Characterising educational research on climate change in the climate emergency era (2017–2024)
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 ma...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Universidad Internacional de La Rioja (UNIR)
2025-01-01
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| Series: | Revista Española de Pedagogía |
| Subjects: | |
| Online Access: | https://www.revistadepedagogia.org/rep/vol83/iss290/24/ |
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| Summary: | 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. |
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| ISSN: | 0034-9461 2174-0909 |