European Green Deal and Environmental Citizenship: Two Interrelated Concepts

Hadjichambis, Andreas Ch.

doi:10.3390/environsciproc2022014003

Cited by 4 publications

(5 citation statements)

References 11 publications

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“…Finally, many studies have evaluated the role of public participation in EU environmental policymaking [35][36][37]. The EU has established several mechanisms for involving stakeholders and the public in environmental decision-making [38], such as the Aarhus Convention and the European Citizens' Initiative in line with the Lisbon Treaty [39][40][41].…”

Section: Introductionmentioning

confidence: 99%

European Citizens’ Worries and Self-Responsibility towards Climate Change

et al. 2023

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Attitudes and perceptions about climate change (CC) are crucial to public engagement and support in the promotion of mitigating actions and sustainable lifestyles embracing the United Nations’ sustainable development goals. This study aimed to investigate how worried are European citizens about CC, and what is their willingness to assume self-responsibility in its mitigation. We used the European Social Survey, namely the answers to the questions “How worried are you about climate change?” and “To what extent do you feel a personal responsibility to try to CC?” and have related them with demography and individual perception of the society and its policies. We fit two statistical models to each of the questions studied and found the following: Model 1—people that trust in scientists are more worried about CC, people satisfied with the national government are more worried about CC, women are more worried about CC than men, and older and more educated people are also more worried about CC; Model 2—Women have higher levels of self-responsibility, people that trust in scientists feel more responsibility when satisfied with the economy and the health system of the country, and older people that trust in scientists also have more responsibility.

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Section: Introductionmentioning

confidence: 99%

European Citizens’ Worries and Self-Responsibility towards Climate Change

et al. 2023

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“…This is of high significance because EC competences are seen as a prerequisite for EC actions and in turn, EC actions are a prerequisite for EEC Outcomes. Green cities should be seen as EC exploratoriums and thus foster EC competences, actions, and outcomes leading to green transition [65]. As for EEC outcomes, it appears that green cities should put more emphasis on inter/intra-generational justice and on citizens' practicing environmental rights and duties, as well as on the cultivation of a healthy relationship with nature.…”

Section: Discussionmentioning

confidence: 99%

Green Cities for Environmental Citizenship: A Systematic Literature Review of Empirical Research from 31 Green Cities of the World

Hadjichambis

Paraskeva-Hadjichambi

Sinakou

et al. 2022

Sustainability

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During the last decade, many cities worldwide have implemented various green policies; in this way, they have gradually transformed into “green cities”. The emergence of green cities may provide a promising venue to address cities’ environmental degradation and citizens’ disengagement with current socio-environmental issues, thus giving rise to the notion of Environmental Citizenship (EC). Despite these assumptions, empirical research on the topic is currently emerging. In this study, we examine citizens’ engagement in green cities and its interrelatedness with EC through a systematic literature review. The selected empirical studies (n = 25) were published in peer-reviewed journals during the timespan of the last 12 years (2010–2021). In total, 31 green cities were analyzed in the 25 selected empirical studies. Thematic and frequency analysis revealed that green cities encourage citizens’ engagement with the implemented green policies, while also advancing citizens’ EC. Furthermore, correlational analysis between citizens’ engagement and the Education for Environmental Citizenship (EEC) model revealed that citizens’ engagement with the implemented green policies fosters citizens’ knowledge, skills, attitudes, values, and behaviors, fueling the undertaking of various EC actions. Importantly, green cities have also proved successful in achieving EC’s outcomes leading to sustainability.

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“…Individuals can also contribute to mitigating the impact of climate change by volunteering for projects that raise awareness about the issue and encourage others to take action. Such projects can include organizing events, such as community workshops and educational sessions on climate change or participating in local initiatives to promote sustainable practices (Hadjichambis, 2022;Hadjichambis & Reis, 2020). By volunteering, individuals can help build a sense of community and encourage others to engage in climate action.…”

Section: Climate Citizenshipmentioning

confidence: 99%

Navigating the Environmental Education and Climate Change Curriculum in Türki̇ye through the Prism of Climate Change Literate Citizenship

ÇAKIR YILDIRIM,

IRMAK,

TUNCAY YÜKSEL

2023

E-Kafkas Eğitim Araştırmaları Dergisi

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In the present study a theoretical framework (i.e., Climate Change Literate Citizenship) that combines climate change literacy and climate citizenship was developed first. Then, criteria that correspond to each of the components of the proposed theoretical framework were developed and used to analyze the learning objectives in the “Environmental Education and Climate Change” curriculum. Data analyses utilized in the study presented a snapshot of the descriptive landscape of the curriculum in terms of the distribution of the objectives within the curriculum. Manifest and latent analyses realized through MAXQDA 2022 software were used to illustrate world cloud and word trends and alignment of the curriculum objectives with respect to the criteria developed for the Climate Change Literate Citizenship framework. Findings showed that there was an uneven distribution of the learning objectives within the Climate Change Literate Citizenship framework. Most of the learning objectives aimed to support climate change literacy, where objectives pertaining to the promotion of climate citizenship were relatively less in number. A similar uneven distribution was observed within the components of climate change literacy (i.e., functional, cultural, critical) and climate citizenship (i.e., personally responsible, participatory, justice oriented) as well. That is, there was not any objectives related to the cultural component of climate change literacy; most of the objectives aimed to develop functional component followed by the critical component. Among the components of climate citizenship, personal responsibility component and participatory component were addressed equally but there was only one learning objective that is in line with justice-oriented climate citizenship. Thus, our findings as a whole suggest that the curriculum adopts a fragmented rather than a holistic approach to climate change education. Nonetheless, further studies are required to make more robust conclusions about the curriculum and its practice.

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European Green Deal and Environmental Citizenship: Two Interrelated Concepts

Abstract: This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https:// creativecommons.org/licenses/by/ 4.0/).

Cited by 4 publications

References 11 publications

European Citizens’ Worries and Self-Responsibility towards Climate Change

European Citizens’ Worries and Self-Responsibility towards Climate Change

Green Cities for Environmental Citizenship: A Systematic Literature Review of Empirical Research from 31 Green Cities of the World

Navigating the Environmental Education and Climate Change Curriculum in Türki̇ye through the Prism of Climate Change Literate Citizenship

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