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Quality Child–Parent Relationships and Their Impact on Intergenerational Learning and Multiplier Effects in Climate Change Education. Are We Bridging the Knowledge–Action Gap?

Author

Listed:
  • Sandra Parth

    (Institute of Geography, University of Innsbruck, 6020 Innsbruck, Austria)

  • Maximilian Schickl

    (Institute of Psychology, University of Innsbruck, 6020 Innsbruck, Austria)

  • Lars Keller

    (Institute of Geography, University of Innsbruck, 6020 Innsbruck, Austria)

  • Johann Stoetter

    (Institute of Geography, University of Innsbruck, 6020 Innsbruck, Austria)

Abstract

The science–education cooperative venture “Our Common Future: ‘eKidZ’—Teach Your Parents Well” explores intergenerational learning processes and the transfer of learning from the younger to the older generation. Students acting as multipliers and their multiplication effect on parents is part of the research setting: 20 high school students, in the role of researchers, investigated the question of whether children who participate in the Climate Change Education (CCE) program “k.i.d.Z.21” passed on their climate-change-related knowledge, attitudes and actions to their parents ( n = 91), in comparison to a control group ( n = 87). Due to the annual increase in student participants in the CCE project “k.i.d.Z.21” since 2012 ( n = 2000), this article can build on the results of a questionnaire regarding the school year 2017/18 ( n = 100–120). A Multivariate Analysis of Variance (MANOVA) showed that the “k.i.d.Z.21” project has a multi-faceted knock-on effect on parents, constituting a multiplier effect: increasing knowledge, and, above all, improvements to the child–parent relationship. Additionally, measurable positive effects in the frequency and quality of climate change communication between children and their parents have been observed (Spearman Rank Correlations), but a distinct lack of positive effects regarding changing climate-friendly attitudes or actions have been noted (Pearson Product–Moment Correlation). The importance of the child–parent relationship is a key factor in bridging the knowledge–action gap, and is reviewed in the context of CCE.

Suggested Citation

  • Sandra Parth & Maximilian Schickl & Lars Keller & Johann Stoetter, 2020. "Quality Child–Parent Relationships and Their Impact on Intergenerational Learning and Multiplier Effects in Climate Change Education. Are We Bridging the Knowledge–Action Gap?," Sustainability, MDPI, vol. 12(17), pages 1-16, August.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:17:p:7030-:d:405617
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    References listed on IDEAS

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    1. Hilary Boudet & Nicole M. Ardoin & June Flora & K. Carrie Armel & Manisha Desai & Thomas N. Robinson, 2016. "Effects of a behaviour change intervention for Girl Scouts on child and parent energy-saving behaviours," Nature Energy, Nature, vol. 1(8), pages 1-10, August.
    2. Martha C. Monroe, 2019. "Children teach their parents," Nature Climate Change, Nature, vol. 9(6), pages 435-436, June.
    3. Danielle F. Lawson & Kathryn T. Stevenson & M. Nils Peterson & Sarah J. Carrier & Renee L. Strnad & Erin Seekamp, 2019. "Children can foster climate change concern among their parents," Nature Climate Change, Nature, vol. 9(6), pages 458-462, June.
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    Cited by:

    1. Siti Nur Fatehah Radzi & Kamisah Osman & Mohd Nizam Mohd Said, 2022. "Progressing towards Global Citizenship and a Sustainable Nation: Pillars of Climate Change Education and Actions," Sustainability, MDPI, vol. 14(9), pages 1-23, April.
    2. José Mauricio Chávez Charro & Isabel Neira & Maricruz Lacalle-Calderon, 2021. "Scientific Competence in Developing Countries: Determinants and Relationship to the Environment," Sustainability, MDPI, vol. 13(22), pages 1-16, November.
    3. Busayo Victor Osuntuyi & Hooi Hooi Lean, 2023. "Environmental degradation, economic growth, and energy consumption: The role of education," Sustainable Development, John Wiley & Sons, Ltd., vol. 31(2), pages 1166-1177, April.

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