Enhancing resilience and fostering a perspective of hope in climate change education

The project Hopeful and resilience perspective in climate change education to inspire (promote) action competence (HARP) aims to address key challenges related to CCE content, communication and learning strategies. The project therefore highlights the need to explore the emotional aspects of climate change and how these emotions influence engagement in climate action.

Team Success Stories

We explore what makes climate change education successful in high schools. Our research examines students' emotions (anxiety, hope, resilience) and their link to action competence, teaching strategies, and factors driving teachers’ success.

Team Universities

We examine how CCE is conceptualised and implemented in strategic documents and university curricula, as well as how educators address climate-related emotions. We identify concepts, methods, approaches, and theories in CCE in all three countries.

Team
Emotions

We assess how different approaches support university students' emotional resilience in the face of climate change. Through in-depth interviews, we evaluate how strategies like gestalt therapy and biosynthesis enhance well-being.

Team Drivers and Barriers

We focus on the perspectives of school teachers. On the motivations and barriers they have associated with teaching about climate change. We are also interested in the extent to which (and whether at all) they learn about climate change.