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Bridging the Action Gap by Democratizing Climate Change Education—The Case of k.i.d.Z.21 in the Context of Fridays for Future

Author

Listed:
  • Veronika Deisenrieder

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

  • Susanne Kubisch

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

  • Lars Keller

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

  • Johann Stötter

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

Abstract

Formal schooling frequently lacks both democratic learning culture and effective climate change education (CCE). This study analyzes the effects of the participatory CCE initiative k.i.d.Z.21 and the impacts of the current Fridays For Future (FFF) climate protests on teenagers’ climate change awareness. The mixed-methods approach comprises online pre-and post-tests, and personal interviews with selected students. k.i.d.Z.21 follows moderate constructivist, inquiry-based learning approaches and addresses 14-year old students from secondary schools in Austria and southern Germany. Considering the effectiveness of the CCE intervention of school year 2018/2019 (N = 169), quantitative findings reveal an increased mean of major components of climate change awareness, including climate-friendly behavior. When separating participants and non-participants in Fridays For Future, personal concern and refusing meat have both increased significantly only among protest participants. A closer examination of this group identifies an enhanced feeling of self-efficacy that might be triggered by perceived collective efficacy. Besides, more climate-friendly consumption behavior, as well as enhanced multiplicative action, are detected. The interviewed students also clearly assigned increased action-related components of climate change awareness to the attendance of FFF. From the findings, we conclude that democratic learning in and out of school can enhance action-related components of climate change awareness, and a combination of both can have an even stronger effect.

Suggested Citation

  • Veronika Deisenrieder & Susanne Kubisch & Lars Keller & Johann Stötter, 2020. "Bridging the Action Gap by Democratizing Climate Change Education—The Case of k.i.d.Z.21 in the Context of Fridays for Future," Sustainability, MDPI, vol. 12(5), pages 1-19, February.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:5:p:1748-:d:325330
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    References listed on IDEAS

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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. Marius BOTTIN & Ana Beatriz PIZARRO & Sara CADAVID & Luisa RAMIREZ & Sergio BARBOSA & Juan Gabriel OCAMPO-PALACIO & Benjamin QUESADA, 2023. "Worldwide effects of climate change education on the cognitions, attitudes, and behaviors of schoolchildren and their entourage. A systematic review," Working Paper 31da0f76-4d0c-4c12-9484-f, Agence française de développement.
    3. Karel Nepraš & Tereza Strejčková & Roman Kroufek, 2022. "Climate Change Education in Primary and Lower Secondary Education: Systematic Review Results," Sustainability, MDPI, vol. 14(22), pages 1-20, November.
    4. Miloslav Kolenatý & Roman Kroufek & Jan Činčera, 2022. "What Triggers Climate Action: The Impact of a Climate Change Education Program on Students’ Climate Literacy and Their Willingness to Act," Sustainability, MDPI, vol. 14(16), pages 1-20, August.

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