Trends in Climate Change Education Studies in the Last Ten Years: A Systematic Literature Review

Angga  Hadiapurwa; Mohammad Ali; Eero Ropo; Asep Herry Hernawan

doi:10.23887/mi.v29i1.70400

Authors

Angga Hadiapurwa Universitas Pendidikan Indonesia, Bandung, Indonesia https://orcid.org/0000-0002-2050-8480
Mohammad Ali Universitas Pendidikan Indonesia, Bandung, Indonesia
Eero Ropo Tampere University, Kanslerinrinne, Finland
Asep Herry Hernawan Universitas Pendidikan Indonesia, Bandung, Indonesia

DOI:

https://doi.org/10.23887/mi.v29i1.70400

Keywords:

Climate Change Education, Curriculum Integration, Educator Training, Real Action, Interdisciplinary Approach

Abstract

Climate change is a concern for all countries in the world. UNESCO is taking part in efforts to increase awareness regarding climate change, one of which is by creating the Greening Education Partnership program. Climate Change Education (CCE) is an effort in the education sector to increase students' awareness of climate change. This article attempts to analyze publication trends regarding CCE and explore other opportunities for further research on the topic of CCE. The method used is the systematic literature review (SLR) method and data analysis using bibliometrics. The data used in this research are documents published by journals on the Scopus database published in 2013-2022. In 2013-2022, 462 documents can be searched in the Scopus database with the keyword ‘climate change education’. The analysis results show that discussions about CCE related to curriculum, learning, and students have been widely studied and published. However, there is no visible academic interaction between the authors. These conditions can be the basis that CCE needs to be implemented thoughtfully to increase awareness of environmental change. Apart from that, its implementation also requires collaborative roles from each sector so that CCE implementation can be carried out optimally. There needs to be a policy to encourage implementation by integrating CCE and the curriculum. Schools and universities encourage teachers and lecturers to deliver CCE in learning by including specific topics that can be related.

Author Biography

Angga Hadiapurwa, Universitas Pendidikan Indonesia, Bandung, Indonesia

Curriculum Development; Educational Technology; Library and Information Sciences

Academic Profile Angga Hadiapurwa:

References

Abbott, D., & Wilson, G. (2014). Climate change: lived experience, policy and public action. International Journal of Climate Change Strategies and Management, 6(1), 5–18. https://doi.org/10.1108/IJCCSM-04-2013-0040/full/html?journalCode=ijccsm.

Agbedahin, A. V. (2019). Sustainable development, Education for Sustainable Development, and the 2030 Agenda for Sustainable Development: Emergence, efficacy, eminence, and future. Sustainable Development, 27(4), 669–680. https://doi.org/10.1002/sd.1931.

Aikens, K., & McKenzie, M. (2018). A comparative analysis of environment and sustainability in policy across subnational education systems. The Journal of Environmental Education, 52(2), 69–82. https://doi.org/10.1080/00958964.2021.1887685.

Aikens, K., McKenzie, M., & Vaughter, P. (2021). Environmental and sustainability education policy research: A systematic review of methodological and thematic trends. Environmental and Sustainability Education Policy, 265–292. https://doi.org/10.4324/9780203732359-17/environmental.

Alves, F., & Azeiteiro, U. M. (2018). Climate change and e-Learning: Interdisciplinarity and interculturality challenges. In Climate Literacy and Innovations in Climate Change Education: Distance Learning for Sustainable Development (pp. 229–242). https://doi.org/10.1007/978-3-319-70199-8_13.

Andrea, V., & Petkou, D. (2022). Exploring the attitudes and views of pre-primary and primary school teachers for climate change education. Journal for International Business and Entrepreneurship Development, 14(3), 287–303. https://doi.org/10.1504/JIBED.2022.126955.

Arwan, J. F., L., D., & Wahyudin, D. (2021). The urgency of Climate Change-Based Education for sustainable development. Jurnal Ilmiah Pendidikan Lingkungan Dan Pembangunan, 22(2), 23–38. https://journal.unj.ac.id/unj/index.php/plpb/article/view/25773.

Asimakopoulou, P., Nastos, P., Vassilakis, E., Hatzaki, M., & Antonarakou, A. (2021). Earth observation as a facilitator of climate change education in schools: The teachers’ perspectives. Remote Sensing, 13(8), 1587. https://doi.org/10.3390/rs13081587.

Asshoff, R., Konnemann, C., Tramowsky, N., & Rieß, W. (2021). Applying the Global Change App in Different Instruction Settings to Foster Climate Change Knowledge among Student Teachers. Sustainability, 13(16), 9208. https://www.mdpi.com/2071-1050/13/16/9208.

Baldwin, C., Pickering, G., & Dale, G. (2022). Knowledge and self-efficacy of youth to take action on climate change. Environmental Education Research, 1–20. https://doi.org/10.1080/13504622.2022.2121381.

Ballegeer, A. M., Fuertes, M. A., Andrés, S., Corrochano, D., Delgado, L., Herrero-Teijón, P., & Vega, J. A. (2019). The University facing the challenges of Climate Change: A virtual seminar for Climate Change Education (pp. 863–869). https://doi.org/10.1145/3362789.3362838.

Bentz, J. (2020). Learning about climate change in, with and through art. Climatic Change, 162(3), 1595–1612. https://doi.org/10.1007/s10584-020-02804-4.

Blum, N., Nazir, J., Breiting, S., Goh, K. C., & Pedretti, E. (2013). Balancing the tensions and meeting the conceptual challenges of education for sustainable development and climate change. Environmental Education Research, 19(2), 206–217. https://doi.org/10.1080/13504622.2013.780588.

Booth, A., Earley, S., Aben, K., Otter, B., Corrigal, T., & Ray, C. (2020). Action learning partnerships: carbon, commerce and community co-learning at a Canadian university. International Journal of Sustainability in Higher Education, 21(5), 943–957. https://doi.org/10.1108/IJSHE-02-2020-0071/full/html.

Borde, B., Léna, P., & Lescarmontier, L. (2022). Education as a strategy for climate change mitigation and adaptation. In Handbook of Climate Change Mitigation and Adaptation (pp. 3089–3113). Springer International Publishing. https://doi.org/10.1007/978-3-030-72579-2_149.

Buckland, P., Goodstein, E., Alexander, R., Muchnick, B., Mallia, M. E., Leary, N., & Barsom, S. (2018). The challenge of coordinated civic climate change education. Journal of Environmental Studies and Sciences, 8, 169–178. https://doi.org/10.1007/s13412-018-0473-x.

Casanova, D., Price, L., & Avery, B. (2018). Supporting sustainable policy and practices for online learning education. In Climate Literacy and Innovations in Climate Change Education: Distance Learning for Sustainable Development (pp. 323–339).

Ceyhan, G. D., & Mugaloglu, E. Z. (2020). The role of cognitive, behavioral and personal variables of pre-service teachers’ plausibility perceptions about global climate change. Research in Science & Technological Education, 38(2), 131–145. https://doi.org/10.1080/02635143.2019.1597695.

Chang, C. H. (2017). Singapore: Curriculum Making and Geographical Learning Progressions. In Learning Progressions in Geography Education: International Perspectives (pp. 111–123). https://doi.org/10.1007/978-3-319-44717-9_7.

Chang, C. H., & Pascua, L. (2017). The curriculum of climate change education: A case for Singapore. The Journal of Environmental Education, 48(3), 172–181. https://doi.org/10.1080/00958964.2017.1289883.

Daskolia, M. (2022). Exploring the Beliefs, Concerns and Understandings About Climate Change of Greek University Students from the Social Sciences and Humanities. In Climate Change in the Mediterranean and Middle Eastern Region (pp. 473–498).

Demant-Poort, L., & Berger, P. (2021). It is not something that has been discussed”: Climate change in teacher education in Greenland and Canada. Journal of Geoscience Education, 69(2), 207–219. https://doi.org/10.1080/10899995.2020.1858265.

Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285–296. https://doi.org/10.1016/j.jbusres.2021.04.070.

Duram, L. A. (2021). Teaching a Social Science Course on Climate Change: Suggestions for Active Learning. Bulletin of the American Meteorological Society, 102(8), 1494–1498. https://doi.org/10.1175/BAMS-D-21-0035.1.

Eklund, S. T. W. (2018). Climate Change Education with a bright. Stockholm University.

Ennes, M., Lawson, D. F., Stevenson, K. T., Peterson, M. N., & Jones, M. G. (2021). It’s about time: perceived barriers to in-service teacher climate change professional development. Environmental Education Research, 27(5), 762–778. https://doi.org/10.1080/13504622.2021.1909708.

Erlandsson, L., Molthan-Hill, P., Arntsen, A., & Smith, A. (2022). Combating Climate Change Through the Estate and Curriculum-A Whole-Institution Commitment at Nottingham Trent University. In Higher Education Institutions in a Global Warming World (pp. 1–22).

Everth, T. (2022). On Snakes and Ladders: Ontological detours into quantum physics from my PhD in education. Waikato Journal of Education, 27(2), 11–17. https://doi.org/10.15663/wje.v27i2.919.

Feldbacher, E., Waberer, M., Campostrini, L., & Weigelhofer, G. (2023). Identifying gaps in climate change education-a case study in Austrian schools. International Research in Geographical and Environmental Education, 32, 1–16. https://doi.org/10.1080/10382046.2023.2214042.

Ferguson, T. (2022). Envisioning low-carbon futures: Possibility and hope as part of climate change teacher education. Environmental Education Research, 28(8), 1191–1208. https://doi.org/10.1080/13504622.2022.2099532.

Fortner, R. W. (2001). Climate change in the draft national curriculum. Canadian Journal of Environmental Education, 6, 18–31. https://www.taylorfrancis.com/chapters/edit.

Franco, I., Saito, O., Vaughter, P., Whereat, J., Kanie, N., & Takemoto, K. (2019). Higher education for sustainable development: Actioning the global goals in policy, curriculum and practice. Sustainability Science, 14, 1621–1642. https://doi.org/10.1007/s11625-018-0628-4.

Gibbs, A. J., Henderson, K., Luckett, M., Luks, L., & Walton, A. L. (2022). An Interdisciplinary Collaboration for Environmental Education. The Journal for Nurse Practitioners, 18(4), 420–423. https://www.sciencedirect.com/science/article/pii/S1555415521005183.

Gough, D., Thomas, J., & Oliver, S. (2017). Introducing systematic reviews. An Introduction to Systematic Reviews, 1(15), 1–16. https://link.springer.com/chapter/10.1007/978-3-030-12263-8_1.

Greer, K. (2021). Governmentalities of climate change education in England: Perspectives from history, policy and position-holders. Environmental Education Research, 27(5), 781–781. https://kclpure.kcl.ac.uk/portal/files/148668476/2021.

Hess, D. J., & Collins, B. M. (2018). Climate change and higher education: Assessing factors that affect curriculum requirements. Journal of Cleaner Production, 170, 1451–1458. https://www.sciencedirect.com/science/article/pii/S0959652617322187.

Hindley, A. (2022). Understanding the Gap between University Ambitions to Teach and Deliver Climate Change Education. Sustainability, 14(21), 13823. https://doi.org/10.3390/su142113823.

Hornsey, M. J., & Fielding, K. S. (2020). Understanding (and reducing) inaction on climate change. Social Issues and Policy Review, 14(1), 3–35. https://doi.org/10.1111/sipr.12058.

Howard-Jones, P., Sands, D., Dillon, J., & Fenton-Jones, F. (2021). The views of teachers in England on an action-oriented climate change curriculum. Environmental Education Research, 27(11), 1660–1680. https://doi.org/10.1080/13504622.2021.1937576.

Jeong, J. S., González-Gómez, D., Conde-Núñez, M. C., Sánchez-Cepeda, J. S., & Yllana-Prieto, F. (2021). Improving climate change awareness of preservice teachers (Psts) through a university science learning environment. Education Sciences, 11(2), 78. https://doi.org/10.3390/educsci11020078.

Jones, V., & Podpadec, T. (2023). Young people, climate change and fast fashion futures. Environmental Education Research, 29, 1–17. https://doi.org/10.1080/13504622.2023.2181269.

Kolenatý, M., Kroufek, R., & Činčera, J. (2022). What triggers climate action: The impact of a climate change education program on students’ climate literacy and their willingness to act. Sustainability, 14(16), 1–20. https://doi.org/10.3390/su141610365.

Kolleck, N., & Schuster, J. (2022). Youth participation in global policy networks on climate change. International Journal of Educational Research, 114, 102002. https://www.sciencedirect.com/science/article/pii/S0883035522000805.

Körfgen, A., Keller, L., Kuthe, A., Oberrauch, A., & Stötter, H. (2017). Climate) Change in young people’s minds-From categories towards interconnections between the anthroposphere and natural sphere. Science of the Total Environment, 580, 178–187. https://www.sciencedirect.com/science/article/pii/S0048969716325815.

Law, M., Corbin, S., Wilkins, M., Harris, V., Martin, G., & Lowe, R. (2021). The Last Hurrah (and The Long Haul): co-creation of theatre as climate change education. Journal of Geography in Higher Education, 45(4), 549–562. https://doi.org/10.1080/03098265.2020.1849064.

Leal-Filho, W., Sima, M., Sharifi, A., Luetz, J. M., Salvia, A. L., Mifsud, M., & Lokupitiya, E. (2021). Handling climate change education at universities: an overview. Environmental Sciences Europe, 33, 1–19. https://doi.org/10.1186/s12302-021-00552-5.

Lee, J. J., Ceyhan, P., Jordan-Cooley, W., & Sung, W. (2013). GREENIFY: A real-world action game for climate change education. Simulation & Gaming, 44(2–3), 349–365. https://doi.org/10.1177/1046878112470539.

Li, C. J., Monroe, M. C., Oxarart, A., & Ritchie, T. (2021). Building teachers’ self-efficacy in teaching about climate change through educative curriculum and professional development. Applied Environmental Education & Communication, 20(1), 34–48. https://doi.org/10.1080/1533015X.2019.1617806.

Linnenluecke, M. K., Marrone, M., & Singh, A. K. (2020). Conducting systematic literature reviews and bibliometric analyses. Australian Journal of Management, 45(2), 175–194. https://doi.org/10.1080/1533015X.2019.1617806.

Liston, J., & Devitt, A. (2020). Positioning Development education and Climate Change education at the Heart of initial Teacher education? Policy & Practice: A Development Education Review, 30. https://angel-network.net/sites.

Lock, R. (2019). From academia to response-ability. In Climate Change and the Role of Education (pp. 349–362).

Lovett, G., Lambert, C., Chu, E., & Gupta, J. (2018). The grounding for a fossil fuel free world: Integrating climate change education into secondary schools. In Handbook of Climate Change Communication (pp. 205–221).

Markowitz, D. M., Laha, R., Perone, B. P., Pea, R. D., & Bailenson, J. N. (2018). Immersive virtual reality field trips facilitate learning about climate change. Frontiers in Psychology, 9, 2364. https://doi.org/10.3389/fpsyg.2018.02364.

McCright, A. M., O’shea, B. W., Sweeder, R. D., Urquhart, G. R., & Zeleke, A. (2013). Promoting interdisciplinarity through climate change education. Nature Climate Change, 3(8), 713–716. https://doi.org/10.1038/nclimate1844.

McNeal, P., Petcovic, H., & Reeves, P. (2017). What is motivating middle-school science teachers to teach climate change? International Journal of Science Education, 39(8), 1069–1088. https://doi.org/10.1080/09500693.2017.1315466.

Molthan-Hill, P., Worsfold, N., Nagy, G. J., Leal-Filho, W., & Mifsud, M. (2019). Climate change education for universities: A conceptual framework from an international study. Journal of Cleaner Production, 226, 1092–1101. https://www.sciencedirect.com/science/article/pii/S0959652619311242.

Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A., & Chaves, W. A. (2019). Identifying effective climate change education strategies: a systematic review of the research. Environmental Education Research, 25(6), 791–812. https://doi.org/10.1080/13504622.2017.1360842.

Nam, A. H., & Lee, S. (2021). Students as partners. Implementation of climate change education within the Harvard Graduate School of Education. In Education and climate change: The role of universities (pp. 153–180).

Nicholls, J. (2017). Queensland teachers and climate change education. Curriculum Perspectives, 37, 79–82. https://doi.org/10.1007/s41297-017-0016-8.

Nikendei, C., Cranz, A., & Bugaj, T. J. (2020). Two slides to make you think: 2slides4future, an initiative for teachers and lecturers advocating climate change education and teacher‐learner dialogue. Medical Education, 54(5), 467–467. https://onlinelibrary.wiley.com/doi/pdf/10.1111/medu.14081.

Ojala, M. (2015). Hope in the face of climate change: Associations with environmental engagement and student perceptions of teachers’ emotion communication style and future orientation. The Journal of Environmental Education, 46(3), 133–148. https://doi.org/10.1080/00958964.2015.1021662.

Ojala, M. (2021). Safe spaces or a pedagogy of discomfort? Senior high-school teachers’ meta-emotion philosophies and climate change education. The Journal of Environmental Education, 52(1), 40–52. https://doi.org/10.1080/00958964.2020.1845589.

Okoli, N. J. (2014). Teacher preparation and climate change curriculum at university level in nigeria. Asian Journal of Management Science and Economics, 1(1), 23–30. https://www.academia.edu/download/60966696/TEACHER.

Olsson, D. (2022). Empowering political engagement with unsustainable actions: the possibilities and limitations of teaching guides for climate change education. Environmental Education Research, 28(8), 1109–1125. https://doi.org/10.1080/13504622.2021.2007221.

Opuni-Frimpong, N. Y., Essel, H. B., Opuni-Frimpong, E., & Obeng, E. A. (2022). Sustainable Development Goal for Education: Teachers’ Perspectives on Climate Change Education in Senior High Schools (SHS. Sustainability, 14(13), 8086. https://doi.org/10.3390/su14138086.

Pfirman, S., O’Garra, T., Bachrach Simon, E., Brunacini, J., Reckien, D., Lee, J. J., & Lukasiewicz, E. (2021). Stickier” learning through gameplay: An effective approach to climate change education. Journal of Geoscience Education, 69(2), 192–206. https://doi.org/10.1080/10899995.2020.1858266.

Plutzer, E., McCaffrey, M., Hannah, A. L., Rosenau, J., Berbeco, M., & Reid, A. H. (2016). Climate confusion among U.S. teachers. Science, 351(6274), 664–665. https://doi.org/10.1126/science.aab3907.

Puttick, S., & Talks, I. (2022). Teachers’ sources of information about climate change: A scoping review. The Curriculum Journal, 33(3), 378–395. https://doi.org/10.1002/curj.136.

Rahmah, D. M. (2022). Perubahan iklim dalam pendidikan IPA berkelanjutan. Jurnal Sains Edukatika Indonesia (JSEI, 4(2), 20–25. https://jurnal.uns.ac.id/jsei/article/view/70940.

Reid, A. (2019). Climate change education and research: possibilities and potentials versus problems and perils? Environmental Education Research, 25(6), 767–790. https://doi.org/10.1080/13504622.2019.1664075.

Rousell, D., & Cutter-Mackenzie-Knowles, A. (2020). A systematic review of climate change education: Giving children and young people a ‘voice’and a ‘hand’in redressing climate change. Children’s Geographies, 18(2), 191–208. https://doi.org/10.1080/14733285.2019.1614532.

Rushton, E. A. (2019). Increasing environmental action through climate change education programmes that enable school students, teachers and technicians to contribute to genuine scientific research. Climate Change and the Role of Education, 507–523. https://doi.org/10.1007/978-3.

Scarfe, A. (2022). Critical reflections on teacher education: Why future teachers need Educational Philosophy. Canadian Journal of Education, 45(4). https://search.proquest.com/openview.

Siegner, A. B. (2018). Experiential climate change education: Challenges of conducting mixed-methods, interdisciplinary research in San Juan Islands, WA and Oakland, CA. Energy Research & Social Science, 45(1), 374–384. https://www.sciencedirect.com/science/article/pii/S2214629618306789.

Smith, G. G., Besalti, M., Nation, M., Feldman, A., & Laux, K. (2019). Teaching climate change science to high school students using computer games in an intermedia narrative. Eurasia Journal of Mathematics, Science and Technology Education, 15(6), 1698. https://www.ejmste.com/article/teaching.

Stevenson, R. B., Nicholls, J., & Whitehouse, H. (2017). What is climate change education? Curriculum Perspectives, 37(1), 67–71. https://link.springer.com/article/10.1007/s41297-017-0015-9.

Stoeth, A. M., & Carter, K. (2022). Climate change summit: Testing the impact of role playing games on crossing the knowledge to action gap. Environmental Education Research, 28, 1–18. https://doi.org/10.1080/13504622.2022.2129043.

Sudrajat, R., & Kumalasari, D. (2023). Transofrmasi sosial science pada kurikulum nasional (studi historis mapel IPS Jenjang SD, SMP, dan SMA. Jurnal Ilmiah CIVIS, 12(2), 71–86. http://eprints.upgris.ac.id/2220/.

Tang, K. H. D. (2022). A model of behavioral climate change education for higher educational institutions. Environmental Advances, 9, 1–9. https://doi.org/10.1016/j.envadv.2022.100305.

Tibola-da-Rocha, V., Brandli, L. L., & Kalil, R. M. L. (2020). Climate change education in school: knowledge, behavior and attitude. International Journal of Sustainability in Higher Education, 21(4), 649–670. https://doi.org/10.1108/IJSHE-11-2019-0341.

Tolppanen, S, & Kärkkäinen, S. (2021). The blame-game: pre-service teachers views on who is responsible and what needs to be done to mitigate climate change. International Journal of Science Education, 43(14), 2402–2425. https://doi.org/10.1080/09500693.2021.1965239.

Tolppanen, Sakari, Kang, J., & Riuttanen, L. (2022). Changes in students’ knowledge, values, worldview, and willingness to take mitigative climate action after attending a course on holistic climate change education. Journal of Cleaner Production, 373(July), 133865.1-10. https://doi.org/10.1016/j.jclepro.2022.133865.

Trott, C. D., Lam, S., Roncker, J., Gray, E. S., Courtney, R. H., & Even, T. L. (2020). Justice in climate change education: A systematic review. Environmental Education Research, 29, 1–38. https://doi.org/10.1080/13504622.2023.2181265.

Verlie, B. (2019). Bearing worlds: Learning to live-with climate change. Environmental Education Research, 25(5), 751–766. https://doi.org/10.1080/13504622.2019.1637823.

Wi, A. (2019). Citizen participation as a key enabler for successful public education policies in climate change mitigation in Singapore. International Research in Geographical and Environmental Education, 28(1), 53–69. https://doi.org/10.1080/10382046.2018.1430789.

Winter, V., Kranz, J., & Möller, A. (2022). Climate change education challenges from two different perspectives of change agents: Perceptions of school students and pre-service teachers. Sustainability, 14(10), 6081. https://doi.org/10.3390/su14106081.

Xiao, Y., & Watson, M. (2019). Guidance on conducting a systematic literature review. Journal of Planning Education and Research, 39(1), 93–112. https://doi.org/10.1177/0739456X17723971.

Yli-Panula, E., Jeronen, E., Koskinen, S., & Mäki, S. (2022). Finnish University Students’ views on climate change education and their own ability to act as climate educators. Education Sciences, 12(3), 169. https://doi.org/10.3390/educsci12030169.

York, A. M., Otten, C. D., BurnSilver, S., Neuberg, S. L., & Anderies, J. M. (2021). Integrating institutional approaches and decision science to address climate change: a multi-level collective action research agenda. Current Opinion in Environmental Sustainability, 52, 19–26. https://doi.org/10.1016/j.cosust.2021.06.001.