Students’ Knowledge of Climate Change, Mitigation and Adaptation in the Context of Constructive Hope

Research output: Contribution to journalArticleScientificpeer-review


Humanity is living in a climate emergency where climate change should be significantly mitigated; additionally, greater efforts should be made to adapt to it. To date, relatively little research has been carried out on young people’s skills in terms of them mitigating and, in particular, adapting to the changes caused by climate change. The complex climate change issues of mitigation and adaptation are conceptually difficult for children because climate change is not directly evidenced in their daily lives. This study focuses on looking at mitigation and adaptation from the perspective of children. Meaning-making coping strategies enable the maintenance of constructive hope regarding climate change. In the present study, elementary and secondary students (n = 950) responded to an online questionnaire. Statistical methods were used to gather data on how students’ general knowledge of climate change and their mitigation and adaptation knowledge predicted their constructive hope regarding climate change. This study reveals that the students had a relatively high level of constructive hope and that general climate change knowledge predicted students’ constructive hope well.
Original languageEnglish
Article number103
Pages (from-to)1-14
Journal Education Sciences
Issue number3
Publication statusPublished - 5 Mar 2021
MoEC publication typeA1 Journal article-refereed


  • climate change
  • knowledge
  • mitigation
  • adaptation
  • constructive hope
  • Mitigation
  • Climate change
  • Constructive hope
  • Knowledge
  • Adaptation

Field of science

  • General and teacher education


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