![]() Solutions to climate change tend to focus on mitigation and adaptation measures, and successful implementation of either strategy requires an informed and educated citizenry. Few would argue against the importance of education in providing an informed response to environmental problems. In 1992, the United Nations Framework Convention on Climate Change (UNFCC) stated, “Education is an essential element for mounting an adequate global response to climate change”. This does not alter our adherence to PLOS ONE policies on sharing data and materials as detailed online in our guide for authors. A conflict of interest plan has been established through San Jose State University. The commercial company Green Ninja did not provide any financial support related to this research, nor did they have any additional role in the study design, data collection and analysis, decision to publish, or preparation of the manuscript.Ĭompeting interests: I have read the journal’s policy and the authors of this manuscript have the following competing interests: EC is the majority owner of Green Ninja, an education company that produces middle school curriculum. ![]() The specific roles of these authors are articulated in the ‘author contributions’ section. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.ĭata Availability: Data are available at OSFHOME, and access to the data can be found at ( ), with this reference: DOI 10.17605/OSF.IO/AN4HT.įunding: The National Science Foundation under grant 1513332 provided support for the partial salary of DC, but did not have any additional role in the study design, data collection and analysis, decision to publish, or preparation of the manuscript. Received: OctoAccepted: JanuPublished: February 4, 2020Ĭopyright: © 2020 Cordero et al. Pausata, Universite du Quebec a Montreal, CANADA Our analysis also demonstrates that if similar education programs were applied at scale, the potential reductions in carbon emissions would be of similar magnitude to other large-scale mitigation strategies, such as rooftop solar or electric vehicles.Ĭitation: Cordero EC, Centeno D, Todd AM (2020) The role of climate change education on individual lifetime carbon emissions. The paper discusses in more detail the specific components of the course that are believed to be most impactful, and the uncertainties associated with this type of research design. Surveys and focus group interviews identify that course graduates have developed a strong personal connection to climate change solutions, and this is realized in their daily behaviors and through their professional careers. ![]() Furthermore, our carbon footprint analysis suggests that for the average course graduate, these decisions reduced their individual carbon emissions by 2.86 tons of CO 2 per year. ![]() A majority of course graduates reported pro-environmental decisions (i.e., type of car to buy, food choices) that they attributed at least in part to experiences gained in the course. In this paper, we investigate the long-term impact that an intensive one-year university course had on individual carbon emissions by surveying students at least five years after having taken the course. Strategies to mitigate climate change often center on clean technologies, such as electric vehicles and solar panels, while the mitigation potential of a quality educational experience is rarely discussed. ![]()
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