Abstract
Abstract Climate change education (CCE) programs should foster citizen response to climate change by integrating knowledge/skill development with reflection on the need for actively changing current social systems and personal actions. An analytical framework was developed to examine 16 Korean and international CCE programs to identify (1) structure and content and (2) to categorize action-emphasized climate change education (AECCE) programs. Results show most CCE programs are for elementary levels and place emphasis on knowledge/skill development, but not on action. AECCE categorized programs were less structured, included more reflexive activities, and promoted more action. Korean AECCE programs offered online content and promoted action at the personal level. International AECCE programs balanced online/real-life content and promoted more action at the socio-political level. AECCE programs need to foster values/attitudes and to promote participation and action at all grade levels, should balance potential and practical components, and target both personal and socio-political levels of action.
Highlights
Climate change is one of the major socio-scientific issues and one of the greatest potential risks facing modern society
We found the action-emphasized climate change education (AECCE) programs were focused on the elementary level, and high school level programs were not included in the AECCE programs
We found that AECCE programs were developed with a low degree of specification in structure, especially when dealing with the impacts of climate change
Summary
Climate change is one of the major socio-scientific issues and one of the greatest potential risks facing modern society. The main causes of recent climate change are human activities, and unless humans actively respond to climate change, the risks will become increasingly pervasive and have irreversible effects on humans and ecosystems (Pachauri & Meyer, 2014). Mitigation focuses on reducing greenhouse gas emissions, which are the major causes of climate change, while adaptation focuses on reducing human and natural vulnerabilities to the effects of climate change (Anderson, 2012). Public participation in responding to climate change is important. Beck (1986) emphasized reflexive modernization as an alternative to risk society and argued that modern society needs critical and reflexive people who actively participate in social problems. It is time for education to play an important role in fostering reflexive citizens to actively intervene and cope with common risks in risk society (Jeong, 2014)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
