Effects of Solutions Centered Climate Education on Youth Beliefs and Behaviors: The University of California’s Bending the Curve Course

Ananya R. Gupta, Satish Jaiswal, Suzanna Purpura, Seth Dizon, Markus Buan, Fatima Dong, Fonna Forman and Jyoti Mishra ()
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Ananya R. Gupta: NEATLabs, Department of Psychiatry, University of California San Diego, 9500 Gilman Drive Mail Code 0737, La Jolla, CA 92037, USA
Satish Jaiswal: NEATLabs, Department of Psychiatry, University of California San Diego, 9500 Gilman Drive Mail Code 0737, La Jolla, CA 92037, USA
Suzanna Purpura: NEATLabs, Department of Psychiatry, University of California San Diego, 9500 Gilman Drive Mail Code 0737, La Jolla, CA 92037, USA
Seth Dizon: NEATLabs, Department of Psychiatry, University of California San Diego, 9500 Gilman Drive Mail Code 0737, La Jolla, CA 92037, USA
Markus Buan: NEATLabs, Department of Psychiatry, University of California San Diego, 9500 Gilman Drive Mail Code 0737, La Jolla, CA 92037, USA
Fatima Dong: NEATLabs, Department of Psychiatry, University of California San Diego, 9500 Gilman Drive Mail Code 0737, La Jolla, CA 92037, USA
Fonna Forman: Center on Global Justice, University of California San Diego, La Jolla, CA 92093, USA
Jyoti Mishra: NEATLabs, Department of Psychiatry, University of California San Diego, 9500 Gilman Drive Mail Code 0737, La Jolla, CA 92037, USA

Sustainability, 2025, vol. 17, issue 17, 1-21

Abstract: Per the United Nations, enhancing climate literacy can play an essential role in advancing climate mitigation, adaptation, and promoting sustainable human behaviors. Yet, there is a lack of empirical research explicitly studying the effects of climate solutions focused education. Here, we studied the effects of a climate solutions focused course—the University of California Bending the Curve (BtC) course on: (1) climate change beliefs, (2) personal pro-environmental actions, and (3) psychological health, using baseline and post-course surveys. A total of 374 youth (median age 21 ± 1.7 years, 63% female) participated in the study, and data analysis focused on statistically comparing pre- versus post-course survey-based data. We observed that the BtC course enhanced climate change beliefs. Specifically, at post-relative to pre-course, we observed significantly increased belief that global warming will impact individuals personally as well as impact our future generations; it tripled the number of students who believe that humans can and will act to reduce global warming; it significantly increased the number of individuals who believe in a scientific basis for climate change. Notably, climate solutions education also enhanced belief in the efficacy of personal climate action and increased agreement amongst youth that many of their friends also share the same views on global warming. With regard to personal pro-environmental actions, the course significantly improved self-reported actions, including waste reduction, making food choices with reduced emissions, and purchase of carbon offsets. These actions reduced the carbon footprint per student at post- vs. pre-course by a significant 0.3 ± 0.1 CO 2 tons/year, which is equivalent to the CO 2 absorbed by about 15 trees per year. While psychological health outcomes did not show any significant post- vs. pre-course change, we found that enhanced personal pro-environmental actions as well as enhanced psychological health were predicted by course-related strengthening of climate change beliefs. Overall, our findings provide evidence that solutions-based climate education can be an important strategy to enhance individual climate change awareness as well as personal pro-environmental actions that lead to significant individual carbon footprint reduction, with potential for widespread scale-up.

Keywords: climate change; global warming; climate mitigation; carbon footprint; climate literacy; sustainability (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
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