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a series of painted murals depicting energy systems past, present, and future. artist carolyn Shapiro (2004) working with champlain elementary School students through the vermont energy education Program.
Source publication
The transition from centralized energy systems based on fossil fuels to renewable-based systems is a macro-level societal shift necessitated by climate change. This review of recent environmental education (EE) research identifies gaps and opportunities for promoting environmental action in this new context. We found that environmental educators an...
Context in source publication
Citations
... For instance, political and justice aspects of climate change have received more focus in climate change education. [43][44][45] However, integrating creative expression and the arts may improve climate change education and help children cope with climate-related mental health and anxiety. ...
Objectives
Climate anxiety has a negative impact on the mental health and psychological wellbeing of the vulnerable population. The goal is to assess many factors that affect mental health and psychological wellbeing, as well as how climate change affects mental health in Pakistan’s vulnerable population.
Methods
This study provides evidence-based insights on the long- and medium-term impacts of extreme weather events on mental health. To obtain information on these variables, this research uses a quantitative approach and a cross-sectional survey design with a multivariate regression model for empirical tests on a sample of parents and children with an impact on mental health from climate change anxiety.
ResultsResults indicate that individuals experience shock and climate change anxiety, and their effects on mental health and psychological wellbeing. Climate change can have detrimental effects on children’s mental health. (1) disaster risk health (2) children’s stress index (3) public health concerns, (4) climate change anxiety, (5) generalized anxiety disorder, and (6) major depression disorder, as reported by the children with mental health outcomes.
Conclusions
The findings of this study show that climate change has a stressful effect on mental health. The paper concludes with a discussion on strategies to address the anticipated mental health issues among children due to climate change.
... Una revisión de 220 estudios sobre la educación en materia de cambio climático realizados entre 1993 y 2014 concluyó que la mayoría de ellos la enmarcaban en la educación STEM (ciencia, tecnología, ingeniería y matemáticas, por sus siglas en inglés) o formaban parte de la educación medioambiental (Roussell y Cutter-Mackenzie-Knowles, 2019). Una revisión reciente de 70 estudios sobre la eficacia de la educación en materia de cambio climático concluyó que la mayoría de ellos se centran en resultados como los esfuerzos individuales para ahorrar energía y apenas unos pocos abordan los efectos sobre la acción colectiva de las transiciones sociales a combustibles distintos del carbono (Jorgenson et al., 2019). Además, muchos estudios indagan acerca de si la educación sobre el cambio climático ayuda a los estudiantes a comprender este fenómeno y a identificar vías para la acción climática (Stevenson et al., 2017). ...
... Recent work has argued that individual-level behavioural interventions should be deployed alongside system-level interventions, to streamline climate action efforts [15][16][17][18] . Specifically, adopting climate legislation 19 , including climate change curriculum in early education 20 and featuring climate change in entertainment outlets 21,22 , have been suggested to have systemic climate mitigation potential. In line with this approach, we assessed new avenues by which people's conceptions of climate change are structurally shaped. ...
A critical step in tackling climate change involves structural, system-level changes facilitating action. Despite their ubiquity, little is known about how internet search algorithms portray climate change, and how these portrayals impact concern and action. In a sample of 49 countries, we found that nationwide climate concern, but not nation-level climate impact, predicted the emotional arousal caused by climate change Google Image Search outputs, as rated by a naive sample (n = 383). In a follow-up experiment we randomly assigned another sample (n = 899) to receive the climate change image outputs resulting from searches conducted in countries high or low in pre-existing climate concern, and found that participants exposed to images from countries with high pre-existing concern (compared to low) became more concerned about climate change, supportive of climate policy and likely to act pro-environmentally, suggesting a cycle of climate sentiment propagation systemically facilitated by internet search algorithms. We discuss the implications of these findings for climate action interventions.
... PENDAHULUAN Sekolah Alam merupakan sekolah yang menjunjung semangat belajar berbasis alam terbuka. Sekolah alam menggunakan lingkungan sebagai bahan observasi dan media pembelajaran dalam process pembelajaran [1][2][3][4][5]. Salah satu hal terpenting yang perlu diajarkan di sekolah alam adalah pendidikan energi. ...
Kegiatan pengabdian masyarakat di Sekolah Alam Gaharu ini bertujuan untuk menyediakan alat sebagai media pembelajaran tentang energi baru dan terbarukan, yang merupakan elemen penting dalam menjaga kelestarian alam. Dipilihlah panel surya dan lampu listrik sebagai media pembelajaran. Aplikasi lampu jalan dan panel surya dipasang di lokasi yang terlihat oleh siswa, disertai papan informasi pada setiap tiang untuk memberikan edukasi langsung. Hasil survei umpan balik menunjukkan kepuasan tinggi dari siswa dan guru, dengan rata-rata persentase lebih dari 94.5%. Panel surya dan lampu jalan terbukti menjadi media pembelajaran yang efektif, dengan nilai persentase diatas 95.5% juga. Kedepannya, diharapkan ada media pembelajaran lain yang sama efektifnya untuk mendukung proses belajar mengajar di Sekolah Alam.
... In such cases, while useful in encouraging responsible energy usage, these resources are predominantly targeted at key stages 1-3 (ages 5-14), with key stages 4 and 5 (ages 14-18) left out of these teachings. Alongside this, new technological innovations in the energy sector such as digitalisation, SLES and so forth are noticeably absent from the syllabus (Jorgenson et al., 2019). This is not surprising, given that the recommended curriculum in the UK for GCSE Computer Science has not been updated since 2014 and the development of SLES has only emerged over the past 5 years (UKRI, 2023). ...
With the UK government's target of Net Zero by 2050, alongside the rising cost of energy in the UK, it is imperative that public opinion aligns with and promotes affordable, greener energy systems. Within this dialogue, young people's voices and lived experience are needed to deepen the impact of energy policy intervention strategies. This article stresses the importance of a formal curriculum that informs future generations on the subjects of Smart Local Energy Systems (SLES), and the digitalisation advances of energy systems. This paper explores the development of a toolkit to educate and engage young people in these subjects and reviews young people's attitudes and understanding from three schools in England, UK. We find through an interpretive qualitative analysis of both images drawn by the young people, and insights gathered from focus groups, that (i) for these young people, SLES are a useful innovation regarding energy management and distribution, (ii) young people recognise that the education system as it currently stands is not aware of, or informed by smart energy technologies and (iii) that despite being a generation that is the most integrated with personal assistance technology, these young people have significant concerns over the reliability and safety of AI in SLES. These findings are set alongside calls for widespread education in key stages 4 and 5 (ages 14–18) around the subject of SLES, and their benefits to wider society, thereby enabling a future that empowers young people to make change, encourage engineering and computer science‐based career options and secure a fairer, cleaner, sustainable energy transition in the future.
... While interventions have demonstrated success in augmenting climate change knowledge [56,58], Winter et al. [51] contend that attitudes or awareness alone do not inherently lead to environmentally responsible behaviors. This discrepancy between knowledge and action is commonly known as the "knowledge-behavior gap" [59]. ...
This research aimed to investigate the knowledge levels and teaching practices of Saudi science teachers regarding climate change, focusing on exploring the correlation between these aspects. The cross-sectional descriptive survey included teachers at middle and high school levels in public schools. The questionnaire study comprised three sections: collecting demographic data, assessing teachers’ understanding of climate change through factual inquiries, and evaluating teaching practices related to climate change. The findings reveal a promising degree of awareness among teachers, with a majority correctly identifying crucial elements of climate change while also exposing misconceptions and knowledge gaps. While a notable portion of teachers reported teaching climate change-related aspects, some indicated minimal involvement in extracurricular activities linked to climate change. The correlation analysis between science teachers’ climate change knowledge and practices indicates a weak connection between the two variables, suggesting that teachers’ knowledge might not substantially impact their actual teaching practices regarding climate change concepts. Limitations included reliance on self-reported data and a sample size that could impact result generalizability. Future research recommendations include combining quantitative data with qualitative methods, comparing knowledge and practices across regions or demographics, and conducting longitudinal studies. This study’s implications stress the importance of targeted professional development, advocating for climate change education integration into formal curricula, and policy adjustments mandating climate change education.
... Ainsi, les élèves pourront envisager les scénarios d'action de manière raisonnée en lien avec les choix effectués à l'échelle locale et mondiale. Ces deux échelles sont nécessaires à prendre en compte, car il est peu probable que les actions individuelles suffisent à elles seules pour permettre une transition vers des systèmes d'énergie renouvelable (Jorgenson et al., 2019). Le rôle de l'échelle collective ne doit pas être minimisé par l'enseignement au risque de consolider une conception simpliste des liens entre le changement climatique, l'action humaine et l'évolution du système énergétique ce qui mettrait de côté le rôle de la pression directe des collectifs sociaux et environnementaux dans l'évolution des politiques d'approvisionnement en énergie (ibid.). ...
Le changement climatique se pose comme un problème super-pernicieux (Fabre, 2021) dont les incertitudes sont liées à la prévisibilité du changement climatique et aux conséquences des actions entreprises pour le limiter. Notre article propose de mettre en lumière les conceptions d’élèves de Terminale en lien avec ce problème et ses incertitudes, à partir d’un questionnaire distribué à une centaine d’élèves. L’analyse nous permet de discuter les conditions de possibilité d’une éducation transformative et critique. En réponse aux scénarios catastrophistes et aux sentiments d’impuissance et d’anxiété très prégnants dans ce recueil, il émerge l’importance d’une éducation qui redonne de la place aux incertitudes.
... However, energy education is not just about policy promotion and expanding educational settings; it also requires active public participation. Collective actions, multi-actor networks, and social and technological innovations during the energy transition are crucial in shaping energy transformations [48]. Collective action refers to the behavior of a group of individuals (whether personal or organizational) collaborating to pursue a common social benefit [49]. ...
The ultimate goal of energy education is to cultivate citizens with energy literacy, which in turn influences the energy preferences of the general public. Various aspects, such as teaching, practice, publicity, and participation, all profoundly impact the formation of energy literacy. This study reviews the role of energy education in educational policy-making, the operation of educational systems, the design of innovative energy industry environments, and public participation. Through a systematic review, this study integrates empirical research across various contexts and environments. The relevant topics of empirical research include 'energy education', 'energy literacy', 'energy preferences', 'energy education policy', 'operation of energy education systems', 'creation of a renewable energy industry environment', and 'public participation'. These studies indicate that energy education can enhance participants' awareness of energy through knowledge transfer, enabling them to adopt more effective energy solutions and cultivate citizens with energy literacy. Energy education not only shapes the public's energy literacy but also further influences energy preferences, which in turn can have profound effects on social interactions, market outcomes, and political and social systems. Finally, from the perspectives of 'educational shaping' and 'cultural shap-ing', the research explores the impact of energy education on the energy environment and people's values. The findings reveal that society gradually forms a consensus on energy through long-term interactions, establishing a unique energy culture that subsequently influences the direction and implementation of national energy policies. There exist interactive cycles between energy education and energy policy: energy education influences public energy preferences, while energy culture, in turn, affects policy formulation.
... The above perspectives on EE are still central for many scholars and practitioners of CCE one of whose goals is to impart knowledge of climate change for climate action (Monroe et al., 2017). As in EE, one of the key objectives of CCE is to impart climate change knowledge for fostering learners' pro-environmental behaviors beyond acquiring cognitive knowledge (Field et al., 2024;Jorgenson et al., 2019;Kuthe et al., 2019). In that regard, some educators and practitioners find linear models such as the Knowledge-Attitude-Behavior (KAB) model and the Theory of Planned Behavior (TPB) (Ajzen, 1991;Fishbein & Ajzen, 1975) appealing for their simplicity in assuming that acquiring knowledge of issues (e.g., climate change) leads to positive attitudes and, in turn, positive attitudes foster climate action. ...
This article systematically reviews CCL assessment trends and methods
by analyzing papers from Scopus and ScienceDirect. The findings reveal a variety
of approaches to defining and measuring CCL. Variations were also observed in
the styles of presenting CCL levels. Based on the review, we propose standardizing
CCL assessment by defining core and optional domains, aiming to cater to the
diverse needs of groups seeking to measure CCL for different purposes. We also
suggest that policymakers and educators can glean more nuanced insights from
results when CCL levels are measured using three or more proficiency levels.
Lastly, we recommend that future studies investigate the CCL-climate action
relationship to ensure that CCE programs are designed based on evidence of
CCL-climate action connections.
... The scientific community concurs that the planet is facing a serious climate crisis linked to human activity. For this reason, there is an urgent need for a transformation of human activity (Jorgenson, et al., 2019). In this context, the United Nations (UN) General Assembly, on 25th September 2015, adopted the 2030 Agenda for Sustainable Development. ...
Although Sustainable Development Goals (SDG) were stablished in 2015, there is still a scarcity of scientific literature focused on how they are being worked on in compulsory education curricula, perhaps due to a lack of suitable assessment tools. Hence, this study aims to design and validate a scale for assessing teachers’ attitudes towards responsible consumption and production (SDG-12), and to understand how they incorporate these concepts into their classroom practices. 400 primary and secondary school teachers participated in the study. The scale showed reliable psychometric properties. Although most participants had a favourable attitude towards SDG-12, only 28% of them had received training on this topic. Responsible consumption is occasionally addressed in the classroom, generally through ICT resources or specific activities. Primary teachers showed more favourable attitudes and engagement in teaching this topic in their classrooms than secondary teachers. Therefore, the proposed scale is a simple tool to find out how SDG-12 is addressed across different educational stages. It is important to measure these questions in order to guide the educational practices aimed at promoting responsible consumption.
Keywords: Education for sustainability; responsible consumption and production; scale; sustainable development goals; teachers’ attitude
