Klimaschützer*innen von morgen

The climate crisis is an increasing challenge, especially for young people who often feel powerless in the face of the consequences of climate change. Education can play a key role in strengthening self-efficacy and empowering active participation in climate protection. Against this background, this study examines the long-term effects of the Schools4Future project on the general and climate-related self-efficacy as well as the sustainable behaviour and civic engagement of former participants.

Schools4Future was implemented at schools in Germany between 2020 and 2022 and aimed to actively involve pupils in climate protection measures and provide them with practical experience in the field of sustainable development. In addition to imparting knowledge, the focus was on strengthening self-efficacy. The study investigates whether these effects persist two years after the end of the project.
The empirical study was based on a quantitative research design with a theory-based questionnaire. An online survey was conducted to collect data in order to reach former students who are now in training, studying or working. A total of 51 people took part, 20 of whom were from the Schools4Future group and 31 from an age-matched control group. The analysis was carried out using inferential statistical methods, including the independent t-test and Pearson correlation, using SPSS.

The study shows that Schools4Future primarily strengthened the civic engagement of the participants in the long term. Two years after the end of the project, this commitment was significantly higher in the project group than in the control group. This was reflected in particular in more frequent participation in demonstrations, greater involvement in environmental organisations, associations and political parties, more active support for online petitions and more active participation in topic-related working groups. However, there was no significant difference in general and climate-related self-efficacy or sustainable behaviour. The study discusses possible explanations for this, such as the stability of self-efficacy over longer periods of time or the influence of new phases of life after the end of the project.

Overall, the results emphasise the importance of action-oriented ESD projects such as Schools4Future for promoting long-term social commitment to climate protection. The study makes it clear that such projects can empower young people to take responsibility and play an active role in shaping a sustainable future. In order to secure this effect in the long term, such projects need to be structurally anchored in the education system and have secure financial and human resources. In addition, further measures should be developed to promote sustainable behaviour beyond the school context – for example in the workplace. In the long term, this can make an important contribution to strengthening sustainable thinking and behaviour in society.

 

Nora Metz:

Klimaschützer*innen von morgen
Langfristige Auswirkungen von Schools4Future auf die Selbstwirksamkeit von Schüler*innen und deren Beteiligung am Klimaschutz

Wuppertal 2025, ISBN 978-3-946356-37-0

(Wuppertaler Studienarbeiten zur nachhaltigen Entwicklung no. 34)