In changing societies, individuals must align their behavior with the prevailing circumstances. However, a challenge for behavioral change is closing the gap between attitudes, intentions, and behaviors. We expect that feelings of responsibility can enhance behavioral intentions by making individuals feel both capable and compelled to act. Using panel data (n = 890) from a national representative sample, we examine whether one's own felt responsibility for mitigating the effects of climate change is associated with their willingness to change their behavior. Additionally, we explore whether the perception of other people's responsibility influences one's own responsibility or willingness to change. Our most prominent finding indicates that feeling responsible is associated with an individual's willingness to change behavior. Moreover, these feelings are affected by how responsible people think others feel. We also find minor differences among age and educational groups, but not enough to justify different intervention strategies for each social group.
This article discusses how to conceptualize the historicity of environmental sustainability transitions in the context of water. We believe that the focus on socio-technical systems requires a deeper exploration of the temporal dynamics of boundary objects. This involves addressing the evolutionary metaphor by considering the transformation, development, and governance of sustainable transitions. Furthermore, we apply this analytical lens to the ongoing sustainable transition of Quito's water supply system, drawing on the Quito-Flow project, which seeks to optimize the management of the city's water resources and increase its resilience to climate change. Ultimately, we argue that the concept of scaffolding is essential for situating boundary objects within their historical and systemic context. Scaffolding not only shapes the selective pressures that influence socio-technical evolution but also supports the formation and stabilization of niches. Additionally, the persistent ambiguity surrounding the interpretation and function of boundary objects (such as ecological flow and water quality) becomes even more evident when examined in relation to subsequent scaffolding efforts.
Urban green spaces (UGS) are increasingly recognized as vital nature-based solutions for enhancing urban resilience, yet their multifunctional contributions remain insufficiently synthesized. This review synthesizes a total of 71 peer-reviewed studies that were identified through the PRISMA framework and synthesized thematically. The review demonstrates that UGS improve air quality, mitigate urban heat, enhance biodiversity, promote physical and mental health, strengthen social cohesion, and generate economic benefits. The findings underscore the need to mainstream UGS into urban planning and climate adaptation policies. By explicitly linking the identified gaps with practical solutions, this review provides actionable guidance for policymakers and urban planners.
This paper centers Indigenous community knowledge in rethinking climate change and disaster through decolonial, land-based story sharing. Unlike previous studies that primarily document Indigenous ecological observations or TEK, this study demonstrates how climate change is simultaneously experienced as environmental disruption, cultural impacts, emotional trauma, and responsibility through community-led decolonial story-sharing. The study draws on decolonial story-sharing with 15 Elders, Knowledge-Keepers, land-based educators, and youth across two land-based camps (2023 and 2025). Analyzed through collaborative thematic analysis in which themes were iteratively identified, refined, and validated with community participants. Findings demonstrate that Woodland Cree understand climate change not only as ecological disruption but also as language loss, ecological grief, altered relationships with land, and renewed community-led adaptation through food sovereignty, Indigenous women's leadership, and intergenerational learning. Methodologically, the study was informed by decolonial conversations, reciprocal relationships, and thematic analysis to showcase land-based, climate-adaptive knowledge systems. Our collaborative team of Indigenous and non-Indigenous researchers shared transformative approaches to decolonize disaster research and shift paradigms in climate scholarship. The findings offer critical insights into community-led climate adaptations and call for a fundamental restructuring of how climate impacts and adaptation are conceptualized in both climate research and policy. Centering Woodland Cree perspectives on the climate crisis, this study contributes to Indigenous climate scholarship by demonstrating that effective climate adaptation must simultaneously address environmental change, well-being, and Indigenous self-determination through land-based governance.
Despite Namibian educational policies recognising the importance of lived experiences in education, learners' lived experiences remain largely unexplored. This research addresses this apparent gap in literature by exploring the role of learners' lived experiences in the acquiring of geographical skills, values and attitudes. The self-reported lived experiences of 28 Grade 11 Geography learners from Namibia are spotlighted. The findings reveal that by living in and engaging with a variety of environments, geographical skills such as observation, problem identification and problem solving are practised while emotions and feelings such as empathy and concern are provoked. Valuable insights are gained not only about geographical skills, values and attitudes but also about the role the aforementioned play in sustainable development. The acquisition of geographical skills, values and attitudes can directly and indirectly contribute towards sustainable development at the level of the individual.
