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<p>Preparing students to take climate actions is a new educational objective that requires understanding students’ motivations to act. In this study we assessed drivers of climate behavioral intention among high school students nearing the end of their K-12 education (n=414). We worked with [State] educators, where there has been multiyear funding to support teacher professional learning in climate education and state level integration of climate science into learning standards. Structural equation modeling indicates that climate knowledge and belief have little direct effect on climate actions–their effects are almost completely moderated by emotion and perceived responsibility. While other studies identify emotion as an important component of climate action, this study reveals the magnitude of the impact, with standardized total effects of emotion of .704 for personal future climate actions, .668 for personal current climate actions, and .589 for civic engagement. The findings provide a clear and potentially uncomfortable message for science and climate educators: the emotional landscape is more influential than traditional content mastery, yet likely less comfortable to many science educators. Future research should clarify how emotional engagement can be harnessed in climate education to promote enduring climate action and civic participation. science educators.</p>

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Climate Education for Agency: The Power of Emotion

  • 期刊论文

  • 发表日期：

    2026年7月23日

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  • Sadie Hundemer,
  • M. C. Monroe,
  • K. J. Crippen,
  • J. R. Brown,
  • E. K. Ebert,
  • S. Tolppanen

摘要

Preparing students to take climate actions is a new educational objective that requires understanding students’ motivations to act. In this study we assessed drivers of climate behavioral intention among high school students nearing the end of their K-12 education (n=414). We worked with [State] educators, where there has been multiyear funding to support teacher professional learning in climate education and state level integration of climate science into learning standards. Structural equation modeling indicates that climate knowledge and belief have little direct effect on climate actions–their effects are almost completely moderated by emotion and perceived responsibility. While other studies identify emotion as an important component of climate action, this study reveals the magnitude of the impact, with standardized total effects of emotion of .704 for personal future climate actions, .668 for personal current climate actions, and .589 for civic engagement. The findings provide a clear and potentially uncomfortable message for science and climate educators: the emotional landscape is more influential than traditional content mastery, yet likely less comfortable to many science educators. Future research should clarify how emotional engagement can be harnessed in climate education to promote enduring climate action and civic participation. science educators.