Exploring the effects of a classroom-based climate change intervention on secondary students in Ireland

Abstract

Objective: This research considers the degree to which participation in an 8–10-hour interactive climate change education (CCE) module affects secondary school students’ knowledge, attitude, behaviour, and values about climate change. Methods: This study utilises a one-group pre-, post-, and six-month follow up test repeated measures design, with 82 students (ages 12-15). The CCE programme is the independent variable. The dependent variables included self-reported pro-climate behaviours, climate behaviour intentions, environmental efficacy, worry about climate change and environmental values. Baseline and post-test measurements were completed by September 2022 and a follow-up assessment was completed by January 2023. Results: Preliminary results show significant positive effects within the experimental group in relation to positive attitudes towards climate change behaviour, climate change behavioural intentions and climate change knowledge. Biospheric values also increased while egotistical values decreased significantly. The six-month follow-up suggests additional intervention may be needed to maintain positive effects. Conclusion: Findings support the short-term effectiveness of the CCE programme as a useful educational intervention to promote climate change knowledge, environmental behaviours and biospheric values among groups of secondary school students. Follow up surveys suggest limited lasting effects in the medium term, with the exception of changes in egotistical values.N