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Modelling, Assessment, and Promotion of Climate Literacy

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A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (22 June 2022) | Viewed by 32270

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Prof. Dr. Ute Harms

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IPN - Leibniz Institute for Science and Mathematics Education, Olshausenstrasse 62, D-24118 Kiel, Germany
Interests: teaching and learning "evolution" and “energy"; Climate Literacy; biology teachers’ professional competence; public understanding of science; enrichment
Special Issues, Collections and Topics in MDPI journals

Dr. Hanno Michel

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Guest Editor

IPN - Leibniz Institute for Science and Mathematics Education, Olshausenstrasse 62, D-24118 Kiel, Germany
Interests: attitudes and willingness to act in the field of energy transitions; climate literacy; education for sustainable development; nature of science in physics education

Special Issue Information

Dear Colleagues,

Several studies show that students often lack conceptual knowledge and show multiple misconceptions when explaining climate change. Hence, it is often argued that science education should focus on conveying sufficient conceptual knowledge about climate change, its causes and consequences, and potential ways of adaptation and mitigation. However, besides scientific content knowledge, decision-making and the intention to act in the context of climate change seem to also be influenced by non-scientific factors, such as attitudes and value attribution. The USGCRP (2009) thus promotes focusing of education on climate literacy, which includes specific knowledge about climate change, as well as the abilities and attitudes relevant to act in a climate-protecting manner. So far, evidence-based teaching approaches for education about climate literacy, as well as research studies examining the impact of climate literacy on actual decision-making and intention to act, are rare. With this Special Issue, we aim to provide a collection of relevant studies about how climate literacy can be modeled, how its different dimensions can be efficiently assessed, and how it can be promoted through meaningful instruction. In conclusion, we aim to provide an overview of the current challenges in climate literacy research and how they could be addressed in the future. For this purpose, empirical studies as well as manuscripts on theoretical considerations about climate literacy teaching and learning are welcomed.

Prof. Dr. Ute Harms
Dr. Hanno Michel
Guest Editor

Manuscript Submission Information

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Published Papers (7 papers)

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Research

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25 pages, 11792 KiB

Open AccessArticle

Youth Awareness and Attitudes towards a Circular Economy to Achieve the Green Deal Goals

by Damjan Krajnc, Darko Kovačič, Eva Žunec, Kristijan Brglez and Rebeka Kovačič Lukman

Sustainability 2022, 14(19), 12050; https://doi.org/10.3390/su141912050 - 23 Sep 2022

Cited by 12 | Viewed by 3261

Abstract

In order to approach a system change towards a circular economy model (CE) in Europe, the entrepreneurial activities of young people need to be encouraged to achieve the Green Deal (GD) goals. This article presents the evaluation results of young people’s awareness and attitudes towards the CE and the GD. The data used in this study was collected by surveying 286 young people from five European countries. The questionnaire covered four areas: (1) belief, (2) knowledge, (3) competence, and (4) young people’s ability to deal with the CE. Descriptive and exploratory factor analysis (EFA) was conducted to analyse the questionnaire on the basic factors that motivate young people to the CE and GD. A literature review was conducted to identify the main research concepts and connections. A review included two phases, the first encompassing a search through the Web of Science (WoS) Core Collection for research papers meaningful for further research, followed by Leximancer analysis. The analysis showed that young people believe in the principles and priorities of CE but do not receive enough support to participate and implement the priorities actively. Formal education does not provide enough knowledge to work in this field actively. They are primarily undecided about their understanding of the principles of CE. Responses to whether they can implement the project, business, or entrepreneurial ideas are also uninspiring. Young people do not see themselves as creators of change towards the CE. However, it is encouraging that they approach the CE from different angles and show responsible behaviour in everyday life. Young people’s ability to reason, think, evaluate, connect, and create new solutions for the CE is not enviable. Most respondents did not comment on their competence in concepts of the GD and CE. It is encouraging to know that they have already heard about the CE’s goals and action plan. Young people do not show significant skills in the practical implementation of CE principles. The analysis has shown that young people are particularly unable to reason, think, and evaluate in an entrepreneurial way when linking the CE to business opportunities. Relating them to business models and entrepreneurship also seems to be problematic. As a result, the majority of them are unable to design, develop, and create new business solutions. Full article

(This article belongs to the Special Issue Modelling, Assessment, and Promotion of Climate Literacy)

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29 pages, 1937 KiB

Open AccessArticle

Climate Change Education Challenges from Two Different Perspectives of Change Agents: Perceptions of School Students and Pre-Service Teachers

by Veronika Winter, Johanna Kranz and Andrea Möller

Sustainability 2022, 14(10), 6081; https://doi.org/10.3390/su14106081 - 17 May 2022

Cited by 8 | Viewed by 3435

Abstract

Climate change education (CCE) can play an essential role in pushing forward a climate-just transition. However, educational institutions seem to be challenged to equip students and their prospective teachers with what is necessary for them to become multipliers for climate action. This study aims to provide actionable insights on how to harness the untapped potential of CCE, overcome obstacles, and draw conclusions on which adaptations are necessary to improve current CCE settings. We conducted a qualitative questionnaire study using the example of 80 secondary school students (grade 12) and 18 pre-service teachers (PSTs). The results indicated that both cohorts feel inadequately prepared for their role as possible “change agents”, stating that climate change as a topic is given too little time, engagement with practical examples on taking climate action is inadequate, and a superficial examination of the topic takes place. Students as well as PSTs as change agents are not sufficiently supported by educational institutions to exercise their transformative potential due to numerous identified challenges that have to be confronted at a systemic level. Results indicate that especially teacher training programs need to increasingly focus on the professional development of educators in this field. Full article

(This article belongs to the Special Issue Modelling, Assessment, and Promotion of Climate Literacy)

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29 pages, 1278 KiB

Open AccessEditor’s ChoiceArticle

Inquiry-Based Learning on Climate Change in Upper Secondary Education: A Design-Based Approach

by Sebastian Brumann, Ulrike Ohl and Johannes Schulz

Sustainability 2022, 14(6), 3544; https://doi.org/10.3390/su14063544 - 17 Mar 2022

Cited by 9 | Viewed by 7743

Abstract

Education is of great importance in the context of climate change, as it can promote pro-environmental behaviour. However, climate change education is accompanied by didactic and pedagogical challenges because, among other reasons, climate change is a complex phenomenon and many people have a psychological distance to the topic. A promising approach to face these challenges is inquiry-based learning (IBL), as several studies show. To date, however, there are barely any empirically tested instructional designs, especially for close-to-science IBL, focusing on climate change. The study presented here therefore addresses the question of how a science propaedeutic seminar for upper secondary schools on the regional implications of climate change should be designed to ensure successful learning processes. Based on the design-based research approach, qualitative research methods (focus group discussions, semi-standardised written teacher surveys, and participant observations) were used to identify target-oriented design guidelines and implementation principles for such seminars. In the seminars, 769 students have so far researched different aspects of climate change in their own regions. The identified design guidelines and implementation principles were further operationalised for teaching practice, so that the research generated both a contribution to theory building and an applicable concept for schools. Full article

(This article belongs to the Special Issue Modelling, Assessment, and Promotion of Climate Literacy)

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15 pages, 1456 KiB

Open AccessArticle

Climate Literacy—Imperative Competencies for Tomorrow’s Engineers

by Susan E. Powers, Jan E. DeWaters and Suresh Dhaniyala

Sustainability 2021, 13(17), 9684; https://doi.org/10.3390/su13179684 - 28 Aug 2021

Cited by 3 | Viewed by 2956

Abstract

Engineers must take a leading role in addressing the challenges of mitigating climate change and adapting to the inevitable changes that our world is facing. To improve climate literacy, technical education must include problem formulation and solutions that consider complex interactions between engineered, Earth, and societal systems, including trade-offs among benefits, costs, and risks. Improving engineering students’ climate literacy must also inspire students’ motivation to work toward climate solutions. This paper highlights the content and pedagogical approach used in a class for engineering students that helped contribute to significant gains in engineering students’ climate literacy and critical thinking competencies. A total of 89 students fully participated in a pre/post climate literacy questionnaire over four years of study. As a whole, students demonstrated significant gains in climate-related content knowledge, affect, and behavior. Substantial differences were observed between students in different engineering disciplines and male vs. female students. Assessment of critical thinking showed that students did an excellent job formulating problem statements and solutions in a manner that incorporated a multidimensional systems perspective. These skills are critical for students to address climate change effectively in their eventual professions. Full article

(This article belongs to the Special Issue Modelling, Assessment, and Promotion of Climate Literacy)

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27 pages, 1670 KiB

Open AccessArticle

Escaping the Climate Trap: Participation in a Climate-Specific Social Dilemma Simulation Boosts Climate-Protective Motivation and Actions

by Perri B. Druen and Stephanie J. Zawadzki

Sustainability 2021, 13(16), 9438; https://doi.org/10.3390/su13169438 - 23 Aug 2021

Cited by 1 | Viewed by 2995

Abstract

One way in which educators can help to address increasingly pressing environmental problems, including climate change, is to encourage individuals to change their behavior and to press for structural changes in society. The promotion of climate-protective behavior is challenging because the payoffs for various actions and inactions are structured such that they create social dilemmas. The conflict between short-term personal benefit and long-term collective gain in such dilemmas often leads to self-serving motives that can ultimately be self-defeating. We created a social dilemma simulation specific to climate change, called Climate Trap: Social Dilemma Simulation, to help students observe how they and others respond to these conflicts, and predicted that doing so would lead to climate-protective motivations and behaviors after the simulation. The simulation participants (N = 344) reported greater confidence in their knowledge and understanding of the social dilemma context of climate change, higher environmental concern and more self-determined motivation to act, and they engaged in more climate-protective behaviors compared to the students who did not complete the simulation. Moreover, the simulation participants reported greater pro-environmental engagement on all of the measures after the simulation compared to before they participated in the simulation. The results suggest that a climate-specific social dilemma simulation can create uniquely motivating experiences, and can have utility as a teaching tool, research instrument and intervention. Full article

(This article belongs to the Special Issue Modelling, Assessment, and Promotion of Climate Literacy)

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Review

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27 pages, 3420 KiB

Open AccessReview

A Literature Review on Facade Greening: How Research Findings May Be Used to Promote Sustainability and Climate Literacy in School

by Annalisa Pacini, Hans Georg Edelmann, Jörg Großschedl and Kirsten Schlüter

Sustainability 2022, 14(8), 4596; https://doi.org/10.3390/su14084596 - 12 Apr 2022

Cited by 7 | Viewed by 3012

Abstract

The promotion of Climate Literacy is a central concern of our time. To achieve this ability, one can draw on different content areas. One possible area is Nature-Based Solutions (NBS), such as Vertical Greening Systems (VGS), and their effectiveness in mitigating climate change. However, VGS is not yet an established topic in environmental education, even if the pro-environmental effectiveness of VGS has been proven from a scientific point of view and this topic is close to everyday life. To facilitate the transfer of knowledge from research to school, this paper presents an example of a possible procedure. This procedure starts with a narrative review of the scientific literature on VGS. Then, the main results of this review are related to the Sustainable Development Goals, Climate Literacy, and general educational goals to capture its educational relevance. Finally, a flow chart for a teaching sequence is developed, with the phase sequence derived from the performed narrative review. Thus, a parallelism between the structure of a scientific review and an action-oriented environmental education becomes visible. To what extent this parallelization may be generalized, and whether teaching based on it is effective, will have to be tested. Full article

(This article belongs to the Special Issue Modelling, Assessment, and Promotion of Climate Literacy)

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Other

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44 pages, 1824 KiB

Open AccessSystematic Review

The (Un)political Perspective on Climate Change in Education—A Systematic Review

by Johanna Kranz, Martin Schwichow, Petra Breitenmoser and Kai Niebert

Sustainability 2022, 14(7), 4194; https://doi.org/10.3390/su14074194 - 1 Apr 2022

Cited by 15 | Viewed by 6816

Abstract

Mitigating and adapting to climate change requires foundational changes in societies, politics, and economies. Greater effectiveness has been attributed to actions in the public sphere than to the actions of individuals. However, little is known about how climate literacy programs address the political aspects of mitigation and adaptation. The aim of this systematic literature review is to fill this gap and analyze how public-sphere actions on mitigation and adaptation are discussed in climate literacy programs in schools. Based on database searches following PRISMA guidelines we identified 75 empirical studies that met our inclusion criteria. We found that central aspects of climate policy such as the 1.5-degree limit, the IPCC reports, or climate justice are rarely addressed. Whilst responsibility for emissions is attributed to the public sphere, the debate about mitigation usually focuses on the private sphere. Climate change education does not, therefore, correspond to the climate research discourse. We show that effective mitigation and adaptation are based on public-sphere actions and thus conclude that effective climate education should discuss those public actions if it is to be effective. Hence, we propose that climate education should incorporate political literacy to educate climate-literate citizens. Full article

(This article belongs to the Special Issue Modelling, Assessment, and Promotion of Climate Literacy)

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