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How Big Is My Carbon Footprint? Understanding Young People’s Engagement with Climate Change Education

Author

Listed:
  • Helen Ross

    (Helen’s Place Education Consultancy, 34 Southwood Road, Wiltshire BA14 7BZ, UK)

  • Jennifer A. Rudd

    (Energy Safety Research Institute, College of Engineering, Swansea University, Swansea SA1 8EN, UK
    School of Management, Swansea University, Swansea SA1 8EN, UK)

  • R. Lyle Skains

    (Department of Communications and Journalism, Bournemouth University, Dorset BH12 5BB, UK)

  • Ruth Horry

    (Department of Psychology, College of Human and Health Science, Swansea University, Swansea SA2 8PP, UK)

Abstract

This paper presents a new engagement model for climate change education (CCE) as a result of analysing interactive digital narratives (IDNs) created during the You and CO 2 Climate Change Education Programme. Young people aged 13–15 from two schools in Wales participated in three workshops, which culminated in students producing IDNs about climate change using Twine storytelling software. An inductive, grounded-theory approach informed by Bourdieusien principles of habitus and value was used to explore students’ responses to the Programme. Stage 1 coding identified ‘Core Themes’ and located student responses along tri-axial continua showing engagement, agency, and power. Stage 2 coding combined ‘Core Themes’ to build upon Cantell et al.’s 2019 Bicycle Model of Climate Change Education to create a new ‘holistic Agentic Climate-Change Engagement’ model (h-ACE), where learners’ journeys towards full engagement with and understanding of CCE and action could be traced. Barriers to students’ engagement with and understanding of CCE were identified through Bourdieusien analysis of responses. Results show that engagement was related to children’s views on their capacity to effect change on individual, local and governmental levels. The h-ACE provides a model for adjusting CCE curricula to accommodate young people’s varying cultures and views.

Suggested Citation

  • Helen Ross & Jennifer A. Rudd & R. Lyle Skains & Ruth Horry, 2021. "How Big Is My Carbon Footprint? Understanding Young People’s Engagement with Climate Change Education," Sustainability, MDPI, vol. 13(4), pages 1-19, February.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:4:p:1961-:d:497904
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    References listed on IDEAS

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    1. Ann Bostrom & Adam L. Hayes & Katherine M. Crosman, 2019. "Efficacy, Action, and Support for Reducing Climate Change Risks," Risk Analysis, John Wiley & Sons, vol. 39(4), pages 805-828, April.
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    Cited by:

    1. Karel Nepraš & Tereza Strejčková & Roman Kroufek, 2022. "Climate Change Education in Primary and Lower Secondary Education: Systematic Review Results," Sustainability, MDPI, vol. 14(22), pages 1-20, November.
    2. Albert Zeyer, 2022. "Teaching Two-Eyed Seeing in Education for Sustainable Development: Inspirations from the Science|Environment|Health Pedagogy in Pandemic Times," Sustainability, MDPI, vol. 14(10), pages 1-12, May.
    3. Carlie D. Trott, 2021. "Youth-Led Climate Change Action: Multi-Level Effects on Children, Families, and Communities," Sustainability, MDPI, vol. 13(22), pages 1-20, November.
    4. Ruth Horry & Jennifer A. Rudd & Helen Ross & R. Lyle Skains, 2023. "Development and Validation of the Climate Capability Scale," Sustainability, MDPI, vol. 15(15), pages 1-22, August.

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