The effectiveness of the EduChange project in developing knowledge, values and attitudes about climate change

Abstract

The EduChange project was led by a consortium of four universities and its main focus was to develop teaching and learning experiences about Climate Change through water related issues, utilising innovative place-based education and blended learning. Through EduChange, pre-service teachers were encouraged to develop creative learning environments in which students could work together to create knowledge and learning experiences. Research on projects that aim to influence awareness and behaviour towards climate change have been published globally, but studies on the effectiveness of inter-university led projects that focus on pedagogy are rather limited. This study aims to shed light on the knowledge, values and attitudes of student teachers towards climate change, and the extent to which the EduChange project can be a vehicle for change. The student cohort selected for this study was composed of students from the Czech Republic, Malta, the Netherlands and Norway. A mixed method approach was adopted entailing the collection of data using both qualitative and quantitative methods. The data was collected after fieldwork sessions carried out during the project. The study shows that EduChange had a positive effect on the knowledge and awareness of student teachers concerning climate change issues. Moreover, results show that the various activities had varying rates of success in different contexts. In response to these findings, a number of recommendations and a list of possible activities are drawn up to further enhance the effectiveness of the project and to infuse ESD principles into Climate Change Education.