The reality of anthropogenic climate change has been established ‘beyond reasonable doubt’ by leading scientists worldwide. Applying a systematic literature review process, the authors analysed existing literature from 1993-2014 regarding climate change education for children and young people, with the aim of identifying key areas for further research and innovation in the field. While a number of studies have indicated that children and young people’s understandings of climate change are generally limited, erroneous and highly influenced by mass media, other studies suggest that didactic approaches to climate change education have been largely ineffectual in affecting students’ attitudes and behaviour. The review identifies the need for participatory, interdisciplinary, creative, and affect-driven approaches to climate change education, which to date have been largely missing from the literature. In conclusion, the authors call for the development of new forms of climate change education that directly involve children and young people in responding to the scientific, social, ethical, and political complexities of the issue.
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