title: (Climate) Change in young people's minds - From categories towards interconnections between the anthroposphere and natural sphere.
abstract: The grand challenges of the 21st century will increasingly require societies to reconsider the pathways taken thus far. Engagement with climate change is of ever-growing importance to young people. They will be confronted with the effects of climate change throughout their entire lives and, as future decision-makers, they will vitally shape societal developments. Education will thus play a crucial role in the transformation to a sustainable society. In terms of awareness-raising, an important first step in preparing young people for the challenges of the 21st century is to understand what content is connected with climate change. As complex challenges, such as climate change, demand ways of thinking that go beyond categories, interconnections between the anthroposphere and the natural sphere have to be taken into consideration. This study provides an insight into the questions and topics young people develop whilst becoming involved in climate change in an in-school learning setting and in an out-of-school learning setting (a high mountain environment). The analysis focuses on the question of in which spheres students predominantly make their thematic choices and how far the interconnections between different spheres are formed. Our results show that the choice of the learning setting influences the topics students connect with climate change. Interconnections between sub-spheres of the anthroposphere and natural sphere are made only occasionally. These findings serve as a basis for reconsidering the content and foundation of climate change communication with young people. We recommend that climate change educational programmes should include phases that allow the following: a) involvement with climate change issues related to single spheres in the first phase, and b) consideration of the interconnections between spheres when becoming involved with climate change issues in the second phase. As the educational setting can considerably influence the focus of the learning process, it should be chosen thoughtfully.
authors.affiliation: University of Innsbruck, Institute of Geography, Austria. Electronic address: annemarie.koerfgen@uibk.ac.at.
authors.forename: Annemarie
authors.initials: A
authors.lastname: Körfgen
authors.affiliation: University of Innsbruck, Institute of Geography, Austria. Electronic address: lars.keller@uibk.ac.at.
authors.forename: Lars
authors.initials: L
authors.lastname: Keller
authors.affiliation: University of Innsbruck, Institute of Geography, Austria. Electronic address: alina.kuthe@uibk.ac.at.
authors.forename: Alina
authors.initials: A
authors.lastname: Kuthe
authors.affiliation: University of Innsbruck, Institute of Geography, Austria. Electronic address: anna.oberrauch@uibk.ac.at.
authors.forename: Anna
authors.initials: A
authors.lastname: Oberrauch
authors.affiliation: University of Innsbruck, Institute of Geography, Austria. Electronic address: hans.stoetter@uibk.ac.at.
authors.forename: Hans
authors.initials: H
authors.lastname: Stötter
mesh_terms: D002755:Choice Behavior; D057231:Climate Change; D003247:Conservation of Natural Resources; D006801:Humans; D007858:Learning; D013334:Students
keywords: Anthroposphere; Climate change education; Connected thinking; Interdisciplinarity; Learning settings; Natural sphere