The role of climate change education on individual lifetime carbon emissions

today’s major climate solution strategies. One reason that education programs may not feature prominently in discussions about climate change mitigation is that few studies verify the effec- tive reductions in carbon emissions resulting from education programs. Although several studies have linked environmental education and environmental quality (e.g., Education and water quality [4]; Education and air quality [5]; and Education and energy reduction [6]), the environmental education literature is relatively sparse [7]. And while the potential to reduce carbon emissions through behavior programs is clear (e.g., [8]), connections to education over time have not been as well established [9]. This is in contrast to technologies such as renewable energy generation and the electrification of automobiles that can demonstrate reductions in carbon emissions using more easily accessible data. Should education be shown to be an effec- tive tool to reducing emissions via changes in attitudes and behavior, it would seem likely that funding and interest in such methods would become more widespread and well supported. Education has been found to be one method for promoting behavior change, but only under certain circumstances (e.g., [10]; [11]). The environmental education literature offers insights into the connections between education and behavior change, and it also provides guidance on how to encourage pro-environmental behavior [12]; [13]; [14]; [15]. The notion that knowledge leads to awareness and then to action has been countered with studies that

document that knowledge and skills are not enough to change behavior (e.g., [16]). The litera- ture suggests that more personal factors such as a deep connection to nature, personal rele- vance to the issue and personal agency towards action are important elements that contribute to successful behavior change programs (e.g., [10]; [17]; [18]; [19]). Even among successful programs, the question of how long the intended behavior is sustained can vary depending on the type of intervention, with longer and more sustained engagements tending to have more long-lasting impacts [20]. This previous research informs educational research programs towards designs that not only focus on information but also promote the personal qualities that can support sustained action. A growing base of literature is developing around climate change education as national standards move towards inclusion of this subject in the core curriculum [21], and educators negotiate the teaching of this sometimes ‘controversial’ subject (e.g., [22]; [23]; [24]). While there are similarities to the teaching of other environmental topics, climate change includes some unique education challenges that make teaching this topic especially difficult [25]; [26]; [27]. The science is highly complex and spans various areas in the natural and physical sci- ences, and yet the implications of our changing climate and the role of human activities make this scientific topic both a social and a political issue. Despite the goals of environmental edu-

cation organizations like the UNESCO, relatively few climate change education programs remain that have successfully demonstrated the type of behavior change needed to effectively respond to climate change [23]; [28]; [29]. Further, even among existing climate change educa- tion resources offered in textbooks and through government programs, it appears there are opportunities to promote more effective emission-reduction strategies [30]. The purpose of this paper is to evaluate the impact of an intensive university climate change course on individual long-term carbon emissions. The design of the course is described includ- ing the background research framework that was employed to help students develop a deep connection with climate change and climate solutions. Five years of graduates from the course were surveyed at least five years after they took the course. The results of both survey data and focus group interviews provide an indication of the long-term impact of the course, and they contribute to our understanding of the potential role that education can play in long-term behaviors and attitudes. We then quantify the reductions in annual carbon emissions resulting from graduates’ pro-environmental behavior, and we compare the reductions achieved through this education program with other climate change mitigation measures. Additional The role of climate change education on individual lifetime carbon emissions PLOS ONE | https://doi.org/10.1371/journal.pone.0206266 February 4, 2020 2 / 23 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. Competing 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. A conflict of interest plan has been established through San Jose State University. This does not alter our adherence to PLOS ONE policies on sharing data and materials as detailed online in our guide for authors http://journals.plos.org/plosone/s/ competing-interests.