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设计学习环境,以促进年轻人积极应对气候变化.
Abigail Brown1, Silvia Collado2, Gary W Evans3
1Department of Human Centered Design, Cornell University, Ithaca, NY, USA.
Advances in child development and behavior
|July 22, 2023
概括
全球气候变化 (GCC) 对年轻人的福祉产生了负面影响. 集体行动和参与性学校干预,特别是在自然环境中,最能支持年轻人的建设性应对和积极的心理健康结果.
科学领域:
- 环境心理学 环境心理学
- 青少年福利 青少年福利
- 气候变化教育 气候变化教育
背景情况:
- 全球气候变化 (GCC) 对年轻人的身体健康和心理健康构成风险.
- 年轻人采用各种应对机制,包括否认,疏远和个人行动,其心理健康结果各不相同.
- 与其他应对策略相比,集体行动和代理显示出优越的心理健康结果.
研究的目的:
- 探索青年应对全球气候变化 (GCC) 的有效策略.
- 检查基于学校的干预措施在促进积极的青年成果和气候行动中的作用.
- 讨论基于证据的学习环境设计在加强GCC应对策略方面的潜力.
主要方法:
- 文献综述和综合现有关于海湾合作委员会影响,青年应对和干预措施的研究.
- 对以学校为基础的干预措施的分析,重点关注参与和引人入胜的方法.
- 为设计支持建设性GCC应对的学习环境而开发概念框架.
主要成果:
- 集体行动和代理与GCC面临的年轻人更好的心理健康结果有关.
- 参与性,参与性的基于学校的干预措施显示出改善青年成果和促进气候行动的希望.
- 设计具有环境负担能力的学习环境可以为年轻人参与气候变化教育提供支架.
结论:
- 使用基于证据的原则设计学习环境可以增强对青年GCC应对的干预措施.
- 自然环境在促进积极参与和建设性应对途径方面可能特别有效.
- 需要进一步的研究,以确定改善青年福祉和应对气候行动战略的特定设计特征.
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