A Bibliometric Analysis of Climate Change Literacy between 2001 and 2021

Abstract

This paper presents a bibliometric analysis overview of climate literacy, focusing on 740 articles published between 2001 and 2021 from the SCOPUS database. The main aim of this study was to examine related climate literacy publications. A bibliometric analysis was conducted to identify the growth trend of climate literacy research over the last twenty years (2001 to 2021), in addition to collaborations between authors, institutions, and countries in related fields. Thematic and keyword analyses were carried out to identify recent and current research topics. Based on the findings, an increasing trend in the number of publications related to climate change, 740 articles in total, was found for the last twenty years (2001 to 2021). Meanwhile, Ford, J. D. was identified as the most productive author, and the United States, United Kingdom and Australia were found to be the most influential countries producing research on climate literacy. In addition, the University of Melbourne (Australia), University of Washington and Columbia University in the United States were among the top universities to have contributed to climate literacy publications. Furthermore, Weather, Climate and Society was found to be the most represented journal, ranking Q1 in SCOPUS, with the highest publications in climate literacy. Four major thematic focus areas were identified: climate change activity, climate literacy, climate event and demographic of research studies. Based on the bibliometric analysis, the authors suggest that future research on climate literacy should focus on climate literacy among young people and the relationships between climate literacy components.