Tracing Paths from Research to Practice in Climate Change Education

Armstrong, Anne K.; Krasny, Marianne E.

doi:10.3390/su12114779

Cited by 12 publications

(5 citation statements)

References 108 publications

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“…Further, although the supplementary guidance for an App caused cognitive overload, climate change knowledge was increased when using the App without the guidance [17]. However, depending on audience and context a shift towards focusing on solutions rather than facts alone can be preferred [18] and a new university course aimed at agriculture professionals was praised for focusing on current challenges and relevant-skills acquisition [19]. In addition to formal learning opportunities, climate change awareness can be improved during informal activities such as student societies [14,20].…”

Section: Education and Educator Trainingmentioning

confidence: 99%

Understanding the Gap between University Ambitions to Teach and Deliver Climate Change Education

Hindley

2022

Sustainability

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This paper aims to determine why there is a gap between university ambitions to teach climate change education, even where formal commitments and institutional incentives exist to encourage action. To explore this, acknowledgement of prior conceptual work is considered. A new matrix emerges, which conceptualizes the influences of organizational values, organisational culture, personal values and positionality-identity on the integration of climate change education into the curriculum. The role and influence of the researcher is addressed using an auto-ethnographic approach. A thematic analysis is applied to data collected from program leaders for an undergraduate curriculum review at a medium-sized university Business School, in north-west England. Five clusters are used to structure the results and explore the narrative, before applying these to the new matrix for illustrative purposes. The discussion suggests a lack of knowledge by staff or confusion over the communicated organizational values; an organizational culture that perceives sustainability and climate change are not priorities for the institution; and an attitude-behavior gap that can be attributed to personal values. In conclusion, organizational culture can be changed to increase the priority of sustainability and climate change through an objective in staff annual Personal Development Reviews, for example. Recommendations are made for further research.

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Section: Education and Educator Trainingmentioning

confidence: 99%

Understanding the Gap between University Ambitions to Teach and Deliver Climate Change Education

Hindley

2022

Sustainability

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“…Sund, 2018;Iliopoulou, 2018;Seikkula-Leino et al, 2021). V průběhu posledních let se tak postupně v této souvislosti etabluje nový vzdělávací proud, vzdělávání o změně klimatu nebo zkráceně klimatické vzdělávání -climate change education (Armstrong & Krasny, 2020;Tibola Da Rocha et al, 2020). Klimatické vzdělávání je v současné době rychle rostoucím segmentem environmentálního vzdělávání a v návaznosti na to v posledních letech dynamicky roste také pedagogický výzkum oboru.…”

Section: úVodunclassified

Relationship to Climate and Nature of Primary School Pupils by Using Self-Assessment Questions

Nepraš¹,

Strejčková²,

Kroufek³

2022

Education Support

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The aim of the present study is to distinguish and characterize the relationships between student selfassessment items related to nature and climate and the observed dimensions of environmental values and attitudes, pro-environmental behaviour, knowledge about climate change, and attitudes toward climate change. MethodsThe research was designed as quantitative. The data collection was carried out through an online questionnaire survey conducted in the Czech Republic, the United Kingdom and Portugal in the winter period 2021/2022. The research participants were 473 pupils at ISCED 2 level, 304 from the Czech Republic, 125 from the United Kingdom and 44 from Portugal. The average age of the respondents was 13.47 years. The questionnaire is divided into six sections. The initial section asks for gender, age, year of education and school name. In the follow-up section, pupils self-assess their relationship towards nature and knowledge about climate change using the following four items: S1 -I think I know quite a lot about the nature. S2 -I enjoy learning new things about the nature. S3 -I have already heard about the climate change. S4 -I think I know quite a lot about the climate change. The following sections are sub-research tools and focus on climate change knowledge, environmental values and attitudes, pro-environmental behaviour and attitudes towards climate change. Reliability (Cronbach's α) of the research tools and sub-dimensions used: Climate Change Knowledge (α = 0.63), Nature Preservation (α = 0.83), Willingness to Act subscale (α = 0.83), Utilization of Nature (α = 0.68), Nature Appreciation (α = 0.86), Pro-environmental Behaviour (α = 0.83), Attitudes towards Climate Change (α = 0.88),and Beliefs subscale (α = 0.86) and Intentions subscale (α = 0.71). Using Pearson's correlation coefficient, the self-assessment items were compared with each other. Subsequently, the scores of each dimension were sequentially compared according to the values of the responses to each self-assessment item. For this purpose, analysis of variance (ANOVA) followed by Scheffé's post hoc test was applied. ResultsThe analysis of the questionnaire data showed significant relationships between the four self-assessment items used and the observed dimensions. Self-assessment items tracking knowledge about nature (S1) and interest in information about nature (S2) are significantly positively related to the dimensions of nature preservation, appreciation of nature and pro-environmental behaviour. Self-rated knowledge about nature (S1) was significantly positively related to beliefs about climate change. Self-rated interest in information about nature (S2) had a significant positive relationship with perceptions of one's own influence in relation to climate change. Self-reported climate-related items (S3, S4) were positively related to climate knowledge, beliefs, and intentions. A more significant relationship was documented between the item tracking the level of knowledge about climate change (S4) and the named dimensions, while a sig...

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“…Thai millennials, born between 1981 and 1996, constitute a pivotal demographic for promoting low-carbon behavior within Thailand [17]. As digital natives, they enjoy access to various technologies that can facilitate their embrace of low-carbon practices [18].…”

Section: Introductionmentioning

confidence: 99%

Factors Shaping Thai Millennials' Low-Carbon Behavior: Insights from Extended Theory of Planned Behavior

Thanapongporn,

Saengchote,

Gowanit

2023

HighTech. Innov. J.

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Objective: This research serves a dual purpose: To construct a predictive model for low-carbon behavior among Thai millennials and to analyze the interplay between socio-demographic variables and eco-conscious actions. Methods/Analysis: By employing PLS-SEM and surveying 150 Thai millennials through purposive sampling, this study reaffirms the influence of persuasive technology and incentives on low-carbon behaviors. It highlights the significance of perceived behavioral control within the TPB framework and reveals intricate pathways by which persuasive technology and incentives shape attitudes, perceived control, and social norms, thereby driving eco-friendly actions. Findings: Among Thai millennials, positive attitudes and perceived control drive low-carbon behavior, while social norms and accessible low-carbon infrastructure also impact eco-conscious actions. Persuasive technology shows promise for attitude adjustment, but incentives' relationship with low-carbon behavior is complex. Interestingly, mature women exhibit more low-carbon behavior, whereas education and income show an inverse relationship. Novelty/Improvement: This study contributes novel and substantial insights into the drivers of low-carbon behavior among Thai millennials by integrating diverse theoretical frameworks. It enriches our understanding of the mediating role of TPB factors and socio-demographic dimensions, offering invaluable guidance for stakeholders in crafting effective interventions while aligning seamlessly with Sustainable Development Goals 7, 9, 12, and 13. Doi: 10.28991/HIJ-2023-04-03-02 Full Text: PDF

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Tracing Paths from Research to Practice in Climate Change Education

Cited by 12 publications

References 108 publications

Understanding the Gap between University Ambitions to Teach and Deliver Climate Change Education

Understanding the Gap between University Ambitions to Teach and Deliver Climate Change Education

Relationship to Climate and Nature of Primary School Pupils by Using Self-Assessment Questions

Factors Shaping Thai Millennials' Low-Carbon Behavior: Insights from Extended Theory of Planned Behavior

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