A review of human development and environmental outcomes

As climate change and its impact on our physical environment becomes increasingly evident, its relationship with education is becoming a key area of research. Recent research indicates a two-way relationship between human development factors and the environment. While considerable attention has been given to studying how the environment impacts education, the reverse association has received comparatively less scrutiny. This survey of literature on formal schooling and climate change reveals a predominance of theoretical, correlational, and observational studies, leaving scope for more causal research. Of the 31 studies reviewed, a majority (27 studies) present observational findings, while only 4 studies (13 percent) use quasi-experimental design to establish causality. The few causal studies suggest that while education can change attitudes, changing actual environmental behaviors is more difficult. We further present a conceptual framework incorporating direct and indirect pathways – including cognitive, affective, and situational factors – that can guide future work on how education influences environmental outcomes. The review raises the key question of whether policies aimed at improving climate change awareness through education can effectively produce long-lasting pro-environmental behavior change. Much more research is needed to understand how education policy can support mitigation and adaptation to climate change.