Towards a fit-for-purpose climate change education: a systematic literature review identifying core principles and potential barriers

Abstract

A Systematic Literature Review (SLR) is conducted to ascertain the components necessary for effective climate change education (CCE). In this research, effective CCE is conceptualised as that which possesses the capacity to develop agents of change. This SLR examines the type of content needed, and pedagogical approaches required to achieve this. It also examines the barriers to the implementation of such content and such pedagogical approaches, thus concomitantly examines the barriers to effective CCE. This SLR uses the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), adapted from Chaudhary, Polonsky, and McClaren for the article search. After the articles are finalised, Braun and Clarke six step approach to thematic analysis is used to thematically analyse the articles. It is concluded that effective CCE is founded on the application of pedagogies that serve to promote a deeper understanding of the crisis and our entanglement within it. Pedagogies that serve to enhance understanding and connection are essential in providing a solid foundation for the development of agents of change. However, teacher entanglement, and the entanglement of educational institutions as well as students, parents and other key education stakeholders within the over-arching sociocultural system present a fundamental challenge to effective CCE.