What Triggers Climate Action : The Impact of a Climate Change Education Program on Students’ Climate Literacy and Their Willingness to Act

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14230%2F22%3A00126484" target="_blank" >RIV/00216224:14230/22:00126484 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.mdpi.com/2071-1050/14/16/10365/htm" target="_blank" >https://www.mdpi.com/2071-1050/14/16/10365/htm</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3390/su141610365" target="_blank" >10.3390/su141610365</a>

Jazyk výsledku

angličtina

Název v původním jazyce

What Triggers Climate Action : The Impact of a Climate Change Education Program on Students’ Climate Literacy and Their Willingness to Act

Popis výsledku v původním jazyce

There has been an intensive debate in the field of climate change education about what predictors influence youth’s climate-related behavior and what educational strategies and practices stimulate such behavior. This study investigated the impact of the ‘CO2 League’ program which involved 47 schools (N = 123). For the analyses, we used pre-/-post quasi-experimental design which combined quantitative and qualitative methods: an extensive pre-/-post survey for analyzing several components of students’ climate literacy (system/action/effectiveness knowledge, climate change concern, self-efficacy, willingness for climate-protective behavior) and focus group interviews. The analyses revealed a significant impact of sufficient climate change knowledge on climate change concern which subsequently positively influenced participants’ self-efficacy and their willingness to act. The findings of this study suggest that knowledge is a key initial driver for climate action, especially for young people, and confirm the conclusion of previous studies that willingness to adopt pro-climatic behavior presupposes a clear and explicit understanding of climate dynamics and its causal relations. The focus group interviews also revealed that the reported increased willingness to act often translated into actual climate action and that learning about the concept of carbon footprint and the process of calculating and decreasing it proved to be a very accessible and fast path to participants’ engagement in personal climate action.

Název v anglickém jazyce

What Triggers Climate Action : The Impact of a Climate Change Education Program on Students’ Climate Literacy and Their Willingness to Act

Popis výsledku anglicky

There has been an intensive debate in the field of climate change education about what predictors influence youth’s climate-related behavior and what educational strategies and practices stimulate such behavior. This study investigated the impact of the ‘CO2 League’ program which involved 47 schools (N = 123). For the analyses, we used pre-/-post quasi-experimental design which combined quantitative and qualitative methods: an extensive pre-/-post survey for analyzing several components of students’ climate literacy (system/action/effectiveness knowledge, climate change concern, self-efficacy, willingness for climate-protective behavior) and focus group interviews. The analyses revealed a significant impact of sufficient climate change knowledge on climate change concern which subsequently positively influenced participants’ self-efficacy and their willingness to act. The findings of this study suggest that knowledge is a key initial driver for climate action, especially for young people, and confirm the conclusion of previous studies that willingness to adopt pro-climatic behavior presupposes a clear and explicit understanding of climate dynamics and its causal relations. The focus group interviews also revealed that the reported increased willingness to act often translated into actual climate action and that learning about the concept of carbon footprint and the process of calculating and decreasing it proved to be a very accessible and fast path to participants’ engagement in personal climate action.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50300 - Education

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Sustainability

ISSN

2071-1050

e-ISSN

2071-1050

Svazek periodika

14

Číslo periodika v rámci svazku

16

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

20

Strana od-do

1-20

Kód UT WoS článku

000845523600001

EID výsledku v databázi Scopus

2-s2.0-85137717030