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Cited by 621Environmental and sustainability educationClimate Change Communication and PerceptionScience Education and Pedagogy

A systematic review of climate change education: Giving children and young people a ‘voice’ and a ‘hand’ in redressing climate change

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Rousell, David, Cutter-Mackenzie-Knowles, Amy·2020·Children's Geographies
DOI 10.1080/14733285.2019.1614532
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Abstract

The reality of anthropogenic climate change has been established ‘beyond reasonable doubt’ by leading scientists worldwide. Applying a systematic literature review process, we analysed existing literature from 1993 to 2014 regarding climate change education for children and young people, with the aim of identifying key areas for further research. While a number of studies have indicated that young people’s understandings of climate change are generally limited, erroneous and highly influenced by mass media, other studies suggest that didactic approaches to climate change education have been largely ineffectual in affecting students’ attitudes and behaviour. The review identifies the need for participatory, interdisciplinary, creative, and affect-driven approaches to climate change education, which to date have been largely missing from the literature. In conclusion, we call for the development of new forms of climate change education that directly involve young people in responding to the scientific, social, ethical, and political complexities of climate change.

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Crossref · 10.1080/14733285.2019.1614532

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105 of 105 references verified0 citation errors · 0 not checkable

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  • Didactic approaches to climate change education for children and young people have been broadly ineffective in shaping students' beliefs and attitudes.

    “Rousell and Cutter-Mackenzie-Knowles [2] highlight that didactic approaches to climate change education for children and young people have been broadly ineffective in shaping students' beliefs and attitudes.”

    From Building Teacher Identity in Environmental and Sustainability Education: The Perspectives of Preservice Secondary School Geography Teachers (2021) · cites this paper as [2]

    The Abstract (page unavailable) says that some studies suggest didactic approaches have been largely ineffectual in affecting students’ attitudes and behaviour. The claim captures the finding about attitudes, but substitutes beliefs for behaviour and presents the review’s qualified report of those studies more definitively. (LLM, conf=0.85)

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  • A 2020 systematic review has identified an urgent need for approaches that are more participatory, interdisciplinary, creative, and affect-driven, to involve young people actively in climate solutions.

    “A 2020 systematic review has identified an urgent need for approaches that are more participatory, interdisciplinary, creative, and affect-driven, to involve young people actively in climate solutions.50”

    From Psychological responses, mental health, and sense of agency for the dual challenges of climate change and the COVID-19 pandemic in young people in the UK: an online survey study (2022) · cites this paper as [50]

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Research works printed but not linked: 7

  1. [2]2. Alexandru, A., Tudora, E., Bica, O., & Mayer, R. (2013). Experiences in Using Educational Resources on Climate Change Topics in Romanian schools. International Conference on Sustainable Energy and Environment Engineering, Proceedings of World Academy of Science, Engineering and Technology (WASET), Issue 79, Zurich.
  2. [11]11. Braidotti, R. (2013) The Posthuman. Cambridge, UK: Polity Press.
  3. [17]17. Colebrook, C. (2014). Death of the PostHuman: Essays on extinction, vol. 1. Ann Arbor, MI: Open Humanities Press.
  4. [20]20. Cutter-Mackenzie, A., & Rousell, D. (2018). The Mesh of Playing and Researching in the Reality of Climate Change: Children's Research Play Spaces. In Cutter-Mackenzie, A., Malone, K., and Barrett-Hacking, E. (eds.), International Research Handbook on ChildhoodNature. The Netherlands: Springer.
  5. [33]33. Garnaut, R. (2011). THE GARNAUT REVIEW 2011: Australia in the Global Response to Climate Change. New York City: Cambridge University Press.
  6. [39]39. Han, K., Graham, E. A., Vassallo, D., & Estrin, D. (2011). Enhancing motivation in a mobile participatory sensing project through gaming. Paper presented at the 2011 IEEE third international conference on social computing (socialcom).
  7. [96]96. Sommer, L., Talus, C., Bachman, M., Barnes, F., Ebinger, M., Lynch, J., & Maestas, A. (2004). The importance of traditional knowledge in science education: ARM Education uses interactive Kiosks as Outreach Tool. Paper presented at the Fourteenth ARM Science Team Meeting Proceedings, Albuquerque, New Mexico.

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Authors
Rousell, D., & Cutter-Mackenzie-Knowles, A.
Affiliations
  • Manchester Metropolitan University (GB)
  • School of Education, Sustainability, Environment and the Arts in Education (SEAE) Research Cluster, Southern Cross University, Gold Coast, Australia
Corresponding author
Rousell, David
ORCID
Rousell, David
Venue
Children's Geographies
Publisher
Informa UK Limited
Published
2019-06-24
Volume
18
Issue
2
Pages
191-208
ISSN
  • 1473-3277 (ISSN-L)
  • 1473-3285
DOI
10.1080/14733285.2019.1614532
OpenAlex
W2954263568
Cited by
621
References
105
Citations by year
2026: 130 · 2025: 142 · 2024: 146 · 2023: 95 · 2022: 55 · 2021: 36 · 2020: 14 · 2019: 2 · 2018: 1
FWCI
3.40
Type
journal article
Language
en
Open access
Licence
public-domain
Locations
  • Children s Geographies (publishedVersion)
  • e-space (Manchester Metropolitan University) (submittedVersion, public-domain)
  • Cross Connect (Southern Cross University) (submittedVersion)
  • Figshare (submittedVersion)
Funders
NSW Environmental Trust (2013/EG/0048)
Topics
  • Physical Sciences › Environmental Science › Management, Monitoring, Policy and Law › Environmental and sustainability education
  • Social Sciences › Sociology and Political Science › Climate Change Communication and Perception
  • Social Sciences › Education › Science Education and Pedagogy
Keywords
climate change education, children and young people, youth participation, climate change attitudes, climate change behavior, media influence, participatory learning, interdisciplinary approach, creativity education

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