Abstract
ABSTRACT Most educational authors identify students and teachers as the primary stakeholders in understanding, enacting, and reviewing the meanings of environmental responsibility. This paper aims to deepen our understanding of international primary school students’ perceptions regarding who is responsible for addressing environmental issues, such as climate change, and how these stakeholders should hold such responsibilities. The study utilised two video-recorded discussions among students about climate change in the contexts of China and India. The analysis reveals both differences and commonalities in how international primary school students perceive the allocation of responsibility for climate change across local and global contexts. The paper concludes with implications for environmental education and strategies for fostering a shared sense of environmental responsibility.
Published Version
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