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School track and adolescents' climate change attitudes.

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Title: School track and adolescents' climate change attitudes.
Authors: Vadén, Salla1 (AUTHOR) salla.vaden@tuni.fi, Sipinen, Josefina1 (AUTHOR), Söderlund, Peter2 (AUTHOR)
Source: Environmental Education Research. Dec2025, Vol. 31 Issue 12, p2573-2592. 20p.
Subject Terms: *Climate change education, *Individual development, *Teenagers, *Educational programs, *Teaching methods, Climate change, Climate change denial
Abstract: Amid growing climate concerns, global research and policies highlight the increasing importance of climate education in schools. Schools, being a significant setting for climate education, play a vital role in shaping children's views during their formative years. Furthermore, schools do not only provide children and adolescents with information, but also act as an empowering platform where children can learn and cultivate ways to address issues like climate change. Using panel data on Finnish adolescents (n = 1,331), this study examines how adolescents' climate change attitudes (climate change concern and willingness to mitigate) develop across different educational trajectories. The findings indicate significant differences in climate concern and willingness to mitigate between general (academic) and vocational tracks. Recognizing schools as crucial sites for political learning, the study underscores the importance of considering educational supply and social context in designing effective programs for equal engagement with climate issues. [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: School track and adolescents' climate change attitudes.
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  Data: <searchLink fieldCode="AR" term="%22Vadén%2C+Salla%22">Vadén, Salla</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> salla.vaden@tuni.fi</i><br /><searchLink fieldCode="AR" term="%22Sipinen%2C+Josefina%22">Sipinen, Josefina</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Söderlund%2C+Peter%22">Söderlund, Peter</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Environmental+Education+Research%22">Environmental Education Research</searchLink>. Dec2025, Vol. 31 Issue 12, p2573-2592. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Climate+change+education%22">Climate change education</searchLink><br />*<searchLink fieldCode="DE" term="%22Individual+development%22">Individual development</searchLink><br />*<searchLink fieldCode="DE" term="%22Teenagers%22">Teenagers</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+programs%22">Educational programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Climate+change%22">Climate change</searchLink><br /><searchLink fieldCode="DE" term="%22Climate+change+denial%22">Climate change denial</searchLink>
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  Label: Abstract
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  Data: Amid growing climate concerns, global research and policies highlight the increasing importance of climate education in schools. Schools, being a significant setting for climate education, play a vital role in shaping children's views during their formative years. Furthermore, schools do not only provide children and adolescents with information, but also act as an empowering platform where children can learn and cultivate ways to address issues like climate change. Using panel data on Finnish adolescents (n = 1,331), this study examines how adolescents' climate change attitudes (climate change concern and willingness to mitigate) develop across different educational trajectories. The findings indicate significant differences in climate concern and willingness to mitigate between general (academic) and vocational tracks. Recognizing schools as crucial sites for political learning, the study underscores the importance of considering educational supply and social context in designing effective programs for equal engagement with climate issues. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  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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      – Type: doi
        Value: 10.1080/13504622.2025.2461681
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      – Code: eng
        Text: English
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        PageCount: 20
        StartPage: 2573
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      – SubjectFull: Climate change education
        Type: general
      – SubjectFull: Individual development
        Type: general
      – SubjectFull: Teenagers
        Type: general
      – SubjectFull: Educational programs
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      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Climate change
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      – SubjectFull: Climate change denial
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      – TitleFull: School track and adolescents' climate change attitudes.
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            NameFull: Söderlund, Peter
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            – D: 01
              M: 12
              Text: Dec2025
              Type: published
              Y: 2025
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