Competences Enabling Young Germans to Engage in Activities for Climate Protection and Global Health

Volker Gehrau (), Iris Morgenstern, Carola Grunschel, Judith Könemann, Marcus Nührenbörger, Angela Schwering and Christian Fischer
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Volker Gehrau: Department of Communication, Faculty of Educational and Social Sciences, University of Muenster, 48143 Münster, Germany
Iris Morgenstern: Institute of Educational Science, Faculty of Educational and Social Sciences, University of Muenster, 48143 Münster, Germany
Carola Grunschel: Department of Educational Psychology, Faculty of Psychology/Sport and Exercise Sciences, University of Muenster, 48149 Münster, Germany
Judith Könemann: Institut für Religionspädagogik und Pastoraltheologie (Institute for Religious Education and Pastoral Theology), Faculty of Catholic Theology, University of Muenster, 48149 Münster, Germany
Marcus Nührenbörger: Institute of Fundamental and Inclusive Mathematics Education, Faculty of Mathematics and Computer Science, University of Muenster, 48149 Münster, Germany
Angela Schwering: Institute of Geoinformatik, Faculty of Geosciences, University of Muenster, 48149 Münster, Germany
Christian Fischer: Institute of Educational Science, Faculty of Educational and Social Sciences, University of Muenster, 48143 Münster, Germany

IJERPH, 2025, vol. 22, issue 7, 1-15

Abstract: The study examines how individual skills influence adolescents’ and young adults’ commitment to climate protection and global health. Based on 21st-century skills and transformative education, it focuses on competences in science, geography, mathematics, religion, ethics, and media. A representative online survey of 783 participants in Germany assessed topic relevance, information-seeking behavior, and active engagement. The results show that subject-specific skills significantly affect engagement, especially when closely related to the topics. Scientific, mathematical, and geographical competences enhance all three engagement dimensions. Media competence primarily increases perceived importance, while religious and ethical competences positively influence all areas. Structural equation modeling reveals a process: perceived relevance leads to information search, which then drives engagement. Thus, competences have both direct and indirect effects on active involvement. The findings highlight that long-term engagement is not only driven by campaigns but also by education that equips young people with the skills to recognize important issues, seek information, and take action independently.

Keywords: engagement; climate protection; global health; competence; internet; ethic; religion; mathematic; natural science (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2025
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