Children and young people are witnessing and experiencing a range of social, cultural and environmental impacts of climate change. There is growing understanding for the need for effective ways to teach them about climate change. However, there has been relatively little research to guide such education. This systematic review examines the existing literature on climate change education for children and young people and highlights emerging trends and innovations that might guide creative, participatory approaches to climate change education.
The authors analyzed 220 publications across five categories: 1) location of the study, 2) publication date of the study, 3) contextual focus of the educational setting (primary, secondary or post-secondary), 4) discipline in which the study was grounded, and 5) the climate change education approach. Studies that covered a variety of educational settings and not just formal education settings were included because young people learn about climate change in a variety of non-school settings.
The geographic location of the studies was widespread, but predominantly in the U.S. where studies focused on formal climate change curricula, student and teacher content knowledge, and the influence of public opinion and policy associated with climate change. An emerging trend in the U.S. was the recognition of the relevance of indigenous knowledge for climate change education. Because this systematic review was limited to English journals, some studies conducted in non-English speaking countries and published in non-English language journals may not have been represented in this review and analysis of the geographic landscape of climate education. An analysis of the year of publication indicated that relatively little was published in the 1990s and early 2000s. However, after 2009, there was a significant increase in the number of published studies. An analysis of educational settings and context of the studies indicated that the focus of college-level education called for innovative and interdisciplinary approaches to climate change education, whereas primary and secondary educational settings focused on highlighting knowledge, concepts, and agency as a concern for teaching. A tension between knowledge-based approaches to climate change education conducted in science class (less effective in producing pro-environmental behavior) and more interdisciplinary, emotion-driven and experiential approaches to climate change education (more effective) was highlighted in studies associated with primary and secondary educational settings. Studies found that mass media shaped attitudes around climate change but did not change behavior. Other avenues of climate change education included community education, parks, museums, and zoos, which offered immersive learning opportunities and evoked empathic responses. STEM and environmental education were the most common disciplines in which climate education was addressed. The authors note they found surprisingly few studies on teacher education in terms of preparation to teach about climate change. Common methods and practices surrounding climate change education were "top-down," including cognitive/knowledge-based approaches, psychological/behavior change-focused approaches, and approaches focused on climate mitigation and adaptation. However, some studies highlight more "bottom-up" approaches, combining "technology, creativity, active participation, scientific methods, and ethical inquiry in ways which were meaningful and relevant for children and young people."
The prevalence of top-down, formal educational approaches has limited the climate change educational offerings for children and young people. The authors argue for more participatory and creative approaches that can empower children and move them to action and advocacy. The authors suggest that educators should incorporate a range of pedagogical approaches and consider the importance of social justice and equity in climate change education. They also call for policy changes and more effective teaching resources to address the barriers to effective climate change education.
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