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What Triggers Climate Action: The Impact of a Climate Change Education Program on Students’ Climate Literacy and Their Willingness to Act

Author

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  • Miloslav Kolenatý

    (Department of Environmental Studies, Faculty of Environment, Jan Evangelista Purkyně University in Ústí nad Labem, 40096 Ústí nad Labem, Czech Republic)

  • Roman Kroufek

    (Department of Preschool & Primary Education, Faculty of Education, Jan Evangelista Purkyně University in Ústí nad Labem, 40096 Ústí nad Labem, Czech Republic)

  • Jan Činčera

    (Department of Environmental Studies, Masaryk University, Joštova 10, 60200 Brno, Czech Republic)

Abstract

There has been an intensive debate in the field of climate change education about what predictors influence youth’s climate-related behavior and what educational strategies and practices stimulate such behavior. This study investigated the impact of the ‘CO 2 League’ program which involved 47 schools (N = 123). For the analyses, we used pre-/-post quasi-experimental design which combined quantitative and qualitative methods: an extensive pre-/-post survey for analyzing several components of students’ climate literacy (system/action/effectiveness knowledge, climate change concern, self-efficacy, willingness for climate-protective behavior) and focus group interviews. The analyses revealed a significant impact of sufficient climate change knowledge on climate change concern which subsequently positively influenced participants’ self-efficacy and their willingness to act. The findings of this study suggest that knowledge is a key initial driver for climate action, especially for young people, and confirm the conclusion of previous studies that willingness to adopt pro-climatic behavior presupposes a clear and explicit understanding of climate dynamics and its causal relations. The focus group interviews also revealed that the reported increased willingness to act often translated into actual climate action and that learning about the concept of carbon footprint and the process of calculating and decreasing it proved to be a very accessible and fast path to participants’ engagement in personal climate action.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:16:p:10365-:d:893236
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    References listed on IDEAS

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    4. Minou Ella Mebane & Maura Benedetti & Daniela Barni & Donata Francescato, 2023. "Promoting Climate Change Awareness with High School Students for a Sustainable Community," Sustainability, MDPI, vol. 15(14), pages 1-15, July.
    5. 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.
    6. Anubha Goel & Usha Iyer-Raniga & Supreme Jain & Asmita Addya & Shivam Srivastava & Ravish Pandey & Shubham Rathi, 2023. "Student Perceptions of Environmental Education in India," Sustainability, MDPI, vol. 15(21), pages 1-22, October.
    7. Thomas Schubatzky & Rainer Wackermann & Claudia Haagen-Schützenhöfer & Carina Wöhlke, 2024. "How Well Do German A-Level Students Understand the Scientific Underpinnings of Climate Change?," Sustainability, MDPI, vol. 16(17), pages 1-22, August.
    8. Šedlbauer, Josef & Slavík, Martin & Hejsková, Pavlína & Činčera, Jan, 2024. "Externalities still underrated in energy education," Renewable Energy, Elsevier, vol. 224(C).
    9. Hara Moshou & Hara Drinia, 2025. "Strategic Insights for Environmental Education in Greece: SWOT and PEST Analyses in the Context of the Climate Change Crisis," Sustainability, MDPI, vol. 17(6), pages 1-24, March.

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