Transformative climate change education for graduate students: developing a theory of change to increase equity in climate change science.
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| Title: | Transformative climate change education for graduate students: developing a theory of change to increase equity in climate change science. |
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| Authors: | Pozzi, Tara1 (AUTHOR) tbpozzi@ucdavis.edu, Legg, Elaina2 (AUTHOR), McCullough, Sarah2 (AUTHOR), Lubell, Mark1 (AUTHOR) |
| Source: | Environmental Education Research. Nov2025, Vol. 31 Issue 11, p2351-2373. 23p. |
| Subject Terms: | *Climate change education, *Graduate students, *Ethical problems, *Transformative learning, Theory of change, Cooperation, User-centered system design, Equality |
| Company/Entity: | University of California (System) , University of California, Davis |
| Abstract: | Investment in transformative climate change education for graduate students can support emergent scholars and practitioners to produce more ethical, effective, and relevant solutions to address climate inequities. Yet, we lack a framework for analyzing how an educational program impacts the multiple dimensions of student's scientific training to implement equity-focused practices. This study details the development of a theory of change framework for a transformative climate change education program called Asking Different Questions in Climate Change Science. The program, a 10-week co-curricular course with single module options, is designed for research-focused masters and doctoral students at University of California, Davis (UC Davis). Using a participatory planning approach, we built a theory of change for the program based on a diverse body of literature, empirical examples, and qualitative data from nine UC Davis faculty and 11 UC Davis graduate students who study climate change. The theory of change outlines specific course activities and supports in the social, institutional, and cultural aspects of a student's learning experience to transform how they do climate science. While this theory of change was formed specifically for the ADQCS program, this study offers an approach and framework that others may adapt for their own purposes. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Investment in transformative climate change education for graduate students can support emergent scholars and practitioners to produce more ethical, effective, and relevant solutions to address climate inequities. Yet, we lack a framework for analyzing how an educational program impacts the multiple dimensions of student's scientific training to implement equity-focused practices. This study details the development of a theory of change framework for a transformative climate change education program called Asking Different Questions in Climate Change Science. The program, a 10-week co-curricular course with single module options, is designed for research-focused masters and doctoral students at University of California, Davis (UC Davis). Using a participatory planning approach, we built a theory of change for the program based on a diverse body of literature, empirical examples, and qualitative data from nine UC Davis faculty and 11 UC Davis graduate students who study climate change. The theory of change outlines specific course activities and supports in the social, institutional, and cultural aspects of a student's learning experience to transform how they do climate science. While this theory of change was formed specifically for the ADQCS program, this study offers an approach and framework that others may adapt for their own purposes. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13504622 |
| DOI: | 10.1080/13504622.2024.2411310 |
