Transformational learning and engagement on climate action for students attending a climate negotiation

The paper begins by highlighting the growing role of young people, including Indigenous youth, in influencing international climate change negotiations, exemplified by Greta Thunberg's address at COP24. However, young people often face barriers to effective engagement due to limited opportunities to learn about the intricacies of COP processes. The authors introduce a case study focusing on students from three US universities who attended COP24 as observers. The introduction uses a specific anecdote from the COP24 SBSTA meeting regarding the debate on welcoming the IPCC's SR1.5 report to illustrate the complex and often frustrating nature of climate policymaking—a 'wicked problem'. This complexity underscores the need for more integrated and transformative learning approaches that combine classroom instruction with real-world experiences to better equip students to engage with such challenges. The authors' research aims to understand how participation in climate negotiations contributes to empowerment, agency, and personal growth among university students. The study specifically evaluates a course designed to immerse students in the COP24 process, addressing the gap in opportunities for students to gain practical experience and climate literacy in the context of international negotiations. The authors frame their work within the context of transformational learning and experiential education models, highlighting the need for a shift from traditional classroom-based learning to more integrated and transformative approaches that address the climate crisis.

The paper reviews existing literature on experiential learning and transformational learning, particularly in relation to environmental studies and sustainability. It cites research demonstrating the effectiveness of experiential learning in fostering self-awareness, personal change, and active participation in social change. The authors discuss the limitations of traditional classroom-based climate change education, highlighting the need for more integrated models that bridge theory and practice. The concept of 'wicked problems' and the challenges they pose for pedagogy are also examined. The role of academic scaffolding in supporting student learning in complex and uncertain environments is explored, with emphasis on its potential to enhance self-efficacy and empower students to tackle challenging tasks. Finally, literature on student empowerment and agency through participation in international negotiations is reviewed.

The study involved students from three US universities and the Caribbean Youth Environmental Network (CYEN). A coupled classroom and real-world experience was developed, centering on participation in COP24. The pre-departure training included an online course covering the UNFCCC, its processes, and major issues under negotiation. The experiential component focused on organizing and presenting at a COP24 side event. Academic scaffolding was employed throughout the experience, involving pre-departure training, support during the COP (including designated meeting points and communication channels), and guidance on navigating the complex COP environment. The evaluative approach employed a mixed-methods design. Data collection methods included pre- and post-COP surveys (with 8 and 9 responses respectively), semi-structured interviews with all fifteen students, and observations of student activities at COP24. Surveys and interviews focused on student expectations, learning outcomes, engagement levels, expressions of self-efficacy, perceptions of youth inclusion at COP24, and the challenges encountered. Data analysis involved qualitative data management software (Atlas.ti). Ethical considerations were addressed through obtaining informed consent from all participants and securing ethics approval from relevant institutional review boards.

The study found that the academic scaffolding provided before and during COP24 played a significant role in helping students navigate the complexities of the event. The side event proved to be a particularly effective engagement mechanism, allowing students to actively participate in the COP process and present their research. Pre- and post-survey responses revealed a significant increase in climate negotiation literacy, with students demonstrating broader understanding of the COP processes and outcomes after their participation. Qualitative interviews revealed a nuanced picture of student experiences, highlighting both the empowering aspects (access to plenaries, networking opportunities) and the challenges (navigating the venue, understanding technical information, limited access to negotiations). Students expressed increased self-efficacy and agency in tackling complex problems related to climate action. The analysis of pre- and post-survey responses indicated a shift from initial idealistic expectations of influencing negotiators to a more realistic understanding of the role of observers. The interviews provided rich insights into the transformative aspects of the learning experience, emphasizing the role of relationships and shared experiences in fostering personal growth and challenging preconceived notions. There was a mixed reaction from students regarding youth engagement at COP24, with some believing youth were adequately represented and others feeling their input was largely symbolic. The students demonstrated a growing awareness of the 'wicked' nature of the climate problem and their own roles in contributing to climate action.

The findings underscore the effectiveness of a combined classroom and experiential learning approach in fostering transformational learning in the context of international climate negotiations. The study's success highlights the importance of academic scaffolding in bridging the gap between theoretical knowledge and real-world application. The results suggest that transformational learning is intricately linked to the development of trust and collaborative relationships within a non-hierarchical learning environment. The study emphasizes the need for educators to relinquish control to allow students to navigate uncertainty and embrace challenges as opportunities for growth. This approach builds student self-efficacy and empowers them to engage in meaningful climate action. The findings also raise questions about the opportunities and limitations of youth engagement in international climate negotiations, highlighting the need for increased inclusivity and meaningful participation of young people in these critical discussions.

This study demonstrates the value of structured experiential learning, coupled with strong academic scaffolding, in fostering transformational learning and empowering students to engage in climate action. The findings emphasize the importance of creating non-hierarchical learning environments where students can build relationships and navigate uncertainty. Future research could explore the long-term impacts of this type of experiential learning on student careers and advocacy efforts, investigate scaling up similar programs to reach a wider audience, and examine how to address the challenges of youth engagement in international negotiations more effectively. The authors suggest collaboration between the UNFCCC and universities to develop online courses supporting this type of engagement in higher education globally.

The study's relatively small sample size limits the generalizability of the findings. The focus on a single COP event also restricts the broader applicability of the results. The study's reliance on self-reported data, while providing rich qualitative insights, might be susceptible to biases inherent in subjective accounts. The limited diversity of student backgrounds might also affect the overall representation of diverse perspectives.