Understanding climate engagement and open recognition in European higher education: A mixed-methods study across four...

Area of Science:

• Environmental Education
• Higher Education Pedagogy
• Digital Credentialing

Background:

• Investigates student engagement with climate issues and recognition systems in European higher education.
• Addresses the need for innovative climate education bridging knowledge and action, aligned with the European Green Deal and UNESCO initiatives.

Purpose of the Study:

• To examine students' climate attitudes, educational preferences, and perceptions of open recognition systems (digital badges).
• To identify implementation challenges and inform the development of the European Open Badges Passport for climate learning.

Main Methods:

• Mixed-methods approach utilizing surveys (n=630), interviews (n=69), and focus groups (n=45+16) across four European countries.
• Analysis of climate attitudes, engagement, educational preferences, and views on digital badge systems.

Main Results:

• Significant disconnect between climate concern (4.0/5) and personal responsibility (3.2/5), with cross-country variations.
• Strong support for formal and informal climate education, but low participation in eco-pedagogical activities (2.3/5).
• Female students exhibit higher environmental concern and engagement; digital badges are of interest when linked to institutional and employer recognition.

Conclusions:

• Identified implementation challenges include quality assurance, institutional endorsement, and digital infrastructure.
• Recommends balancing standardization and flexibility for the European Open Badges Passport to recognize diverse climate learning.
• Highlights the potential of digital badges to bridge the gap between climate knowledge and action in higher education.