Climate change education (CCE) is increasingly recognized as one critical aspect in coping with the climate crisis. One major area of debate is the ‘knowledge-behavior gap’ which expresses the concern that increased climate understanding does not necessarily lead to behavioral change. Thus, there is an urgent need for identifying interventions that are more effective to foster societal change. Using a rigorous search strategy informed by the preferred reporting items for systematic reviews and meta-analyses statement, we identified 146 articles evaluating effects of pedagogical interventions on cognition, attitude or behavior on schoolchildren or their entourage. Most analyzed documents (80%) claimed positive effects of the interventions on the searched outcomes. However, few studies explicitly focused on behavior as the outcome variable (18%), on adaptation to climate change consequences (3%), on the Global South (18%) or on rural areas (5%). Despite these shortcomings, we were able to identify some emerging themes in the literature concerning climate action through education. Alternative innovative pedagogical approaches, different to the classical teacher-centered classroom model tend to obtain better results. Similarly, since emotions act as mediators of all CCE outcomes, pedagogical interventions that harness them appear essential. Finally, we offer four critical recommendations: (i) strengthening CCE community practices, (ii) promoting non-classical, cross-curricular pedagogies grounded in locally and personally relevant contexts and stronger connections to nature, (iii) reporting context-specific educational intervention results more systematically, and (iv) building a common interdisciplinary language and methodological framework. Overall, our analysis sheds light on the highly dynamic climate education literature, global inequalities in the field, and emergent practices supporting effective intervention design and bridging the knowledge-action gap.

Climate change poses a disproportionately large and accelerating threat to today’s youth, who will confront its socio-environmental impacts across their lifetimes. Yet studies that explore how young people in the Global South perceive, emotionally respond to, and understand climate change are still scarce. Here, through a nationally representative survey of 2,220 Colombian youth (aged 18–32) we conducted, we examine young people's climate-related knowledge, emotions, and perceived efficacy of environmentally friendly behaviours in a Global South context. We also explore the role of socio-demographic variation in shaping those characteristics. Our findings reveal a high prevalence of negative “eco-emotions” (e.g., anxiety, fear) alongside widespread misconceptions about climate change causes and solutions. Most participants felt worried or fearful about climate change, yet only about one-third correctly identified fossil fuel use as the primary cause (with deforestation often mistakenly perceived as the leading driver). Respondents also overestimated the climate benefits of certain low-impact actions (e.g., banning single-use plastic bags, planting one tree) while under-recognizing higher-impact behaviours. Socio-demographic factors predicted distinct emotional and cognitive patterns: women and students reported more intense negative emotions, whereas rural and lower-income youth were less likely to demonstrate accurate climate change knowledge. Political orientation showed an influence on knowledge without the stark polarization observed elsewhere. Interestingly, colombian youth who fear comfort losses are 13 times more likely to dismiss eco-friendly actions. These findings underscore the need for climate education policy and practice with differential approaches across socio-economic levels in the Global South to empower young people as informed and emotionally-resilient agents of climate action.

La pandemia de Covid-19 desafió al mundo de varias maneras que exigieron esfuerzos globales de adaptación y respuesta para minimizar su impacto. La amenaza existencial planteada por la pandemia, el aumento global de la dependencia de la gente a las redes sociales y la necesidad desesperada de información, crearon un escenario de proliferación de noticias falsas. Este artículo pretende contribuir a la comprensión de los procesos psicológicos implicados en la propagación de noticias falsas. La metodología fue una revisión de literatura empírica de alcance según lineamientos PRISMA sobre los procesos psicológicos relacionados con la aceptación de noticias falsas sobre Covid-19. Se buscaron artículos en cinco bases de datos publicados entre enero de 2020 y diciembre de 2021 en inglés y español. Esto condujo a la identificación de 223 estudios, que después de las comprobaciones de elegibilidad resultaron en 18 artículos. Nuestros resultados mostraron que: a) no está clara la relación entre la consistencia de las teorías conspirativas, las creencias de Covid-19 y la aceptación de las fake news, b) existen evidencias de que emociones como la ira y el miedo predicen parcialmente las conductas de compartir información, c) los estilos cognitivos intuitivos están asociados con una mayor aceptación de las noticias falsas, y d) no es clara la relación entre la orientación política y el respaldo a las fake news, Discutimos las implicaciones de nuestros hallazgos y destacamos la necesidad urgente de investigar sobre este aspecto cada vez más problemático de la comunicación humana.

Insufficient US public education and misinformation from other sources contribute to climate change (CC) denial. Public US university students in the South (Study 1) and Northeast (Studies 1 and 2) were randomly assigned to watch two educational science videos on CC (experimental condition) or flu viruses (control condition). Experimental (vs. control) condition participants reported (a) less agreement with statements reflecting CC denial (immediate post-test [Studies 1 and 2] and delayed post-test [Study 2]); (b) greater agreement with statements about the existence, seriousness, and human causes of CC and hope for CC interventions (immediate post-test [Studies 1 and 2]); (c) greater intentions to support climate-friendly US policies (immediate post-test [Study 1]); and (d) less negative feelings about CC (delayed post-test [Study 2]), when controlling for gender and political leaning. Implications for effectively addressing CC education among university students with relatively easy-to-implement, time-efficient, and cost-effective interventions are discussed.

The worldwide climate crisis is a multifaceted crisis that requires international and interdisciplinary partnerships and collaboration (Sustainable Development Goal [SDG] 17). Climate change education (CCE) plays an important role in the climate emergency, which involves not only the physical changes brought on by climate change but also the psychological ones. This article considered the role of psychology in interdisciplinary collaborations to address CCE at the intersection of SDG4 (education) and SDG13 (climate action) by conducting auxiliary analyses of 122 articles from a systematic review of CCE interventions assessing the impact on children and youth only (Bottin et al., 2023). The main finding was that only 20 articles (16.4%) included a psychology-affiliated author, indicating the low representation of psychology as a collaborating partner. One article was published in 1998, and the remaining 19 were published between 2012 and 2023 (same time period as the rest of the 102 articles). Psychology-affiliated authors collaborated interdisciplinarily in 11 (21%) of the 20 articles and internationally in three (15%) of the 20 articles. Most interventions focused on mitigation (n = 18) and aimed at changing cognitions (n = 18). We describe three broad areas of contributions (content, method, measures) from psychology for future CCE interventions. We offer recommendations for greater involvement of psychologists in CCE at the global, national, and local levels.

Abstract: Climate change increases vulnerability to poverty and impedes the achievement of no poverty (SDG1). Individuals and communities facing poverty experience climate (or environmental) injustices within and across interconnected economic, education, energy, food, health, housing, transportation, and water systems. Understanding and addressing climate injustices, then, require a comprehensive approach. TIIME (Toward an Inclusive Intergenerational Model of Ecology) derives from ecological systems theorizing concerning individuals nested in proximal systems (home, school, neighborhood) to increasingly distal systems (local government, country) that are dynamically interacting with one another along a chronosystem (individuals' lifetimes and historical time). Calling attention to how individuals and their identities, rights, and experiences are embedded within and across systems, laws, and policies, TIIME is aligned with a human rights-based and whole-of-society approach of the 2030 UN SDG Agenda to “leave no one behind” and to “reach the furthest behind first.” This paper applies TIIME to poverty to illustrate dynamically interacting multisector systems that can deepen or reduce poverty for communities’ and individuals across their lifetimes and historical time as well as attention to inclusive multistakeholder intergenerational partnerships (SDG17) to help address poverty and reduce climate injustices and human rights violations within and across environments over time. TIIME’s chronosystem spotlights the utility and need for scaling up the collection of longitudinal data to provide a window into the cumulative, combined, and interactive effects of poverty on individuals nested in environments over time and allow for better informed and more effective climate action (SDG13) policies and programs addressing protective and risk factors.

Colombian society has been exposed to decades of sociopolitical violence with apparent effects on its social infrastructure that may inadvertently lead to more structural, cultural, and interpersonal forms of violence. Peacebuilding efforts are required, and education for peace plays a key role. This requires building conflict sensitivity within the school system and improving teachers' competence-based knowledge in several domains. To achieve this aim, we developed and tested the 'Eco-GesTE Virtual Learning Environment.' Nine teachers (male and female) from a public school in Ibagu & eacute; (an intermediate city in Colombia) completed 10 Interactive Virtual Learning Scenarios (IVLS) to improve emotional, social reasoning, integrative, and conflict transformation competencies over three months. They completed two conflict management style measures, before and after the intervention, besides a qualitative survey after the intervention. Non-parametric, paired samples Wilcoxon tests suggest marginally significant individual changes whereby teachers reported using fewer conflict-avoidant styles after completing the intervention. Qualitatively, participants also reported learning emotion regulation and listening skills, as well as feeling better equipped to handle situations with domain congruency. They also reported using more perspective-taking during conflicts. Findings suggest potential for competence-based knowledge online interventions to strengthen conflict transformation competencies among teachers and contribute to violence-free educational environments.

The climate crisis threatens and violates human rights to development, education, food, health, housing, life, meaningful and informed participation, self-determination, and water. Climate injustices refer to how some communities are shouldering the disproportionate brunt of the negative effects of climate change while being the least responsible. With a human rights-based approach focused on protection and participation rights, this paper reviews climate injustices based on age, disability, ethnicity, gender identity, geography, income, Indigenous identity, migratory status, race, refugee and internally displaced status, and their intersections. Policy recommendations include increasing climate education, utilizing disaggregated data, and expanding mental health services. Cross-cutting themes throughout the paper are that climate change is interconnected with other crises, thereby compounding inequalities, and that a diversity of interdisciplinary and international perspectives and knowledge centered on the voices of frontline communities are essential for addressing the climate crisis.

The climate crisis threatens and violates human rights to development, education, food, health, housing, life, meaningful and informed participation, self-determination, and water. Climate injustices refer to how some communities are shouldering the disproportionate brunt of the negative effects of climate change while being the least responsible. With a human rights-based approach focused on protection and participation rights, this paper reviews climate injustices based on age, disability, ethnicity, gender identity, geography, income, Indigenous identity, migratory status, race, refugee and internally displaced status, and their intersections. Policy recommendations include increasing climate education, utilizing disaggregated data, and expanding mental health services. Cross-cutting themes throughout the paper are that climate change is interconnected with other crises, thereby compounding inequalities, and that a diversity of interdisciplinary and international perspectives and knowledge centered on the voices of frontline communities are essential for addressing the climate crisis.

Social representations of gender (SR), namely, beliefs, values, attitudes, and symbolic content about gender affect people’s behavior and relations to others in social life. Gender representations help explain gender violence among the adolescent population. A qualitative study was conducted to explore the gender SR of teachers and students from two cities in Colombia: Bogotá and Ibagué. Multimethod data collection was performed using a word-association task with 37 teachers and a collaborative cartoon construction task with 284 students from both cities. Thematic analysis and triangulation were performed on this data. Knowledge and informational sources were explored in-depth among students and teachers. The analysis of gender representations revealed rather traditional views: binary representations of gender roles, gender relations, physical characteristics, and behavioral expectations for men and women. The study also found differences between the two educational contexts, scarce references to sexual diversity, and a nuance of tragedy in female gender roles and relations.

Esta propuesta de metodología plantea abordar el estudio de la imagen de la ciudad partiendo del método analítico, que implica la desmembración de un todo, descomponiéndolo en sus partes para poder observar las causas y naturaleza de sus interacciones (Hernández Sampieri, et al., 1997), pero teniendo siempre presente que estas capas no existen independientemente de otras, sino que se enganchan, se cruzan y se superponen entre ellas, por lo que este análisis se sitúa en la óptica del encuentro, la simultaneidad y la complejidad.

Children are not responsible for diseases, natural disasters, political conflicts, and wars; yet, children generally suffer the most. Although the UN Convention on the Rights of the Child (1989) is one of the most ratified world treaties, ample evidence of violations of children's rights exists in reports on the devastating effects of climate change, the COVID-19 pandemic, and armed conflicts (e.g., Afghanistan, Haiti, Syria, Ukraine, Yemen) including abuse, abduction, becoming child soldiers, death, early marriages, family separation, loss of schooling, malnutrition, neglect, poverty, sexual violence, and trafficking, leading to traumatic short- and long-term academic, emotional, psychological, and physical consequences. This article highlights a child-rights based approach to the global crisis: (1) sounding an alarm for immediate and greater attention of governments to address children's rights violations and (2) calling multi-disciplinary scholars to redouble their efforts toward freely sharing their findings, partnering with policy makers and stakeholders, collecting difficult to obtain data, and putting their knowledge into action in preventive and intervention measures to empower the implementation of children's protection and participation rights in the home, school, community, nation, and globally. The global multi-faceted children's rights crisis requires urgent individual and collective action to make children's rights a global reality.

Esta investigación evaluó creencias sobre el género (sexismo benevolente y hostil) y el envejecimiento (estereotipos positivos y negativos), experiencias de acoso laboral y sexual y de edadismo en el trabajo, así como las asociaciones entre estas, en una muestra de hombres y mujeres colombianos de 18-30 años (M = 25.3, DE =3.26), 31-45 (M = 37.6, DE = 4.44) y 45-75 (M = 53.56, DE = 5.8), mediante un cuestionario de autorreporte con escalas validadas o adaptadas para el contexto colombiano. Mediante varios ANOVA, evaluamos diferencias en creencias sobre género y el envejecimiento y en experiencias de acoso y discriminación, en función del sexo y grupo de edad. Para valorar las asociaciones entre creencias y experiencias utilizamos análisis de regresión. Hallazgos estadísticamente significativos sugieren que los hombres reportan mayor sexismo en general, aunque en ambos sexos prevalece el sexismo hostil sobre el benevolente. Los mayores de 30 años reportaron más estereotipos positivos del envejecimiento que los más jóvenes; las mujeres jóvenes, más experiencias de acoso sexual, pero las mayores, más acoso laboral. Adicionalmente, los estereotipos positivos del envejecimiento podrían proteger frente al acoso en el trabajo. Las creencias sobre el género y la edad impactan diferencialmente a hombres y mujeres de diferentes grupos etarios.

The COVID-19 pandemic is a significant global issue that has exacerbated pre-existing structural and social inequalities. There are concerns that ageism toward older adults has intensified in conjunction with elevated forms of other "isms" such as ableism, classism, heterosexism, racism, and sexism. This study offers a systematic review (PRISMA) of ageism toward older adults interacting with other isms during the COVID-19 pandemic. Articles were searched in 10 databases resulting in 354 ageism studies published between 2019 and August 2022 in English, French, Portuguese, or Spanish. Only 32 articles met eligibility criteria (ageism together with other ism(s); focus on the COVID-19 pandemic); which were mostly review papers (n = 25) with few empirical papers (n = 7), reflecting almost all qualitative designs (n = 6). Articles discussed ageism with racism (n = 15), classism (n = 11), ableism (n = 9), sexism (n = 7), and heterosexism (n = 2). Authors represented numerous disciplines (gerontology, medicine, nursing, psychology, social work, and sociology) and countries (n = 14) from several continents. Results from this study underscore that ageism intersects with other isms in profoundly negative ways and that the intersections of ageism and other isms are understudied, requiring more research and intervention efforts.

This article presents the results of a study aimed at understanding the perspectives of teachers on environmental education in an urban school context and the strategies they implement. For this purpose, from a qualitative interpretative approach, six focus groups were formed with the participation of twenty-five teachers. With the support of Nvivo software, a thematic analysis was carried out, from which the following categories emerged: beliefs and practices on environmental education, environmental concerns, and construction of meaning. The results show both hybrid perspectives oriented to naturalistic and anthropocentric currents, and a preference for educational practices oriented to conservationism and activism. It is concluded that, although these conceptions and proposals do not favor the development of environmental education, there is a construction of meaning in teachers oriented to the recognition of natural and social aspects, to the critique of the consumer society, and to a reflexive look on their scope and limitations to approach environmental education, which makes its conceptual and scientific training imperative.

Este artículo presenta los resultados de un estudio que buscó conocer las perspectivas del profesorado de un contexto escolar urbano sobre la educación ambiental y las estrategias que implementan. Para ello, desde un abordaje cualitativo interpretativo, se conformaron seis grupos focales en los que participaron veinticinco docentes. Con el apoyo del software Nvivo, se hizo un análisis temático, del cual emergieron las categorías: creencias y prácticas de educación ambiental, preocupaciones ambientales y construcción de sentido. Los resultados evidencian tanto perspectivas híbridas orientadas a las corrientes naturalista y antropocéntrica como la preferencia de prácticas educativas encaminadas al conservacionismo y el activismo. Se concluye que, aunque las concepciones y propuestas no favorecen el desarrollo de una educación ambiental, hay una construcción de sentido en el profesorado orientado a la consideración de aspectos naturales y sociales, a la crítica a la sociedad del consumo y a una mirada reflexiva sobre su alcances y limitaciones para abordar la educación ambiental, cuya formación tanto conceptual como científica es imperativa.

This research's goal was to evaluate beliefs about gender (benevolent and hostile sexism), and aging (positive and negative stereotypes), work and sexual harassment, and ageism, as well as the association between them, in a sample of Colombian men and women of 18-30 (M = 25.3, SD = 3.26), 31-45 (M = 37.6, SD = 4.44), and 45-75 (M = 53.56, SD = 5.8) years of age, using a self-report questionnaire that included validated and adapted scales for the Colombian context. Using ANOVAs we evaluated differences in beliefs about gender and aging, and in harassment and age-discrimination at work, as a function of sex and age. Regression analysis was conducted to evaluate the association between beliefs and experiences. Altogether, men reported significantly higher levels of sexism, but hostile sexism prevailed among both men and women. Participants older than 30 reported more positive aging stereotypes than younger ones. Young women reported more sexual harassment experiences, but older women reported more work harassment. Additionally, positive aging stereotypes may protect against harassment at work. In all, beliefs about gender and age seem to have a differential impact on men and women of different age groups at work.

Peace education in school contexts involves improving student's skills to coexist peacefully and to arrive at the peaceful resolution of conflict with their peers. Many educational institutions from different contexts have started making efforts in this direction. Unfortunately, these experiences or their results are insufficiently documented. This paper attempts to offer a state-of-the-art analysis, identifying the main characteristics of a set of interventions that took place between 2005 and 2021. These interventions draw on two themes: peaceful coexistence and conflict resolution. It was found that most programs include strategies such as: students training on competencies and skills, the implementation of mediation programs, social support and demands prioritization and classification. Based on the analysis of documented experiences we put forward some recommendations that may strengthen future interventions on Education for Peace.