Climate Change Education and the Knowledge/Action Gap. Research Report
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| Title: | Climate Change Education and the Knowledge/Action Gap. Research Report |
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| Language: | English |
| Authors: | Satine Klement, Jackie Greatorex, Aylin Albayrak Sari, Cambridge University Press and Assessment (United Kingdom) |
| Source: | Cambridge University Press & Assessment. 2025. |
| Availability: | Cambridge University Press & Assessment. Shaftesbury Road Cambridge CB2 8EA. Tel: 44-1223-553311; e-mail: directcs@cambridge.org; Web site: https://www.cambridgeassessment.org.uk/ |
| Peer Reviewed: | N |
| Page Count: | 105 |
| Publication Date: | 2025 |
| Document Type: | Information Analyses |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Climate, Environmental Education, Preschool Children, Elementary School Students, Secondary School Students, Behavior Change, Intervention, Program Effectiveness, Recycling, Energy Conservation, Activism, Eating Habits, Dietetics, Active Learning, Place Based Education, Foreign Countries |
| Geographic Terms: | Norway, Denmark, New Zealand, Brazil, Saint Lucia, Thailand, United Kingdom (England) |
| Abstract: | This report investigates the relationship between climate change education (CCE) and pro-environmental behaviour (PEB), with a specific focus on what prompts children and young people aged 3-19 to act on their climate knowledge. Through a structured review of recent peer-reviewed literature, the review identifies the characteristics of effective interventions, evaluates the behaviours most targeted, and explores the contextual and methodological factors that influence outcomes. Overall, the review underscores both the potential and limitations of current CCE practice. It shows that climate education can indeed foster meaningful behavioural change among children and young people, particularly when interventions are engaging, sustained, and action oriented. However, the lack of longitudinal data, the reliance on self-report, and the narrow geographical and behavioural scope of existing studies limit the strength and generalisability of current conclusions. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | ED678106 |
| Database: | ERIC |
| Abstract: | This report investigates the relationship between climate change education (CCE) and pro-environmental behaviour (PEB), with a specific focus on what prompts children and young people aged 3-19 to act on their climate knowledge. Through a structured review of recent peer-reviewed literature, the review identifies the characteristics of effective interventions, evaluates the behaviours most targeted, and explores the contextual and methodological factors that influence outcomes. Overall, the review underscores both the potential and limitations of current CCE practice. It shows that climate education can indeed foster meaningful behavioural change among children and young people, particularly when interventions are engaging, sustained, and action oriented. However, the lack of longitudinal data, the reliance on self-report, and the narrow geographical and behavioural scope of existing studies limit the strength and generalisability of current conclusions. |
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