Abstract
We conduct a systematic review (SR) of the empirical literature on Climate Change Education (CCE) through the lens of behavioral economics. We focus on the effects of educational interventions on actual behaviors or beliefs regarding the prevalence or social acceptability of these behaviors. We identify 86 studies evaluating CCE interventions. Most of them employ pre-post evaluations, which are more susceptible to demand effects and social desirability bias. Almost all report positive effects in terms of pro-environmental outcomes. Only 19 studies look at the effects of CCE on actual behavior (mainly on recycling, trashing or energy saving) or norm-related beliefs. Most interventions involve activities aimed at engaging learners. Others focus on nudges (like stickers or posters). A minority is based on lectures, deliberative discussions, or science-based interactions. The SR reveals important gaps in the literature and potential tensions that can inform future research in behavioral ecological economics.
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