View in EDS HTML Full Text PDF Full Text

Transformative climate change education for graduate students: developing a theory of change to increase equity in climate change science.

Saved in:
Bibliographic Details
Title: Transformative climate change education for graduate students: developing a theory of change to increase equity in climate change science.
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]
Copyright of Environmental Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 189325152
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Transformative climate change education for graduate students: developing a theory of change to increase equity in climate change science.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Pozzi%2C+Tara%22">Pozzi, Tara</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> tbpozzi@ucdavis.edu</i><br /><searchLink fieldCode="AR" term="%22Legg%2C+Elaina%22">Legg, Elaina</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22McCullough%2C+Sarah%22">McCullough, Sarah</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lubell%2C+Mark%22">Lubell, Mark</searchLink><relatesTo>1</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Environmental+Education+Research%22">Environmental Education Research</searchLink>. Nov2025, Vol. 31 Issue 11, p2351-2373. 23p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Climate+change+education%22">Climate change education</searchLink><br />*<searchLink fieldCode="DE" term="%22Graduate+students%22">Graduate students</searchLink><br />*<searchLink fieldCode="DE" term="%22Ethical+problems%22">Ethical problems</searchLink><br />*<searchLink fieldCode="DE" term="%22Transformative+learning%22">Transformative learning</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+of+change%22">Theory of change</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22User-centered+system+design%22">User-centered system design</searchLink><br /><searchLink fieldCode="DE" term="%22Equality%22">Equality</searchLink>
– Name: SubjectCompany
  Label: Company/Entity
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22University+of+California+%28System%29%22">University of California (System)</searchLink> <br /><searchLink fieldCode="DE" term="%22University+of+California%2C+Davis%22">University of California, Davis</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Environmental Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189325152
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/13504622.2024.2411310
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 2351
    Subjects:
      – SubjectFull: Climate change education
        Type: general
      – SubjectFull: Graduate students
        Type: general
      – SubjectFull: Ethical problems
        Type: general
      – SubjectFull: Transformative learning
        Type: general
      – SubjectFull: Theory of change
        Type: general
      – SubjectFull: Cooperation
        Type: general
      – SubjectFull: User-centered system design
        Type: general
      – SubjectFull: Equality
        Type: general
      – SubjectFull: University of California (System)
        Type: general
      – SubjectFull: University of California, Davis
        Type: general
    Titles:
      – TitleFull: Transformative climate change education for graduate students: developing a theory of change to increase equity in climate change science.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Pozzi, Tara
      – PersonEntity:
          Name:
            NameFull: Legg, Elaina
      – PersonEntity:
          Name:
            NameFull: McCullough, Sarah
      – PersonEntity:
          Name:
            NameFull: Lubell, Mark
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 11
              Text: Nov2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 13504622
          Numbering:
            – Type: volume
              Value: 31
            – Type: issue
              Value: 11
          Titles:
            – TitleFull: Environmental Education Research
              Type: main
ResultId 1