Civic science education for youth-driven water security: A behavioral development approach to strengthening climate resilience

Abstract

Haiti is among the most climate-vulnerable nations in the world, and Haitian youth face disproportionate risks to their health and well-being. Yet, to date, few studies have partnered with young people to position them as agents of change addressing climate change impacts in their communities, particularly in Global South contexts. As a step toward addressing this important gap, the present study used in-depth interviews ( N = 6) to explore the multi-faceted behavioral developmental impacts on Haitian students (ages 20–30 years) who took part in a participatory environmental education program focused on access to clean water in Jacmel, a coastal city in Southern Haiti. The program combined hydrology and ecosystem education with youth-led water quality testing, community surveys, and data mapping—enabling students to collect, analyze, and visualize locally-meaningful data with real-world significance. Thematic analysis (TA) of post-program interviews conducted with program staff ( n = 2) and students ( n = 4) resulted in three major themes describing program-based developmental impacts equipping youth to address climate-driven threats in their community: (1) learning and skills development: Youth gained a deeper knowledge of hydrological and ecological systems, as well as research, digital, and technology skills; (2) health and environmental behaviors: Youth were experiencing and advocating behavioral shifts associated with preventing waterborne illnesses and protecting local ecosystems; and (3) civic engagement: Youth were developing a critical mindset regarding power relations and social change and were simultaneously motivated to disseminate local data to raise community awareness and engage with local authorities to improve environmental conditions. Findings shed light on the transformative potential of environmental and civic science education to engage young people as key actors in building adaptive capacity and reducing climate vulnerability. Implications for developmental science are discussed.

Envisioning action‐oriented and justice‐driven climate change education: Insights from youth climate justice activists

“…Moreover, climate action (SDG 13) is critically intertwined with many SDGs, yet its relationship to education and justice is not widely recognized (Filho et al, 2023). For education to be a potent force for societal transformation to sustainability, there is a need for alternative CCE approaches that frame complex sustainability challengesand hence their solutions-not only in top-down scientific and technical terms, but also with attention to social, economic, historical, ethical and other contextually grounded considerations Lam & Trott, 2022;Neas, 2023;Svarstad, 2021;Trott, Weinberg, et al, 2023).…”