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

Abstract

Abstract When Greta Thunberg addressed world leaders at the United Nations Framework Convention on Climate Change (UNFCCC)’s 24th Conference of Parties (COP24), it highlighted how young people including Indigenous youth are seeking to influence international climate change negotiations. However, young people face barriers to effectively engaging in the COP processes with few opportunities to learn about the structure and practices for COP Observers. In this paper, we describe and evaluate a structured learning experience developed to support students conducting research related to climate change and their engagement with international climate negotiations. Before attending the COP24, students were given in-person and online training about the UNFCCC, its processes, and major issues under negotiation. They also developed and presented their work during a COP side event. Through pre- and post-surveys and in-depth interviews, we asked students about their expectations and degree of engagement and agency at the COP and more broadly on climate action. Students reported that the academic scaffolding before and during the COP provided most of the students with tools for navigating the complexities of the COP. For all of the students, learning through engagement with the COP24 process supported greater self-efficacy and literacy in relation to climate change action.