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Research article

Student perspectives on climate change and sustainability education in England: Experiences and expectations

Authors
  • Nicola Walshe (UCL)
  • Joy Perry (University College London)
  • Grace Healy (UCL)

This article is a preprint and is currently undergoing peer review by UCL Open: Environment.

Abstract

This paper presents findings from a large-scale survey of 2,429 students in Years 7-9 (ages 11-14) in England, exploring their experiences and expectations of climate change and sustainability education (CCSE). The study reveals that while most students learn about climate change and sustainability in school, primarily through geography and science lessons, there is a desire for a more comprehensive and engaging approach. Students express a strong interest in learning about the future impacts of climate change, practical solutions, and global perspectives. They emphasise the importance of outdoor learning, hands-on activities, and opportunities for meaningful participation in school and community initiatives. The findings highlight the need for CCSE to be embedded across the school curriculum, to provide opportunities for outdoor learning, and to nurture student agency. Explored within a framework of children’s rights to education and wellbeing and respective inequalities, this research provides valuable insights for stakeholders seeking to improve CCSE and empower young people to address the climate and environmental crisis. 

Keywords: education, climate change, sustainability, young people, the environment, outdoor learning, student autonomy, green careers, health and wellbeing

Funding

  • UCL Institute of Education Strategic Investment Board Funding
Preprint Under Review
License
Creative Commons Attribution 4.0

 Open peer review from Vaille Dawson

Review
It was refreshing to read and review this very interesting paper regarding the experiences and expectations regarding CCSE (climate change and sustainability education) of almost 2500 students in years 7-9 attending one of 30 schools across England.

Quite a lot of recent research in CCSE consists of reviews and Delphi studies resulting in theoretical models of best practice. Teachers and other important stakeholders are consulted. Where students are research participants, the emphasis is often on understanding climate science and attitudes to CCSE plus smaller scale studies of pedagogy and impact. While these types of studies are necessary, the voices of the recipients of school education (i.e., students) is sometimes absent. I thus commend the authors on the research design, data collection and analysis. The paper is clear, well written and set out. I believe the findings make an important contribution to CCSE. The call by students for an integrated approach to teaching across different subjects and more outdoor education experiences in nature must be heeded.

Readers of this journal are urged to use the findings of this study to influence future educational policy, curriculum and practice.

I do have three recommendations to improve the paper. And a question.

First, although it is explained on page 7 under participants, could a brief additional sentence be added to the introduction to explain the rationale for the age group (11-14 years) studied.

Second, the UNESCO 2016 definition of climate change education is somewhat dated and I recommend a paragraph or two to give a more comprehensive definition of how climate change education is defined in the research literature and by the authors themselves. As a starting point the authors could refer to Monroe et al., 2019, Cantell, 2019 and Morrissey Gleeson and Morrissey, 2024. The addition of this information would further inform the discussion of the findings.

Third, as I read the outcomes regarding students’ preferences for CCSE integration across subjects and outdoor education, I felt it would be useful, if possible, to include any examples of best practice either in England or internationally that have achieved the goals of CCSE. Of particular interest would be where challenges have been overcome. One example is White et al., 2022.

Finally, the paper is significant and aligns with the aims of the journal. The outcomes are relevant and of interest to those researchers and practitioners involved in climate change education locally and internationally.

Note:
This review refers to round 1 of peer review.