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Willingness to mitigate climate change: the role of knowledge, trust, and engagement.

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Title: Willingness to mitigate climate change: the role of knowledge, trust, and engagement.
Authors: Larrain, Antonia1 (AUTHOR) alarrain@uahurtado.cl, Freire, Paulina2 (AUTHOR), Cofré, Hernán3 (AUTHOR), Andaur, Ana2 (AUTHOR), Tolppanen, Sakari4 (AUTHOR), Kang, Jingoo4 (AUTHOR), Grez, Joaquín1 (AUTHOR), Gómez, Marisol1 (AUTHOR), Vergara, Claudia5 (AUTHOR), Rojas, María Teresa5 (AUTHOR), Arenas, Andoni6 (AUTHOR)
Source: Environmental Education Research. Nov2025, Vol. 31 Issue 11, p2116-2127. 12p.
Subject Terms: *Science education, *Preparedness, *Psychological research, Climate change, Trust, Participation, Environmental sciences, Awareness
Abstract: The recent IPCC report (IPCC, 2023) highlighted the need to increase the perception of risk and prompt climate action through education. The question is what contribution science and environmental education can make—if any—to this challenge. Psychological research has suggested that knowledge (topical and epistemological) and beliefs about self-efficacy are relevant starting points, but the evidence is scarce and inconsistent. We conducted a transversal correlational study to test the direct and indirect effects of system knowledge of climate change, personal engagement with science, and trust in climate science on the willingness to mitigate the effects of climate change. The participants were 386 students attending high schools in Chile. The results reveal that there is no direct effect of climate change system knowledge on the willingness to act. We did find indirect effects of system knowledge on the willingness to act, mediated by personal engagement with science and trust in climate science knowledge. The results also demonstrate a direct effect of personal engagement with science, and an indirect effect mediated by trust in science. The implications for science education are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Environmental Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Willingness to mitigate climate change: the role of knowledge, trust, and engagement.
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  Data: <searchLink fieldCode="JN" term="%22Environmental+Education+Research%22">Environmental Education Research</searchLink>. Nov2025, Vol. 31 Issue 11, p2116-2127. 12p.
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  Data: *<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Preparedness%22">Preparedness</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+research%22">Psychological research</searchLink><br /><searchLink fieldCode="DE" term="%22Climate+change%22">Climate change</searchLink><br /><searchLink fieldCode="DE" term="%22Trust%22">Trust</searchLink><br /><searchLink fieldCode="DE" term="%22Participation%22">Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+sciences%22">Environmental sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Awareness%22">Awareness</searchLink>
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  Data: The recent IPCC report (IPCC, 2023) highlighted the need to increase the perception of risk and prompt climate action through education. The question is what contribution science and environmental education can make—if any—to this challenge. Psychological research has suggested that knowledge (topical and epistemological) and beliefs about self-efficacy are relevant starting points, but the evidence is scarce and inconsistent. We conducted a transversal correlational study to test the direct and indirect effects of system knowledge of climate change, personal engagement with science, and trust in climate science on the willingness to mitigate the effects of climate change. The participants were 386 students attending high schools in Chile. The results reveal that there is no direct effect of climate change system knowledge on the willingness to act. We did find indirect effects of system knowledge on the willingness to act, mediated by personal engagement with science and trust in climate science knowledge. The results also demonstrate a direct effect of personal engagement with science, and an indirect effect mediated by trust in science. The implications for science education are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Environmental Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/13504622.2024.2386630
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      – Code: eng
        Text: English
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        PageCount: 12
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    Subjects:
      – SubjectFull: Science education
        Type: general
      – SubjectFull: Preparedness
        Type: general
      – SubjectFull: Psychological research
        Type: general
      – SubjectFull: Climate change
        Type: general
      – SubjectFull: Trust
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      – SubjectFull: Participation
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      – SubjectFull: Awareness
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      – TitleFull: Willingness to mitigate climate change: the role of knowledge, trust, and engagement.
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              Text: Nov2025
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