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Characterising educational research on climate change in the climate emergency era (2017–2024)

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Titel: Characterising educational research on climate change in the climate emergency era (2017–2024)
Autoren: Marta Segade Vázquez, Antonio García Vinuesa, Ana Rodríguez Groba, Júlio J. Conde
Quelle: Revista Española de Pedagogía, Vol 83, Iss 290, Pp 179-198 (2025)
Verlagsinformationen: Universidad Internacional de La Rioja (UNIR), 2025.
Publikationsjahr: 2025
Schlagwörter: high school, climate emergency, students, environmental education, secondary education, review, Education (General), climate education, L7-991, cadima
Beschreibung: Recent national and international statements have put the state of the climate in a new paradigm, that of a climate emergency demanding urgent action. In this context, contributions from educational research are essential to inform educational policies and practices. Previous studies identified a marked increase in scientific literature on this topic over the period from 2008 to 2017. Seven years on, with more than 2300 climate emergency declarations having been issued by jurisdictions representing over one billion people, it seems timely to update the characterisation of this field. This documentary study aims to examine educational research on secondary education students’ understanding of climate change during the period from 2017 to 2024. The study builds on an earlier review (1993–2017) and analyses current trends in the field. Following the PRISMA-ScR guidelines, an action protocol was developed, eligibility criteria were defined, and records were retrieved from the Web of Science and Scopus databases. The CADIMA online application, designed for systematic evidence synthesis, was employed to streamline the process. This resulted in 55 articles being identified. The analyses found that the increase in publication volume noted up to 2017 has continued, with research expanding to new geographic regions and including a broader range of participants. The findings also indicate new research directions, including emotional dimensions, personal contexts, and methodological approaches such as social representation theory. This study offers an updated overview of the field, intended to support education professionals in both pedagogical practice and research.
Publikationsart: Article
Sprache: English
ISSN: 0034-9461
DOI: 10.22550/2174-0909.4110
Zugangs-URL: https://doaj.org/article/592129ceb2a74704bdd83f91ad745324
Dokumentencode: edsair.doajarticles..21786831a3e9c329b0d55f3c62438858
Datenbank: OpenAIRE
Beschreibung
Abstract:Recent national and international statements have put the state of the climate in a new paradigm, that of a climate emergency demanding urgent action. In this context, contributions from educational research are essential to inform educational policies and practices. Previous studies identified a marked increase in scientific literature on this topic over the period from 2008 to 2017. Seven years on, with more than 2300 climate emergency declarations having been issued by jurisdictions representing over one billion people, it seems timely to update the characterisation of this field. This documentary study aims to examine educational research on secondary education students’ understanding of climate change during the period from 2017 to 2024. The study builds on an earlier review (1993–2017) and analyses current trends in the field. Following the PRISMA-ScR guidelines, an action protocol was developed, eligibility criteria were defined, and records were retrieved from the Web of Science and Scopus databases. The CADIMA online application, designed for systematic evidence synthesis, was employed to streamline the process. This resulted in 55 articles being identified. The analyses found that the increase in publication volume noted up to 2017 has continued, with research expanding to new geographic regions and including a broader range of participants. The findings also indicate new research directions, including emotional dimensions, personal contexts, and methodological approaches such as social representation theory. This study offers an updated overview of the field, intended to support education professionals in both pedagogical practice and research.
ISSN:00349461
DOI:10.22550/2174-0909.4110