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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
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
FullText Text:
  Availability: 0
CustomLinks:
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  Data: Climate Change Education and the Knowledge/Action Gap. Research Report
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Satine+Klement%22">Satine Klement</searchLink><br /><searchLink fieldCode="AR" term="%22Jackie+Greatorex%22">Jackie Greatorex</searchLink><br /><searchLink fieldCode="AR" term="%22Aylin+Albayrak+Sari%22">Aylin Albayrak Sari</searchLink><br /><searchLink fieldCode="AR" term="%22Cambridge+University+Press+and+Assessment+%28United+Kingdom%29%22">Cambridge University Press and Assessment (United Kingdom)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Cambridge+University+Press+%26+Assessment%22"><i>Cambridge University Press & Assessment</i></searchLink>. 2025.
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  Data: 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/
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  Data: N
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  Label: Page Count
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  Data: 105
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  Data: 2025
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  Data: Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Climate%22">Climate</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Education%22">Environmental Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Change%22">Behavior Change</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Recycling%22">Recycling</searchLink><br /><searchLink fieldCode="DE" term="%22Energy+Conservation%22">Energy Conservation</searchLink><br /><searchLink fieldCode="DE" term="%22Activism%22">Activism</searchLink><br /><searchLink fieldCode="DE" term="%22Eating+Habits%22">Eating Habits</searchLink><br /><searchLink fieldCode="DE" term="%22Dietetics%22">Dietetics</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Place+Based+Education%22">Place Based Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink><br /><searchLink fieldCode="DE" term="%22Denmark%22">Denmark</searchLink><br /><searchLink fieldCode="DE" term="%22New+Zealand%22">New Zealand</searchLink><br /><searchLink fieldCode="DE" term="%22Brazil%22">Brazil</searchLink><br /><searchLink fieldCode="DE" term="%22Saint+Lucia%22">Saint Lucia</searchLink><br /><searchLink fieldCode="DE" term="%22Thailand%22">Thailand</searchLink><br /><searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: 2026
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  Label: Accession Number
  Group: ID
  Data: ED678106
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED678106
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 105
    Subjects:
      – SubjectFull: Climate
        Type: general
      – SubjectFull: Environmental Education
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Behavior Change
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Recycling
        Type: general
      – SubjectFull: Energy Conservation
        Type: general
      – SubjectFull: Activism
        Type: general
      – SubjectFull: Eating Habits
        Type: general
      – SubjectFull: Dietetics
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      – SubjectFull: Active Learning
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      – SubjectFull: Place Based Education
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Norway
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      – SubjectFull: Denmark
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      – SubjectFull: New Zealand
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      – SubjectFull: Brazil
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      – SubjectFull: Saint Lucia
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      – SubjectFull: Thailand
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      – SubjectFull: United Kingdom (England)
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      – TitleFull: Climate Change Education and the Knowledge/Action Gap. Research Report
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              Y: 2025
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