Work

Title Pending 3341

Year: 2025

Type: article

Abstract: This paper presents findings from a large-scale survey of 2429 students in Years 7-9 (ages 11-14) in England, exploring their experiences and expectations of climate change and sustainability education. The study reveals that while most students learn about climate change and sustainability in school, primarily through geography and science lessons, there is a desire for a more comprehensive and engaging approach. Students express a strong interest in learning about the future impacts of climate change, practical solutions and global perspectives. They emphasise the importance of outdoor learning, hands-on activities and opportunities for meaningful participation in school and community initiatives. The findings highlight the need for climate change and sustainability education to be embedded across the school curriculum, to provide opportunities for outdoor learning, and to nurture student agency. Explored within a framework of children's rights to education and wellbeing and respective inequalities, this research provides valuable insights for stakeholders seeking to improve climate change and sustainability education and empower young people to address the climate and environmental crisis.

Source: UCL Open Environment

DOI: 10.14324/111.444/ucloe.3341

Authors: Nicola Walshe, Joy Perry, Grace Healy

Institution: University College London

Language: English

Topic: Environmental and sustainability education

Subfield: Management, Monitoring, Policy and Law

Field: Environmental Science

Domain: Physical Sciences

SDGs: Quality education, Climate action

Open Access status: gold

Estimated APC paid: $919