggested ways to support CCE in daily school life that were very concrete, such as recycling and food education. Student teachers found their own ability to act as climate educators to be relatively good. They identified challenges, especially in motivating students to learn about CC and to participate and take action towards a climate-friendly lifestyle. Students’ conflicting attitudes, values, and beliefs related to CC, reinforced by their inner circle, were seen as challenges in teaching and learning about CC. Despite these challenges, transforming a school culture to support CCE should be the goal of every school.

Climate change (CC) has widespread impacts on human and natural systems and thus threatens the future of contemporary youths. Only a few studies on climate change education (CCE) have been published in Finland, and no research has been conducted on upper secondary education. Thus, this study investigated Finnish university students’ views on CCE in upper secondary schools. According to them, the most common goals in CCE are increasing and structuring knowledge, developing thinking skills, and encouraging action both today and in the future. The respondents considered preconceived notions and opinions stemming from their inner circles, the media, and social debate to be the most difficult factor in teaching about CC. CCE was perceived to provide either a weak or relatively weak capacity to follow a climate-friendly lifestyle. By increasing and diversifying teaching and strengthening multidisciplinarity, climate-friendly lifestyles can be improved. The respondents’ views on current and future CCE differed most clearly concerning motivation and inclusion, which are not prevalent in contemporary teaching. The results indicate, however, that the university students were motivated to increase and develop CCE, and according their answers, their own capacity to address different aspects of CCE was relatively good.

If we are going to be able to fight climate change in an effective way there is a need for a profound sustainability transformation of society. The question is how everyday pro-environmental behavior such as climate-friendly food choices should be looked upon in this context: as something that hides the need for structural change, or as a starting point for a profound transformation? The aim is to discuss how emotions related to conflicts encountered when trying to make everyday climate-friendly food choices in a society that is not always sustainable can be used to promote transformational learning. Interviews were performed with 15 adolescents. Emotions felt in relation to conflicts and how the youth cope were explored. The results show that the youth mainly felt individualized emotions of guilt, helplessness, and irritation and that they coped primarily by distancing themselves from emotions felt, but also sometimes in a problem-focused way and through positive reappraisal. Results are discussed in relation to theories about critical emotional awareness and prefigurative politics. It is argued that by taking account of emotional aspects related to everydayconflicts in a critical manner, issues such as justice could be brought to the surface and transformative learning could be enhanced.

Sofern die national festgelegten Beiträge zur Treibhausgasreduktion im Rahmen des Pariser Abkommens von 2015 nicht ausgeweitet und Klimaschutzbemühungen nicht gestärkt werden, kann die mittlere globale Durchschnittstemperatur bis 2100 um mehr als +2°C, im Vergleich zur vorindustriellen Periode, zunehmen. Ein solches Ausmaß der globalen Erderwärmung stellt ein high-end bzw. extremes Klimawandelszenario (HECC) dar, das durch einen beschleunigten globalen Meeresspiegelanstieg, einen erheblichen Rückgang der Wasserverfügbarkeit, schwerwiegende Auswirkungen auf die menschliche Gesundheit und die Wirtschaft sowie ein hohes Maß an Unsicherheit gekennzeichnet ist. Das Nichterreichen von Klimaneutralität wird jedoch vor allem die klimatische Verwundbarkeit der heutigen jungen Menschen sowie der künftigen Generationen drastisch erhöhen. Von diesem big picture ausgehend, befasst sich die vorliegende Dissertation mit den aktuellen Unzulänglichkeiten in der globalen Klimaschutzpolitik und plädiert für eine bessere Vorbereitung von Jugendlichen auf ein HECC-Szenario. Da die bisherige Literatur darauf hinweist, dass Bildung und Lernen beides wirksame Strategien sind, um echte Investitionen in die Anpassungsfähigkeit von einzelnen Personen zu stärken, verfolgt dieses Dissertationsprojekt die folgende Forschungsfrage: Wie könnte Bildung zur Klimawandelanpassung dazu beitragen, Jugendliche auf eine Zukunft vorzubereiten, die von einem HECC-Klimaszenario geprägt ist? Insgesamt gehören vier inter- und transdisziplinäre empirische Forschungsfälle zu dieser Dissertation, aus denen fünf wissenschaftliche Artikel publiziert wurden. Methodisch wurden Klima-, Fragebogen- und Interviewdaten analysiert, um den zukünftigen Anpassungsbedarf unter HECC zu identifizieren sowie den Einfluss von anpassungsorientierten transdisziplinären Lernprogrammen auf das Anpassungsverständnis und die Anpassungskompetenzen von Oberstufenschüler:innen zu untersuchen. Die Ergebnisse deuten darauf hin, dass die erw, If current national pledges under the 2015 Paris Agreement and non-state climate actions are not accelerated soon, global average temperature could rise more than 2 degrees by 2100, relative to the pre-industrial period. Such levels of global warming depict to high-end climate change (HECC), which is characterised by accelerated global sea level rise, major decreases in water availability, severe implications for human health and the economy as well as significant degree of uncertainty. Non-achieving climate neutrality however will particularly increase today’s young peoples’ climatic vulnerability as well as those of future generations. Against this background, this doctoral dissertation deals with recent inconsistencies in global mitigation policy and argues for enhanced climate preparedness among adolescents to better prepare them for HECC. Because previous literature indicates that education and learning are both effective strategies for making genuine investments in the adaptive capacity of individuals, this dissertation project follows one major research question: How could climate adaptation education contribute to preparing adolescents for a future characterized by HECC? Overall, four inter- and transdisciplinary empirical research cases belong to this dissertation, in which five scientific papers were accomplished. Methodologically, climate, survey and interview data were analysed to identify future adaptation needs under HECC as well as to investigate the influence of adaptation-oriented transdisciplinary learning programmes on upper-secondary school students’ understanding of adaptation and their adaptive competencies. Findings suggest that unlike than today the projected magnitudes of HECC impacts will demand higher levels of transformative adaptation and preparation. The research-education cooperation Generation F3–Fit for Future and the KLAR!–Klimawoche educational program were both found to be empirically effective in preparing adolescents for current, by Oliver Gerald Schrot, M.Sc., Kumulative Dissertation aus fünf Artikeln, Dissertation University of Innsbruck 2021

The aim of this study is to explore senior high-school teachers’ beliefs about the role of emotions in climate change education and their perception of how they deal with emotional reactions in the classroom. The theoretical framework consists of meta-emotion philosophies, teachers’ beliefs, and critical emotion theories. Sixteen Swedish teachers were interviewed. Four overarching emotion beliefs were identified: a disapproving view, a danger-oriented view, a partial acceptance view, and a complexity view. Four overarching coaching themes were found: avoidance, action-based and reappraisal-based coaching, strategies to approach negative emotions, and flexibility and adjustment-based coaching. Implications for teacher education are discussed.

Background: Climate change is a problem which is global in nature, and whose effects go across a wide range of disciplines. It is therefore important that this theme is taken into account as part of universities´ teaching and research programs. Methods: A three-tiered approach was used, consisting of a bibliometric analysis, an online survey and a set of case studies, which allow a profile to be built, as to how a sample of universities from 45 countries handle climate change as part of their teaching programs. Results: This paper reports on a study which aimed at identifying the extent to which matters related to climate change are addressed within the teaching and research practices at universities, with a focus on the training needs of teaching staff. It consists of a bibliometric analysis, combined with an online worldwide survey aimed at ascertaining the degree of involvement from universities in reducing their own carbon footprint, and the ways they offer training provisions on the topic. This is complemented by a set of 12 case studies from universities round the world, illustrating current trends on how universities handle climate change. Apart from reporting on the outcomes of the study, the paper highlights what some universities are doing to handle climate issues, and discusses the implications of the research. Conclusions: The paper lists some items via which universities may better educate and train their students on how to handle the many challenges posed by climate change., QC 20220504

Sofern die national festgelegten Beiträge zur Treibhausgasreduktion im Rahmen des Pariser Abkommens von 2015 nicht ausgeweitet und Klimaschutzbemühungen nicht gestärkt werden, kann die mittlere globale Durchschnittstemperatur bis 2100 um mehr als +2°C, im Vergleich zur vorindustriellen Periode, zunehmen. Ein solches Ausmaß der globalen Erderwärmung stellt ein high-end bzw. extremes Klimawandelszenario (HECC) dar, das durch einen beschleunigten globalen Meeresspiegelanstieg, einen erheblichen Rückgang der Wasserverfügbarkeit, schwerwiegende Auswirkungen auf die menschliche Gesundheit und die Wirtschaft sowie ein hohes Maß an Unsicherheit gekennzeichnet ist. Das Nichterreichen von Klimaneutralität wird jedoch vor allem die klimatische Verwundbarkeit der heutigen jungen Menschen sowie der künftigen Generationen drastisch erhöhen. Von diesem big picture ausgehend, befasst sich die vorliegende Dissertation mit den aktuellen Unzulänglichkeiten in der globalen Klimaschutzpolitik und plädiert für eine bessere Vorbereitung von Jugendlichen auf ein HECC-Szenario. Da die bisherige Literatur darauf hinweist, dass Bildung und Lernen beides wirksame Strategien sind, um echte Investitionen in die Anpassungsfähigkeit von einzelnen Personen zu stärken, verfolgt dieses Dissertationsprojekt die folgende Forschungsfrage: Wie könnte Bildung zur Klimawandelanpassung dazu beitragen, Jugendliche auf eine Zukunft vorzubereiten, die von einem HECC-Klimaszenario geprägt ist? Insgesamt gehören vier inter- und transdisziplinäre empirische Forschungsfälle zu dieser Dissertation, aus denen fünf wissenschaftliche Artikel publiziert wurden. Methodisch wurden Klima-, Fragebogen- und Interviewdaten analysiert, um den zukünftigen Anpassungsbedarf unter HECC zu identifizieren sowie den Einfluss von anpassungsorientierten transdisziplinären Lernprogrammen auf das Anpassungsverständnis und die Anpassungskompetenzen von Oberstufenschüler:innen zu untersuchen. Die Ergebnisse deuten darauf hin, dass die erw, If current national pledges under the 2015 Paris Agreement and non-state climate actions are not accelerated soon, global average temperature could rise more than 2 degrees by 2100, relative to the pre-industrial period. Such levels of global warming depict to high-end climate change (HECC), which is characterised by accelerated global sea level rise, major decreases in water availability, severe implications for human health and the economy as well as significant degree of uncertainty. Non-achieving climate neutrality however will particularly increase today’s young peoples’ climatic vulnerability as well as those of future generations. Against this background, this doctoral dissertation deals with recent inconsistencies in global mitigation policy and argues for enhanced climate preparedness among adolescents to better prepare them for HECC. Because previous literature indicates that education and learning are both effective strategies for making genuine investments in the adaptive capacity of individuals, this dissertation project follows one major research question: How could climate adaptation education contribute to preparing adolescents for a future characterized by HECC? Overall, four inter- and transdisciplinary empirical research cases belong to this dissertation, in which five scientific papers were accomplished. Methodologically, climate, survey and interview data were analysed to identify future adaptation needs under HECC as well as to investigate the influence of adaptation-oriented transdisciplinary learning programmes on upper-secondary school students’ understanding of adaptation and their adaptive competencies. Findings suggest that unlike than today the projected magnitudes of HECC impacts will demand higher levels of transformative adaptation and preparation. The research-education cooperation Generation F3–Fit for Future and the KLAR!–Klimawoche educational program were both found to be empirically effective in preparing adolescents for current, by Oliver Gerald Schrot, M.Sc., Kumulative Dissertation aus fünf Artikeln, Dissertation University of Innsbruck 2021

Adapting to anthropogenic climate change requires informed citizens capable of managing personal and societal risks. This study explores the contribution of climate change education (CCE) to build adolescents’ cognitive adaptive capacity. As defined by Grothmann and Patt's (2005) Model of Private Proactive Adaptation to Climate Change (MPPACC), cognitive dimensions of adaptive capacity correspond to climate change risk perception and adaptation appraisal as preconditions for individual adaptation actions. Their model has been operationalised to examine adolescents’ cognitive adaptive capacity in a pre-test–post-test design, and the educational programme Generation F3–Fit for Future is presented as a quasi-experiment linking this concept with CCE. Because cognitive adaptive capacity is a complex and multifaceted concept, this contribution also studies the influence of CCE on knowledge and thinking skills, which are important dimensions as well. Overall, 173 upper-secondary school students aged between 16 and 18 years actively collaborated with 57 scientific and practical experts on climate change adaptation (CCA) in North and South Tyrol. Additionally, the programme included control groups. Over two school years, Generation F3–Fit for Future encouraged students to follow constructivist inquiry-based CCE, and they carried out their own research-oriented CCA projects. A mixed methods approach compared data from a multivariate multilevel mixed model collected by web-based questionnaires (N = 231) and qualitative data from problem-centred interviews (N = 47), which were analysed by documentary method. The results suggest a mismatch between quantitative and qualitative data. Quantitative data do not show any change in adolescents’ risk perception and adaptation appraisal, but qualitative data reveal that intervention group students demonstrated increased levels of adaptation knowledge and elaborated critical as well as forward thinking skills. Control group students did n

The aim of this study is to explore senior high-school teachers’ beliefs about the role of emotions in climate change education and their perception of how they deal with emotional reactions in the classroom. The theoretical framework consists of meta-emotion philosophies, teachers’ beliefs, and critical emotion theories. Sixteen Swedish teachers were interviewed. Four overarching emotion beliefs were identified: a disapproving view, a danger-oriented view, a partial acceptance view, and a complexity view. Four overarching coaching themes were found: avoidance, action-based and reappraisal-based coaching, strategies to approach negative emotions, and flexibility and adjustment-based coaching. Implications for teacher education are discussed.

Climate change is a problem which is global in nature, and whose effects go across a wide range of disciplines. It is therefore important that this theme is taken into account as part of universities´ teaching and research programs. Methods: A three-tiered approach was used, consisting of a bibliometric analysis, an online survey and a set of case studies, which allow a profile to be built, as to how a sample of universities from 45 countries handle climate change as part of their teaching programs. Results: This paper reports on a study which aimed at identifying the extent to which matters related to climate change are addressed within the teaching and research practices at universities, with a focus on the training needs of teaching staff. It consists of a bibliometric analysis, combined with an online worldwide survey aimed at ascertaining the degree of involvement from universities in reducing their own carbon footprint, and the ways they offer training provisions on the topic. This is complemented by a set of 12 case studies from universities round the world, illustrating current trends on how universities handle climate change. Apart from reporting on the outcomes of the study, the paper highlights what some universities are doing to handle climate issues, and discusses the implications of the research. Conclusions: The paper lists some items via which universities may better educate and train their students on how to handle the many challenges posed by climate change.

There is uncertainty on whether universities, being responsible for shaping the future of society, properly address current ecological and socio-cultural challenges caused by climate change. In Ukraine, Education for Sustainable Development, and Climate Change education in particular, are not clearly visible in official policy documents on higher education, and are not reflected in the national targets of Agenda 2030. This paper argues that Climate Change Education for Sustainable Development (CCESD) has the potential for effective teaching and learning opportunities in Ukrainian higher education. The research is devoted to investigating quality teaching and learning through transformational perspectives of CCESD in formal university education. The main objective is to deliberate on different transformative, flexible, locally applicable yet generic pedagogical and teaching methods related to CCESD. The paper analyzes the current situation on CCESD presence in Ukrainian formal university education and ways of its enforcement by non-formal education actors. Implementation progress on the national targets of Sustainable Development Goals №4 and №13 is scrutinized. Based on case analysis of best practice examples, the paper provides a set of recommendations on transformative learning approaches. The implementation of the “change project” approach, a pilot case study of transformative learning in a Ukrainian university, is presented along with effective scaling mechanisms at intra and inter-university levels.

To fight climate change, people need to change their behaviours towards emitting fewer greenhouse gases and build a system that is resilient towards the future shocks that climate change will create. Education can be seen as a key factor in behaviour change. Climate change education, in particular, provides people with the knowledge they need to transition towards a more sustainable state. Education does not only involve giving people information on natural and social systems, though: Since climate change can potentially threaten life on earth, it evokes strong emotional responses, such as depression and helplessness. When students feel that they cannot do anything about climate change, when they feel hopeless and pessimistic, they are less likely to engage in pro-environmental behaviour. Even if they have adequate knowledge of what to do. This constitutes the gap between cognitive and emotional learning where I enter with my study. With an online survey addressed to German grammar school pupils and university students (N = 438), I examine how the design of content on climate change can influence the perception of content. I used techniques of presenting content from Constructive Journalism to write five short texts on climate change for half of the participants. The other half represented a control group that read texts using the opposite of these constructive techniques of presenting. The participants answered questions regarding the two dimensions of learning: cognitive, and emotional. Within the emotional dimension, I asked students about their feelings of engagement, hope, depression, self-efficacy, and collective efficacy toward climate change. Constructive techniques of presenting content influence mainly the emotional dimension of learning, not the cognitive dimension and not the feeling of cognitive engagement either. The study showed, however, that if students understand the challenges of climate change well, they showed to be more prone toward feelings of

To fight climate change, people need to change their behaviours towards emitting fewer greenhouse gases and build a system that is resilient towards the future shocks that climate change will create. Education can be seen as a key factor in behaviour change. Climate change education, in particular, provides people with the knowledge they need to transition towards a more sustainable state. Education does not only involve giving people information on natural and social systems, though: Since climate change can potentially threaten life on earth, it evokes strong emotional responses, such as depression and helplessness. When students feel that they cannot do anything about climate change, when they feel hopeless and pessimistic, they are less likely to engage in pro-environmental behaviour. Even if they have adequate knowledge of what to do. This constitutes the gap between cognitive and emotional learning where I enter with my study. With an online survey addressed to German grammar school pupils and university students (N = 438), I examine how the design of content on climate change can influence the perception of content. I used techniques of presenting content from Constructive Journalism to write five short texts on climate change for half of the participants. The other half represented a control group that read texts using the opposite of these constructive techniques of presenting. The participants answered questions regarding the two dimensions of learning: cognitive, and emotional. Within the emotional dimension, I asked students about their feelings of engagement, hope, depression, self-efficacy, and collective efficacy toward climate change. Constructive techniques of presenting content influence mainly the emotional dimension of learning, not the cognitive dimension and not the feeling of cognitive engagement either. The study showed, however, that if students understand the challenges of climate change well, they showed to be more prone toward feelings of

Climate change is an urgent problem. Because it is causing new weather extremes and fatal catastrophes, climate change is better termed climate disruption. Bending the curve to flatten the upward trajectory of pollution emissions responsible for climate disruption is essential in order to protect billions of people from this global threat. Education is a key part of the solution.This textbook book lays out ten solutions that together can bend the curve of climate warming below dangerous levels. These solutions fall into six categories: science, societal transformation, governance, economics, technology, and ecosystem management. Four themes emerge from the book: * There is still time to bend the curve. The time to act was yesterday, but if proper actions are taken now, there is still time to avoid disastrous changes. We have to pull on three levers: The carbon lever to achieve zero net emissions of carbon dioxide before 2050; the short-lived climate pollutants lever to drastically reduce concentrations of other major climate pollutants; and the atmospheric carbon extraction lever to remove massive amounts of carbon dioxide from the atmosphere.* Bending the curve will require interdisciplinary solutions. Climate change requires integrating approaches from the natural sciences, social sciences, and humanities, so this textbook—unlike most on climate change solutions—does just that, with chapters written by experts in climate science, social justice, economics, environmental policy, political science, energy technologies, ecology, and religion. Bending the curve also requires preservation and restoration of ecological systems.* Bending the curve requires a radical shift in attitude. This shift requires change in behavior, change in our attitudes towards each other, and change in our attitude towards nature. Climate justice has to be an integral part of the solution.* Technology, market mechanism and policy need to be a part of the solution. New market mechanisms and o

Climate change is an urgent problem. Because it is causing new weather extremes and fatal catastrophes, climate change is better termed climate disruption. Bending the curve to flatten the upward trajectory of pollution emissions responsible for climate disruption is essential in order to protect billions of people from this global threat. Education is a key part of the solution.This textbook book lays out ten solutions that together can bend the curve of climate warming below dangerous levels. These solutions fall into six categories: science, societal transformation, governance, economics, technology, and ecosystem management. Four themes emerge from the book: * There is still time to bend the curve. The time to act was yesterday, but if proper actions are taken now, there is still time to avoid disastrous changes. We have to pull on three levers: The carbon lever to achieve zero net emissions of carbon dioxide before 2050; the short-lived climate pollutants lever to drastically reduce concentrations of other major climate pollutants; and the atmospheric carbon extraction lever to remove massive amounts of carbon dioxide from the atmosphere.* Bending the curve will require interdisciplinary solutions. Climate change requires integrating approaches from the natural sciences, social sciences, and humanities, so this textbook—unlike most on climate change solutions—does just that, with chapters written by experts in climate science, social justice, economics, environmental policy, political science, energy technologies, ecology, and religion. Bending the curve also requires preservation and restoration of ecological systems.* Bending the curve requires a radical shift in attitude. This shift requires change in behavior, change in our attitudes towards each other, and change in our attitude towards nature. Climate justice has to be an integral part of the solution.* Technology, market mechanism and policy need to be a part of the solution. New market mechanisms and o

Climate change is a phenomenon that has sweeping impacts across the globe. Rising concentrations of greenhouse gases are leading to increased mean global air and ocean temperatures. These changes contribute to problems that have societal, environmental, and financial implications. Climate change education is becoming increasingly relevant as today’s students will face threats such as sea level rise, changes in the frequency and intensity of droughts and storms, loss of biodiversity, and others as climate-related impacts worsen. Yet, students currently lack a comprehensive understanding of the mechanisms of climate change. In order to address the problems associated with climate change, students must be knowledgeable, engaged in finding solutions, and be motivated to take action. This project sought to develop a curriculum through a place-based framework that can enhance students’ understanding of the causes and effects of climate change, as well as the possible solutions in addressing this global problem on local scales. I developed a curriculum on the subjects of climate change and coastal ecosystems which includes a series of three lessons, in-class activities, a laboratory experiment, and a boat-based field experience.I administered the unit to 47 tenth grade students at High Tech High North County. To assess the effectiveness of the curriculum I administered the same assessment prior to and following the presentation of the lessons. The results show that students’ scores improved significantly after receiving the lessons when subjected to a paired t test providing evidence that students gained an improved awareness about local climate change issues and solutions. Additionally, student feedback qualitatively yielded positive results, demonstrating the efficacy of the curriculum as a tool for teaching high school students about climate science.