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As youth psychological distress grows regarding climate change, educators are in an important position to provide support. In working with youth, educators are tasked with balancing the psychological distress associated with climate change knowledge against the ability to educate for positive outcomes such as hope, agency, and action. This theoretical essay pulls from philosophical and social psychological literature to make the case that educators have an intergenerational obligation to educate youth on climate change and that solidarity between educators and students represents a fruitful path forward. Solidarity in climate change education may help youth better manage their climate anxiety and channel this emotion into action. Solidarity expands upon current climate change teaching efforts by advocating for meaningful dialogue between students and educators, grounding action in the unique social‐ecological systems within which the learning process is occurring, and fostering realistic hope and agency within students. [ABSTRACT FROM AUTHOR]

What is the future of environmental and climate change education in the United States given the emergence of neofascist and Christian Nationalist political movements during a time of social secularization? In this essay we discuss the politically heterogenous appeal of environmental concern in America, the tenuous nature of environmental education's current Left-liberal political valence, and implications for climate change education amidst ongoing culture wars. We proceed by examining Bron Taylor's influential typology of Dark Green Religions and consider how the American political Right may emerge as having their own Dark Green Religious movement. We are concerned that the field of environmental education remains ideologically blinkered toward other normative educational projects on the political Right, a situation that leaves us unprepared for how projects such as climate change education can be appropriated for reactionary and sometimes violent ends. We argue that the field of environmental education needs to pay greater attention to the multifarious political and cultural conditions that shape its enactment and develop considerations for an anti-fascist environmental education accordingly. [ABSTRACT FROM AUTHOR]

Through in‐depth interviews, this study explored US youth climate justice activists' views and experiences of climate change education (CCE) and their recommendations for alternative educational approaches to advance climate justice. Youth activists (N = 16; ages 15 to 17) viewed education as critical to spurring societal transformation, however, most described narrowly focused (e.g., depoliticized; science‐centric) or inadequate (e.g., sparse, absent) school‐based CCE. Youths' recommendations emphasized the need for justice‐driven and action‐oriented CCE for all ages to equip all learners with the knowledge and skills to actively contribute to urgently needed, justice‐minded, systems‐level change. Findings have implications for curricular and policy change that enable education for climate justice action. [ABSTRACT FROM AUTHOR]

Drawing upon a survey of teachers in England conducted by the UCL Centre for Climate Change and Sustainability Education (CCCSE), this paper reports on teachers of geography's conceptions of climate change, sustainability, climate change education, and sustainability education. We address how teachers of geography across the primary and secondary phase appear to distinguish the concept (climate change or sustainability) from the concept within education (climate change education or sustainability education) given that research to date has not engaged with both these framings together in empirical research with teachers. Across both climate change education and sustainability education, there was recognition for (i) the importance of these concepts for young people, (ii) the ways in which education can support young people to make informed choices or take action, and (iii) the importance of addressing these concepts across subject curricula. Teachers' descriptions indicate (i) disconnections between policy rhetoric and teaching, (ii) a lack of attention to social and environmental justice, and (iii) an over-focus on individual action. [ABSTRACT FROM AUTHOR]

AbstractPolicymakers and educators have increasingly focused on improving public understanding of climate change to prepare people to tackle its causes and impacts. Researchers have joined these efforts by assessing environmental literacy (EL) and climate change literacy (CCL) to inform policies and educational initiatives. This article systematically reviews CCL assessment trends and methods by analyzing papers from Scopus and ScienceDirect. The findings reveal a variety of approaches to defining and measuring CCL. Variations were also observed in the styles of presenting CCL levels. Based on the review, we propose standardizing CCL assessment by defining core and optional domains, aiming to cater to the diverse needs of groups seeking to measure CCL for different purposes. We also suggest that policymakers and educators can glean more nuanced insights from results when CCL levels are measured using three or more proficiency levels. Lastly, we recommend that future studies investigate the CCL-climate action relationship to ensure that CCE programs are designed based on evidence of CCL-climate action connections. [ABSTRACT FROM AUTHOR]

Access to climate change information can play a critical role in helping rural women adapt to climate change. Our research investigates the communication channels used for climate education among female dry-season farmers in the Kuliyaa community of northern Ghana. Particularly, we address access to climate change information among smallholder female farmers. We adopted a community-based participatory approach to guide the study. To achieve our research objectives of investigating climate change communication channels among smallholder female farmers, specific methods of in-depth interviews and focus group discussions were used to gather knowledge from smallholder female farmers. The research findings provide a well-rounded exploration of the unique climate change communication challenges female farmers face and the innovative approaches they have adopted to share climate change information. Specifically, the findings show that women have adopted innovative oral communication channels to disseminate and transfer climate knowledge among themselves. We also found that there is limited access to radio in the Kuliyaa community making them resort to group meetings to share knowledge and ideas empowering them economically in other livelihoods. The study discovered the community utilises gender inclusivity in decision-making. We recommend that the government and other relevant organisations to develop and implement a strategic policy on climate information dissemination with a focus on supporting farmers in rural communities of Ghana to mitigate climate change effects. Technologies can also be developed to aid in disseminating relevant information to farmers in rural areas as the available oral communication is less effective in disseminating useful information on climate change. [ABSTRACT FROM AUTHOR]

ObjectiveMethodResultsConclusions\nKEY POINTSThere is growing evidence that climate change can negatively impact people’s mental health. Therefore, it is important for psychologists to receive adequate training in this area. However, little is known about current levels of training, including the amount of climate change mental health education within postgraduate psychology programs in Australia and Aotearoa-New Zealand.Two cross-sectional surveys regarding climate change and mental health were emailed to postgraduate psychology programs in Australia and Aotearoa-New Zealand. The first invited participation from program coordinators (n = 17), the second students (n = 159). We conducted quantitative content analysis and thematic analysis of qualitative responses.Most participants believe this is an important topic of training for psychologists as climate change will impact the mental health of their clients. Further, results indicate minimal climate change mental health content in postgraduate psychology training programs in Australia and Aotearoa-New Zealand.Integration of climate change mental health education into postgraduate psychology curriculum will work towards equipping the emerging mental health workforce to address this growing demand, which in turn can improve mental health outcomes in a changing climate.What is already known about this topic: Climate change negatively impacts mental health in several ways.These impacts will increase as climate change increases.Climate change mental health education is not currently an Australian Psychology Accreditation Council or New Zealand Psychologists Board Accreditation Committee requirement for postgraduate psychology programs.Climate change negatively impacts mental health in several ways.These impacts will increase as climate change increases.Climate change mental health education is not currently an Australian Psychology Accreditation Council or New Zealand Psychologists Board Accreditation Committee requirement for postgraduate psychology programs.What this study adds: This is the first study to investigate the perceptions of students and program coordinators regarding climate change mental health, and education on this topic within postgraduate psychology programs in Australia and Aotearoa-New Zealand.We found that: Almost all participants believe that climate change will negatively impact the mental health of their clients and most participants believe climate change and mental health education ought to be incorporated into programs, however the majority indicated it is not presently included.It is important to prepare the emerging psychology workforce in mental health and climate change and integrating education into postgraduate psychology programs represents a step forward.This is the first study to investigate the perceptions of students and program coordinators regarding climate change mental health, and education on this topic within postgraduate psychology programs in Australia and Aotearoa-New Zealand.We found that: Almost all participants believe that climate change will negatively impact the mental health of their clients and most participants believe climate change and mental health education ought to be incorporated into programs, however the majority indicated it is not presently included.It is important to prepare the emerging psychology workforce in mental health and climate change and integrating education into postgraduate psychology programs represents a step forward. [ABSTRACT FROM AUTHOR]

With the "pictorial turn", the picture has gained a new significance as a medium. It is impossible to imagine a digitalized world affected by mass media without pictures. While there are several studies on the impact of pictures in the discourse on climate change in the media, there has been no analysis of the visual representation of climate change in textbooks, which remain an important teaching medium. The aim of this study is to identify the visual representations in textbooks in terms of form, image theme and motif related to the topic of climate change. The procedure is based on the method of qualitative content analysis. The results show that mainly photos, graphics and diagrams are used, whose contents differ from those of the media coverage. Besides diagrams and models, the impacts of climate change and the topic of nature are most frequently depicted. Representations of mitigation measures that would promote perceived self-efficacy are underrepresented in the textbooks studied. [ABSTRACT FROM AUTHOR]

Understanding climate change concern among adolescents is considered a useful strategy for building public engagement with climate change. However, the psychological and sociodemographic antecedents of climate change concern have been studied mainly with Western adults. We used structural equation modeling (SEM) to gain insights into the factors predicting climate change concern among adolescents in Cambodia to be used to support the planning of climate related education. The results of a survey with students in grades 7–9 (N = 389) show that ecological worldview—or belief in an ecocrisis—is the strongest predictor of climate change concern among Cambodian adolescents. Altruistic environmental concern is associated with the strength of the ecological worldview. Building understanding of the human impact on climate and reflection on altruistic motives for environmental action may be good focal points for climate change education in Cambodia, however more research is needed to better understand climate change concern and its individual and cultural predictors in Cambodia and elsewhere outside the West. [ABSTRACT FROM AUTHOR]

Pekrun and his colleagues highlight the significance and diversity of emotion in education. Their analysis suggests that these emotions can be categorised by their stimuli into those related to the classroom: activities, outcomes, relationships, topics and knowledge processes (epistemic). Most research in this area has focused on achievement emotions, with relatively limited research exploring topic emotions. This paper develops a framework for conceptualising topic emotions. It reports on a design‐based study that captured children's expressions of emotion in response to a climate change education programme using picturebooks. The data brought together emotional responses to climate change, to learning about climate change and to climate‐related picturebooks. Qualitative analysis of these responses highlights how they differ not only with regard to the emotions expressed, but also the structure of the emotional experience. Emotional responses to the broad topic of climate change were expressed as ongoing analytical judgements, where those related to learning about climate change were immersive and finite. Reading climate‐related picturebooks involved exploring how emotion is communicated and evoked. This supported quasi‐emotional experiences, where the reader imagines the emotions of the characters. The picturebooks are also shown to create vicarious emotional experiences, involving ethical‐based responses to the behaviour and circumstances depicted. Based on this analysis, the paper proposes a framework for disaggregating these differing emotional experiences related to topic. [ABSTRACT FROM AUTHOR]

Climate change is a global crisis associated with the increase in greenhouse gas emissions and is associated with many environmental, psychological, and health problems today. One of the problems of the past, present, and future is children’s limited knowledge about climate change and their inability to take an active role as participants in the struggle. Children are the greatest pioneers of change, and their ability to change the world is undeniable. Children need to know the facts about climate change, make their voices heard in climate crisis management, and be involved in the struggle. In this regard, it is crucial to conduct various sustainability trainings and activities, both in school and after school, using effective communication strategies. These strategies should include explaining and conveying climate change using positive language, utilizing methods such as localization, visualization, and storytelling with children. In the meantime, it is very important that educators, families, and society also gain awareness and become equipped about climate change, and that children take responsibility and become active participants, because the fight against climate change is intergenerational and climate change has mutual effects on attitude and behavior change. The scope of this review is to examine the role of children in combating climate change and to compile literature studies and real-life examples to understand the importance of the subject. This study will make an original contribution to different communication strategies and educational programs that present solutions to the climate crisis, as well as lead the way for families and communities to guide children. [ABSTRACT FROM AUTHOR]

AbstractAs trusted public institutions, museums could offer crucial opportunities for climate learning. Yet, empirical research on effective approaches is limited. One potential pathway is through strategic framing, given that much research in climate communication suggests the value of specific frames. We developed an innovative climate exhibit, A Climate of Hope (ACOH), guided by five strategic frames: hope, gain, local, community, and playful. To investigate visitor learning at a prototype of ACOH, we collected data from 31 groups as they interacted with a prototype of ACOH while wearing audio recorders. Integrating theories of knowledge and discourse, we investigated learners’ use of resources at ACOH through qualitative discourse analysis and mixed-methods analysis. We found that learners brought a diverse array of resources, some of which were related to incoming views of climate change. We interpret our results as speaking to the potential of framing climate messages through a gain frame. We provide implications for educational practice around climate change in informal spaces. [ABSTRACT FROM AUTHOR]

This study analyzes the effectiveness of two low-cost and easy-to-implement activities (a brief talk and a case discussion) in engendering interest and awareness toward climate action in a typical Principles of Marketing course. Our findings indicate that, consistent with existing research, women are more likely to be concerned about climate change and more willing to contribute to its mitigation. We found that the talk alone had limited effects, only increasing the likelihood of students reporting the importance of climate change education in their business degree and marketing classes. However, the combined approach of talk and case discussion had a more far-reaching impact, as students reported, for example, a higher willingness to donate, volunteer, and change behavior. These results suggest that even a limited and easily applied intervention can have positive effects on the achievement of Sustainable Development Goal (SDG) 13. [ABSTRACT FROM AUTHOR]

According to the Global Climate Risk Index, Bangladesh is the world's seventh most climate-vulnerable nation. Being on the verge of facing extreme climatic backlash emerging from unwitting economic development, Bangladesh must comprehend that the current economic growth is not a panacea for its environmental integrity. However, considering Bangladesh's recent economic sustainability, curbing economic development will be uninviting. As such, we propose a conceptual framework to obtain environmental integrity without decommissioning economic development. Deploying data from 1972 to 2020 and novel econometric methodologies, we unearth that FDI ameliorates Bangladesh's environmental quality, whereas export with no comparative advantage jeopardizes it due to its redundancy issue. Considering export and FDI as substitutionary in Bangladesh, we support for FDI-led development for an interim period until the redundant export issue is resolved. Furthermore, exchange rate depreciation increases CO2 emissions. We advocate an exchange rate appreciation policy that will curb redundant exports and improve environmental quality. Findings also validate the EKC hypothesis in both the short run and long run. Turning point estimation indicates that Bangladesh is still below the required income level to phase out growth-induced CO2 emissions. Moreover, natural resource rent improves environmental quality, whereas consumption of non-renewables degrades it. Besides, gross domestic savings (GDS), agricultural value-addition (AVA), and primary schooling increase emissions. We propose GDS and FDI be channeled into the AVA sectors to equip them with green technologies. This paper further suggests including fundamental concepts of climate change education in pre- and secondary-level textbooks to indoctrinate the younger section of society on environmental pollution. [ABSTRACT FROM AUTHOR]

Extreme weather events are increasingly disrupting schooling. Yet, these are underrepresented in the climate change literature. Of 15 review articles on the economic impacts of climate change published since 2010, only three mention the impacts of climate change on education. We review available literature on the effects of weather extremes on education. We outline key pathways through which these events impact education outcomes, as well as the magnitude of those impacts. Evidence implies a significant and adverse relationship between heat and learning. Studies suggest surpassing a high temperature threshold makes learning difficult and results in learning losses. Across studies, each additional day subject to extreme heat reduces learning. Tropical cyclones, floods, and wildfires precipitate school closures, which halt learning. Evidence suggests that one day of school closures leads to one day of learning lost. Weather extremes also negatively impact education outcomes through health, nutrition, poverty, and fragility, among other distal pathways. We discuss the implications of this evidence for policy, including the need to adapt education systems to climate change. Mitigation and adaptation are both urgently needed as extreme weather events become more frequent and severe in the context of climate change. [ABSTRACT FROM AUTHOR]

School‐based teaching on climate change rarely draws on diverse experiences and knowledge about climate change that circulate in migrant homes and communities. We set out to consider experiences of climate change education (CCE) in schools in Manchester, UK, and Melbourne, Australia, among migrant‐background students. We interviewed young people aged 14 to 18 and educators in multicultural secondary schools about climate change education. We then trained and supported young people to interview their parents. Here, we show how those interviews built young researchers’ appreciation of family stories. Those accounts revealed aspects of parents’ lives growing up that provided a platform from which families could discuss the changing relevance of climate change in their countries of origin and present locations. From those shared insights emerged critical, contextually informed understandings of climate change. Given those outcomes, we argue that intergenerational and cross‐cultural storytelling, when brought into dialogue with scientific knowledge, can support climate change educators. They can then draw upon a range of knowledges and responses to climate change wider than that, which currently exists in most classrooms. We conclude by suggesting that among diverse learner cohorts, what then becomes possible is work to build a greater sense of agency and capacity for empathy with respect to climate change. [ABSTRACT FROM AUTHOR]

AbstractThe recent IPCC report (IPCC, 2023) highlighted the need to increase the perception of risk and prompt climate action through education. The question is what contribution science and environmental education can make—if any—to this challenge. Psychological research has suggested that knowledge (topical and epistemological) and beliefs about self-efficacy are relevant starting points, but the evidence is scarce and inconsistent. We conducted a transversal correlational study to test the direct and indirect effects of system knowledge of climate change, personal engagement with science, and trust in climate science on the willingness to mitigate the effects of climate change. The participants were 386 students attending high schools in Chile. The results reveal that there is no direct effect of climate change system knowledge on the willingness to act. We did find indirect effects of system knowledge on the willingness to act, mediated by personal engagement with science and trust in climate science knowledge. The results also demonstrate a direct effect of personal engagement with science, and an indirect effect mediated by trust in science. The implications for science education are discussed. [ABSTRACT FROM AUTHOR]

AbstractThis study uses bibliometric techniques to explore the international knowledge base on climate change education (CCE), which considers education as crucial for addressing the climate emergency through fostering climate-literate citizens. Analyzing two decades of scientific literature on CCE, we identify evolving considerations, foci, trends, and recommendations, examining a total of 1,264 articles published between 2000 and 2022 in educational-related fields in Web of Science. Using bibliometric techniques, we assessed research trends, author co-citations and journal citations to reveal an evolving publication landscape, including shifts in locations of productive researchers, influential articles, and leading journals publishing CCE studies. Bibliometric techniques help to identify the intellectual knowledge structure and inter-journal referencing, encompassing Theoretical Basis of CCE, Psychology of CCE and Communication, Climate Change within Socioscientific Issues, Conceptions of Climate Change, and Epistemology in CCE. Based on the trends, association networks, limitations and gaps revealed by this analysis, we conclude with suggestions for future research. [ABSTRACT FROM AUTHOR]

Background: Article 12 of the Paris Agreement summons the signing parties to co-operate in improving the education of their citizens on climate change and related matters. The article thereby acknowledges the importance of citizens' support and understanding of climate change and needed measures to fight climate change. This work aims to inform European citizens on how climate change-related policies affect the power sector in Europe. For this purpose, a serious game, based on sound principles of energy systems analysis, has been developed to allow players to explore how key policy decisions affect capacity mix, investment needs, and electricity costs. Results: The game is based on more than 1700 scenarios run through an open-source and accessible, yet technologically detailed, myopic energy system optimisation model for the electricity supply in the EU27 + 3. The game allows the user to take the role of a decision-maker and make decisions in 2020, 2030, and 2040 regarding the usage of CCS, biomass imports, cross-border electricity transmission and the pace of emission reductions. The user is then presented with economic, social, and environmental impacts of these choices. These impacts are, for example, measured and illustrated in the development of accumulated CO2 emissions per capita, levelised cost of electricity, and investment need per citizen. Conclusion: The Power Decisions Game provides a first-of-its-kind open-source infrastructure that allows non-modellers to explore the impact of key decisions and preferences on the design of the future European power system. Furthermore, it provides insights on the consequences of short-sighted decision making. The game can be used to facilitate policy-science discussions. [ABSTRACT FROM AUTHOR]

Climate change and its negative impacts pose a threat to crop production in Kenya. However, climate change adaptation strategies have the potential to address the challenges faced by crop farmers. Despite this, there is limited literature to inform policy on the best interventions to help farmers deal with climate issues. This study assessed the determinants of climate change adaptation strategies and the intensity of their use among 723 crop farmers in Busia County, Kenya, selected through a multistage sampling technique. Data were collected using a structured questionnaire and analyzed using principal component analysis (PCA), multinomial logit regression, and the ordered probit model. The climate change adaptation strategies were categorized into crop diversity, cover crops, use of drought-resistant crops, and irrigation. According to the results, the factors contributing to the uptake of the different adaptation strategies were age, household size, access to credit, training access, off-farm income, group membership, frequency of receiving climate change information, and extension services. The major factors influencing the uptake of multiple climate change adaptation strategies were access to credit and off-farm income. The study shows that certain adaptation strategies, such as using cover crops, do not require credit and offer an important option in an environment with limited resources. On the other hand, adaptation measures such as irrigation demand financial resources for farmers to implement them, highlighting the importance of information and awareness in adopting adaptation strategies and the supportive role of financial resources, particularly for adopting multiple strategies. Therefore, this study suggests implementing policies and interventions that encompass knowledge-based strategies such as extension services, training, climate change education, group participation, and financial mechanisms like income generation activities and access to credit. These integrated strategies will enable farmers to adopt various climate change adaptation methods for sustainable crop production. [ABSTRACT FROM AUTHOR]

AbstractIn Japan where climate change education has yet to be recognised as a field of environmental education, understanding climate change conceptions possessed by potential learners is critical for more impactful design and implementation of CCE. This exploratory study aims to investigate climate change conceptions among Japanese early adolescents from the perspective of cognitive, affective, and behavioural learning dimensions, while exploring the complex interplay of those learning dimensions. Questionnaire surveys were conducted targeting 423 students aged 12–14 in three Japanese public junior high schools. Findings suggest that majority of Japanese early adolescents belong to groups that exhibit lower levels of cognitive, socio-emotional, and behavioural domain in relation to climate change conceptions. The relationships among those dimensions were found to be positive and bidirectional. Moreover, several misconceptions about climate change and effectiveness of its solutions were identified among the sample. [ABSTRACT FROM AUTHOR]

In this article, I analyse ways that the modern depersonalisation of knowledge production has contributed to breakdown in climate change education, and by extension, prevented moral and religious education from taking on a more ecological dimension. I draw on analysis by indigenous scholars which focusses on an indigenous re-personalising of science in order to make a case for a form of religious, moral and values education as an explicitly ecological pursuit, which arises from situated personal forms of knowledge. I argue that the work of re-personalising teaching and learning also requires educators to confront problems embedded in the models of ethics, values and belief which underpin our pedagogical approaches, particularly the unexpectedly problematic idea of ‘world religions’ and related binary conceptions of knowledge that have emerged from specific Christian lineages. By reconfiguring pedagogy we can pursue more holistic approaches that can in turn help us to overcome depersonalized (and colonial) forms of knowledge production and connect more intimately with the ecologies that sustain creaturely life. [ABSTRACT FROM AUTHOR]

This article conducts a comprehensive analysis of climate change education within the framework of climate change policy and education policy in Indonesia. Employing thematic analysis on twenty climate change policy texts, twelve K-12 education policy texts, and seventeen expert interview transcripts, our study explores the congruency of climate change education in both policy domains. Despite the critical need for coordinated policies to optimise the design and implementation of climate change education, the analysis reveals a significant discrepancy between Indonesia's climate change policy and education policy regarding this crucial aspect. Four key themes emerged: the marginalisation of climate change education, the lack of synergies between relevant policies and stakeholders, the predominant economic values, and the optimistic future outlook. The study also assesses the alignment between Indonesia's approach and global trends in climate change education. The findings shed light on critical areas for improvement and development in the integration of climate change education within the Indonesian policy landscape. [ABSTRACT FROM AUTHOR]

This article discusses the focus of the Journal of Museum Education (JME) on equity work in aquariums. While the JME has previously published on topics related to equity, this issue specifically explores the intersection of aquarium education and the pursuit of equity within institutions and with the public. The article also examines the definition of a museum adopted by the International Council of Museums (ICOM) in 2022, which emphasizes accessibility, inclusivity, and the fostering of diversity and sustainability. The author reflects on the importance of museums as spaces for social justice and equity work, and the ongoing efforts needed to fulfill this mission. [Extracted from the article]

The greenhouse effect is a complex scientific phenomenon that plays a crucial role in understanding climate change. Grasping students' understanding of this phenomenon on the content‐specific level but also how students' conceptions are organized is vital for effective climate change education. This study addresses both levels and delves into the relationship between students' frameworks and knowledge pieces of the greenhouse effect through the analysis of multiple‐choice questions, employing Bayesian correlations and multiple logistic regression. We thereby focus on specific types of conceptualizations of the greenhouse effect that have been identified in previous research and furthermore investigate the coherency of them. To do so, we analyzed answers of N = 604 grade 11 students in Austria and Germany and interpreted them from different theoretical perspectives. The findings showed that students hold various ideas about the greenhouse effect that are only seldom coherent, in particular when it comes to adequate ideas about the greenhouse effect. However, especially for a reflection‐based framework of the greenhouse effect, our results demonstrate that students' conceptions show some form of coherency. We argue that our results can inform the development of effective teaching strategies that address students' existing knowledge and alternative conceptions. In terms of practical implications, the findings suggest that teaching strategies should provide opportunities for students to integrate their knowledge pieces into a more coherent understanding of the greenhouse effect. The study highlights the need for further investigation into the relationship between knowledge pieces and frameworks not only for the greenhouse effect, but for science education in general. [ABSTRACT FROM AUTHOR]

Amidst intensifying climate breakdown and inadequate climate change education, young people are increasingly taking part in a global movement for climate justice. Young climate justice activists are disseminating stories of injustice and possibility intended to inform and activate their peers, parents, politicians, powerholders, and the public for sweeping systems‐level change. Using in‐depth interviews with 16 youth activists aged 15 to 17 from the United States, this study explored youths’ stories into activism, defined as the counterstories motivating youths’ initial and sustained engagement in the climate justice movement. Using reflexive thematic analysis, two interrelated thematic categories were generated: redefining the problem of climate breakdown and challenging dominant climate solutionism. First, activists spoke of questioning dominant, depoliticised discourses that regard climate change as a primarily scientific or environmental problem that adults are currently “solving” to prevent future harms. Youths’ counterstories emphasised that climate change is an issue of present‐day and future injustices perpetuated by inadequate action by today’s adult leaders. Second, youths’ counterstories emphasised the powerful role of young people in spurring societal transformation towards climate justice—an inherently political and radical project requiring systems change through collective action. The research draws upon and contributes to recent scholarship in children’s geographies and critical geographies of education, while responding to urgent calls for reimagining climate pedagogies with young people’s well‐being and political agency at the centre. By examining the counterstories employed by young activists, this research highlights storylines educators may mobilise to activate learners’ political imaginations and spur their active engagement in societal transformation. [ABSTRACT FROM AUTHOR]

This follow-up study presents a design-based research (DBR) setting implemented over a three-year project called 'eKidZ – Teach Your Parents Well' which uses research-based learning and follows the four phases of DBR. In an iterative cycle, 20 teenagers aged 14–16 took on the role of researchers and investigated intergenerational learning and the multiplier effects of students participating in the Climate Change Education project 'k.i.d.Z.21 – Competent into the Future' on their parents, using the complete research process. Simultaneously, scientists implemented and tested the DBR setting to validate student research findings and to evaluate the quality of the educational setting. In this fully integrated DBR, using multiple methods (quantitative and qualitative), educational and scientific perspectives are brought together to evaluate students' findings and draw conclusions regarding their learning effects. These research results demonstrate that not only did students generate valid and reliable research, but – when changing perspectives – teenagers also contribute to the discussion about closing the gaps in science education and practice. By examining young people's research on Climate Change Education and recognising their contribution in scientific discourse, this paper offers a host of new insights. Teenagers take on the role of researchers and perform reliable and valid research results on intergenerational learning and multiplier effects in Climate Change Education, by completing all phases of research-based learning. Design-based research is an effective method to combine science and education and thus delivering novel insights into science education and practice. High-quality Climate Change Education fosters constructive cooperation among all participants with inter – and intragenerational learning and multiplier effects. Constructivism, transdisciplinarity and research-based learning form the basis for effective design-based research and Climate Change Education. [ABSTRACT FROM AUTHOR]

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This is a mixed-methods case study aiming to understand teachers` self-efficacy beliefs for sustainability education in the context of climate change education. Therefore, we studied teachers` self-efficacy beliefs from their own perspective as well as the connection between self-efficacy and related concepts, perceived content knowledge (pCK) and perceived pedagogical content knowledge (pPCK). Twentytwo teachers from 18 countries participating on a climate change education professional development camp answered to a questionnaire, and 19 of them were interviewed using semi-structured interviews. The results of this study show that, according to the interviews, the studied teachers have willingness to continuous learn and develop their sustainability teaching. They have beliefs not only about sustainability education but also about themselves as sustainability educators, which is something that the future instruments on teachers` beliefs should acknowledge. The questionnaire results however showed that teachers had the lowest self-efficacy beliefs on supporting students` actions for sustainability. Teachers` pCK and their pPCK were shown to correlate with their self-efficacy, especially with items related to action. In conclusion, teacher education could focus on supporting teachers pCK and pPCK to develop teachers` action-related self-efficacy beliefs thus supporting students to act for sustainability. [ABSTRACT FROM AUTHOR]

The 8th Annual Life Discovery Conference, held in 2023, focused on the theme of "Variants in Biology Education: What can we learn from pandemics?" The conference aimed to address the impact of pandemics on education and how teaching and learning have evolved in response. Over 50 presentations were given, covering topics such as disease ecology, combating fake news, research innovations and careers, climate change education, and biodiversity literacy in the classroom. The conference emphasized the importance of making science more approachable, relevant, and relatable to students' lives. [Extracted from the article]

Despite the prominent role played by education in knowledge creation, developing of skills and attitudes among people, little has been done in the domain of climate change education in the current Curriculum and Assessment Policy Statement (CAPS) in South Africa. This is not to say that no scholars have looked at issues of climate change in education. Therefore, the main goal of this research is to investigate how curriculum development and learning materials should incorporate climate change to raise awareness. The researcher attempts to illustrate deeper learning approaches that aim to instil values and belief systems in the domain of climate change knowledge and experience. The study used qualitative interviews and purposeful sampling methods to ascertain rich and in-depth information from the participants. The findings revealed that the majority of the teachers emphasized that the CAPS’s lack of explicit content was the primary issue. Given the limited knowledge creation in the domain of climate change in developing countries, in particular South Africa’s curricula, the study concluded that much has to be done to integrate climate change education in the current CAPS curricula. The study recommends that continuous awareness campaigns should be undertaken to conscientise people about the importance of climate change education.

Climate change is a global crisis that all of humanity must collectively address. Therefore, there is a need to educate future generations, namely infants, on climate change through international cooperation. In this context, this study aimed to analyze picturebooks on climate change read by infants in China and Korea, two neighboring countries in East Asia. To achieve this, we examined the publication status of climate change picturebooks in both countries, identifying similarities and differences in content. The research yielded the following results. First, there were significant differences in the publication status of climate change picturebooks in China and Korea. Second, both Chinese and Korean picturebooks realistically presented the causes of climate change, but depicted its impacts as a combination of real and fictitious effects. Finally, Korea demonstrated a broader range of actions to mitigate climate change compared to China. Based on these findings, we provided insights for climate change education in China and Korea, and proposed inter-country educational cooperation. [ABSTRACT FROM AUTHOR]

This paper provides insights into the indirect effect of subject matter knowledge on the pre-service teachers’ mitigation action of willingness to include climate change in their future teaching practices. Mediation analysis was conducted to assess the mediating role of emotions and attitudes on direct and indirect mitigation actions with a nationally representative sample of 889 pre-service teachers from Spain. The results show that subject matter knowledge has an indirect effect on pre-service teachers’ willingness to teach and is mediated by emotions and attitudes. Mediation analysis also revealed a relationship between emotional engagement and mitigation actions: students who experience stronger emotions are more likely to take direct and indirect mitigation action, but a more environmentally friendly lifestyle (direct mitigation) is not associated with willingness to engage in climate change education (indirect mitigation). We conclude that educators should consider emotions and attitudes when implementing climate change education. [ABSTRACT FROM AUTHOR]

Effective educational activities aimed at shaping pro-environmental behavior require knowledge of the characteristics of the group to which they are to be addressed and should therefore be preceded by a diagnosis of their needs. Apart from the characteristics of the individuals, the geo-political context in which we function also plays a role in human–environmental interactions. Therefore, to better understand their role, we conducted a study aimed at examining whether three basic psychological needs and political views were related to pro-environmental opinions in a unique geopolitical situation that took place in Poland in December 2021. A representative sample of 1241 adult Polish respondents, 52.7% of whom were female, took part in an anonymous quantitative survey, based on a survey questionnaire and conducted in a research panel. We found weak correlations between the basic psychological needs satisfaction and pro-environmental opinions, as well as a moderate positive correlation between left-wing political views and pro-environmental opinions. Moreover, a cluster analysis revealed a cluster of "needs satisfaction" and "needs frustration," and these two clusters differed, given the higher pro-environmental opinions and left-wing political views in the "needs satisfaction" group. We discuss the results in the light of the basic psychological needs theory and implications for educational and sustainable development promotion practice. The beneficiaries of this study may include not only psychologists interested in the issues of human–environment relations in the context of basic needs but also people involved in the creation and implementation of educational pro-environmental policies or adult educators. [ABSTRACT FROM AUTHOR]

AbstractA qualitative study adopting a phenomenological approach examined the feedback of 53 sixth-grade students (aged 11-12) who participated in an annual educational program on climate change and environmental activism. The program was structured around instilling hope while utilizing the ‘head,’ ‘heart,’ and ‘hands’ pedagogical framework. Research tools included two open-ended questions and a reflective summary of their participation in the educational program. Through first- and second-cycle coding methods, it was revealed how some students acquired scientific literacy, developed global awareness, and honed critical-thinking skills. Furthermore, the experiential learning fostered by the program generated advantages, challenges, and recommendations expressed by the students. Despite the challenges, students reported a positive experience from the program and emphasized the importance of continuing environmental action even after its completion. In summary, this research underscores the school’s ability to foster active student engagement in combating climate change, emphasizing optimism over apprehension. [ABSTRACT FROM AUTHOR]

AbstractThis paper approaches climate change as a superordinate concern that should guide a holistic transformation of formal schooling towards integration and sustainability. The call for climate change education (CCE) has been amplified by international organizations and youth protestors alike, united by a shared concern for our planet. By combining CCE with principles of transformative learning (TL), the paper outlines a framework for transformative climate change education (TCCE). If climate change fits the description of a super wicked problem, this is also true of TCCE, which requires the simultaneous transformation of curricula, pedagogies, and assessment systems. The paper argues that the implementation of TCCE faces significant challenges because it disputes the underlying values of our transmissive educational systems. Those challenges are formulated here as a series of questions, which are followed by a discussion of sustainability pedagogies that help learners build capacity for understanding and acting on climate change. [ABSTRACT FROM AUTHOR]