Effectiveness of climate change education—a meta-analysis DOI Creative Commons

Vanessa Marie-Jane Aeschbach,

Martin Schwichow, Werner Rieß

et al.

Frontiers in Education, Journal Year: 2025, Volume and Issue: 10

Published: May 14, 2025

Climate change is one of the most pressing issues our times. Consequently, climate education (CCE) should prepare students to mitigate effects and adapt its consequences through promoting literacy. The present meta-analysis’ aim investigate effectiveness CCE interventions on literacy, including related knowledge, attitudes, behavior. Additionally, we investigated moderator variables that may influence CCE. We conducted a systematic literature search selection process following PRISMA guidelines. A total 6,159 records were identified, which 53 eligible for inclusion in meta-analysis. data analyzed using multi-level random modelling pool effect sizes across all studies. Results revealed significant medium large mean size knowledge outcomes ( g = 0.77, 95% CI 0.58, 0.96), small attitude 0.39, 0.17, 0.62), behavior 0.36, 0.12, 0.61). Regarding analysis, there content intervention outcomes. For attitudinal outcomes, found treatment duration teacher who delivered intervention. Overall, heterogeneity included studies was large, calling caution when interpreting these results. Our findings highlight more qualitatively high research about needed.

Language: Английский

Effectiveness of climate change education—a meta-analysis DOI Creative Commons

Vanessa Marie-Jane Aeschbach,

Martin Schwichow, Werner Rieß

et al.

Frontiers in Education, Journal Year: 2025, Volume and Issue: 10

Published: May 14, 2025

Climate change is one of the most pressing issues our times. Consequently, climate education (CCE) should prepare students to mitigate effects and adapt its consequences through promoting literacy. The present meta-analysis’ aim investigate effectiveness CCE interventions on literacy, including related knowledge, attitudes, behavior. Additionally, we investigated moderator variables that may influence CCE. We conducted a systematic literature search selection process following PRISMA guidelines. A total 6,159 records were identified, which 53 eligible for inclusion in meta-analysis. data analyzed using multi-level random modelling pool effect sizes across all studies. Results revealed significant medium large mean size knowledge outcomes ( g = 0.77, 95% CI 0.58, 0.96), small attitude 0.39, 0.17, 0.62), behavior 0.36, 0.12, 0.61). Regarding analysis, there content intervention outcomes. For attitudinal outcomes, found treatment duration teacher who delivered intervention. Overall, heterogeneity included studies was large, calling caution when interpreting these results. Our findings highlight more qualitatively high research about needed.

Language: Английский

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