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

The study investigates whether and how engaging university students directly in international climate negotiations (UNFCCC COP24) fosters transformational learning, self-efficacy, and agency for climate action. Motivated by the challenge of teaching the complex, ‘wicked’ nature of climate governance solely in classrooms, the authors designed an experience coupling pre-departure training with in-situ participation (including a student-led side event). The research question centers on whether academic scaffolding plus real-world exposure to negotiations can develop climate policy literacy, empower students, and influence their engagement trajectories. The introduction situates the work in the context of youth engagement at COPs, the SR1.5 controversy at SBSTA as a disorienting dilemma, and the need for integrated, experiential approaches to climate education to prepare students for uncertainty and complexity.

The paper grounds its approach in scholarship on wicked problems and authentic, ill-structured learning tasks; experiential education in sustainability and international relations; and transformational learning theory (Mezirow) emphasizing disorienting dilemmas, critical reflection, and validation through trusted relationships. It highlights academic scaffolding as interactive support enabling learners to engage in tasks beyond their unassisted abilities, and self-efficacy (Bandura) as a key outcome supporting agency in complex settings. Prior work suggests role-play and classroom simulations build skills but do not fully convey the functioning of international negotiations, whereas real-world engagements can enhance empowerment and agency for students participating in international processes.

Design: A coupled virtual classroom and experiential learning model anchored to COP24 (Katowice, 2018). Pre-departure: online/in-person modules on UNFCCC structures, processes, and negotiation issues; guest lectures (former negotiators, NGOs, researchers); logistics preparation; and collaborative development of a student-led COP side event. Experiential components: attendance at daily RINGO constituency briefings; participation in negotiations and plenaries when ticketed; operation of a university booth as a home base; execution of a side event (and subsequent press conference); use of WhatsApp for coordination and reflection; and encouragement of student-driven schedules and pathways. Participants: Fifteen students from Emory College, Colorado State University, Clark University, and the Caribbean Youth Environmental Network; ages 20–30; predominantly female; nationalities primarily US with several non-US; degree levels BA/BS (5), MA/MS (8), PhD (2); first-time COP attendees (12). Data collection: 1) Pre- (n=8) and post- (n=9) open-ended surveys on expectations, learning, empowerment, and engagement; 2) Semi-structured interviews with all 15 students during/after COP focusing on motivations, perceptions, and youth engagement; 3) Researcher observations of students’ activities at COP. Analysis: Qualitative coding and thematic analysis using Atlas.ti (v10) with triangulation across data sources. Ethics: IRB approvals from Dartmouth College (STUDY00032115) and Clark University (#2018-036); written informed consent; interviewer was a self-funded postdoc external to students’ grading structures.

- Scaffolding effectiveness and literacy gains: Students reported that pre-departure training, daily RINGO briefings, professorial guidance, and peer communication (WhatsApp, booth as home base) were crucial for navigating COP complexity, accessing sessions, and interpreting negotiations. Post-survey responses reflected broadened understanding from a narrow focus on the Paris Agreement Rulebook to multiple elements (e.g., Warsaw Agreement, Article 6 progress, biennial reporting, youth/Indigenous recognition; Table 1). - Empowerment and agency: Preparing and delivering a student-led side event (attended by ~50) and a subsequent press conference amplified students’ sense of agency and visibility. Perceived contributions shifted toward knowledge-sharing via the side event (pre: 3; post: 8) and signaling that US students care about climate change (post: 3) (Table 2). However, many still felt limited in directly influencing negotiations (pre: 4; post: 4). - Access as a mediator of learning: Physical access to high-level sessions via limited RINGO tickets was pivotal. Students who attended SBSTA plenaries described heightened agency and respect for the process, while those without tickets relied on remote access and reported more confusion. - Emotional and cognitive challenges: Despite scaffolding, students encountered overwhelm, navigation difficulties, and highly technical content gaps, leading to frustration and, for some, reinforced pessimism about international progress. - Youth engagement perceptions: Students viewed youth presence as critical yet variably heard. Recommendations emphasized including youth in national delegations (post: 5) and scholarships/logistical support. Engagement channels cited included civil society side events, YOUNGO, youth-led protests, and RINGO (Table 3). Quotes underscored generational burdens and advocacy roles (Table 4). - Competency development: Students reported gains in communicating science in multicultural/diplomatic contexts, analyzing science–policy–society interactions, teamwork, and remote coordination. - Survey participation: Pre-survey n=8; post-survey n=9, indicating partial response rates among the 15 attendees.

The findings support the hypothesis that combining academic scaffolding with direct COP participation facilitates transformational learning: disorienting dilemmas (e.g., SBSTA dispute on SR1.5) catalyzed critical reflection; trusted relationships (professors, peers, RINGO) provided validation; and student-led outputs (side event, press conference) nurtured agency. While uncertainty and complexity induced overwhelm for some, the iterative support structure enabled students to build self-efficacy, climate policy literacy, and intercultural competencies. The results underscore the importance of gradually withdrawing guidance to allow autonomous navigation, while maintaining inclusive, safe spaces for reflection and sense-making. Mixed perceptions of youth voice within COPs reveal both the empowering role of visibility and persistent structural constraints, suggesting that meaningful inclusion (e.g., seats in delegations) is vital for translating presence into influence.

A structured, scaffolded experiential course linked to COP24 enhanced students’ climate negotiation literacy, self-efficacy, and engagement. By situating learning within real-world negotiations and empowering students to produce and present knowledge (side event, press conference), the model fostered transformational learning beyond classroom simulations. The study contributes evidence that academic scaffolding, coupled with opportunities for authentic participation, can prepare early-career researchers to navigate wicked problems and multicultural policy arenas. Future directions include: expanding such programs across institutions; deepening preparation on uncertainty management and navigation skills; strengthening channels for youth inclusion within delegations; and developing collaborative online coursework with UNFCCC to broaden equitable access to training for higher education institutions globally.

- Small sample size (n=15) limits generalizability and precludes subgroup analysis by educational level or background. - Incomplete survey response rates (pre n=8; post n=9) may bias comparisons. - Access heterogeneity (limited RINGO tickets, credentialing uncertainties) likely influenced individual experiences and outcomes. - Technical content depth varied across sessions, and some students lacked background to fully engage with specialized topics. - Findings are context-specific to COP24 and to students with observer badges from specific institutions. - Data-sharing constraints (IRB) limit transparency of raw qualitative data, though anonymized data are available upon request.