Is it possible to build adolescents’ cognitive adaptive capacity through climate change education? Insights into a two-year long educational programme in North Tyrol (Austria) and South Tyrol (Italy)

Schrot, Oliver Gerald; Peduzzi, Dunja; Ludwig, David; Riede, Maximilian; Keller, Lars

doi:10.1016/j.crm.2021.100327

Cited by 9 publications

(1 citation statement)

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“…Empowerment through climate change education, however, requires an approach that is participatory, interdisciplinary, creative and effect driven (Rousell & Cutter‐Mackenzie‐Knowles, 2020). For example, a two‐year educational programme in Austria demonstrated that targeted climate change education can increase adaptation knowledge and critical thinking skills when delivered appropriately (Schrot et al., 2021).…”

Section: Introductionmentioning

confidence: 99%

The ‘More Than Maps’ framework for building research capacity among young people in coastal climate change adaptation

van der Plank,

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Anderson

et al. 2024

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When young people engage with climate change education, they are often left feeling disempowered and daunted. But past research has shown that there are ways to design and deliver climate change education that can be empowering and enabling. The delivery of climate change education was further challenged in 2020 by the shift to online learning driven by the COVID‐19 pandemic restrictions. However, the challenges of the pandemic context also offered an opportunity to engage new audiences and establish new collaborations in climate change education. In this paper, we explore how the shift to online research, collaboration and education can also be harnessed to develop interdisciplinary coastal adaptation training for young people interested in better understanding the complexities of our coastal environments. The resulting ‘More than Maps’ framework draws on qualitative and quantitative data collected over a two‐year programme focused on the design and delivery of an international climate change research capacity building workshop series, across the United Kingdom, Ghana, Jamaica and Australia. Carried out by an interdisciplinary team of early career researchers and established academics, 15 workshops were developed on coastal adaptation research methods, targeting a range of ‘young’ audiences who are and will continue to be impacted by climate change. Building on reflections from the workshops' design and delivery, we developed a scalable framework to aid researchers in sharing open‐access, replicable methods for studying climate change mitigation and adaptation. This work demonstrates that our workshop participants had increased confidence, sought to apply learned methods to other contexts, and wanted to share this knowledge with others. We conclude that the COVID‐19 online workspace facilitated rather than hindered the international collaboration and delivery of these coastal adaptation research methods workshops, and we provide best practice tips to researchers delivering climate change education.

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Section: Introductionmentioning

confidence: 99%

The ‘More Than Maps’ framework for building research capacity among young people in coastal climate change adaptation

van der Plank,

Appeaning Addo,

Anderson

et al. 2024

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Climate Policy and e-Participation Resilience: Insights from Social Media

Alathur

Chetty²

2022

Co-Creating for Context in the Transfer and Diffusion of IT

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The impact of teenagers' emotions on their complexity thinking competence related to climate change and its consequences on their future: looking at complex interconnections and implications in climate change education

et al. 2022

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This study seeks to address critical gaps in climate change education research with regard to (1) emotions triggered in teenage students learning about climate change, (2) the students’ complexity thinking competence in the context of climate change consequences, and (3) the interconnections between different types of emotions and the levels of complexity thinking competence in teenagers’ explanations of climate change. The study drew on quantitative and qualitative data from 315 (2013–2015) and 246 (2021) teenage secondary school students from a pre-/post-intervention survey from Austria’s year-long k.i.d.Z.21—Competent into the Future program, in which almost 3,500 students aged between 13 and 19 have participated up to now. Climate change triggered expected types of emotions in students. Following exploratory factor analyses, these were clustered into two groups. Multilevel modeling revealed that the k.i.d.Z.21-modules had no influence on teenage students’ levels of complexity thinking competence in their explanations of climate change for themselves and humanity in general. The first group of emotions (i.e., angry, sad, helpless, insecure, worried and inspired to act) was associated with higher levels of complexity thinking competence in participants’ answers to questions about climate change and, therefore, designated “stimulation”. The opposite was true for the second group (i.e., apathetic, annoyed, and hopeful), which diminished the level of complexity thinking competence in responses and, therefore, designated “attenuation”. Future studies are encouraged to draw on the emotion measures developed for this study to replicate and advance this study’s findings. Educationists are urged to pay greater attention to emotions in climate change education.

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Is it possible to build adolescents’ cognitive adaptive capacity through climate change education? Insights into a two-year long educational programme in North Tyrol (Austria) and South Tyrol (Italy)

Cited by 9 publications

References 50 publications

The ‘More Than Maps’ framework for building research capacity among young people in coastal climate change adaptation

The ‘More Than Maps’ framework for building research capacity among young people in coastal climate change adaptation

Climate Policy and e-Participation Resilience: Insights from Social Media

The impact of teenagers' emotions on their complexity thinking competence related to climate change and its consequences on their future: looking at complex interconnections and implications in climate change education

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