Narrativity and Climate Change Education: Design of an Operative Approach

Abstract

Narratives are intrinsic to how humans make sense of the world, helping us structure experiences, interpret complex phenomena, and construct meaning. This sensemaking capacity makes narratives particularly relevant for climate change education (CCE), where learners must navigate global challenges, engage with uncertainty and envision sustainable futures. Yet the characterisation of narratives remains conceptually ambiguous, presenting challenges for leveraging their educational potential. This study addresses this research problem by posing the question: How can we develop an operational definition of narratives for CCE that effectively unpacks the complexity of narrative as a way of thinking and enables analysis and comparison of narrative features for educational purposes? Grounded in Bruner’s theory of paradigmatic and narrative modes of thought, this paper introduces a four-layer framework for categorising narratives based on their “narrativity”. By demonstrating its practical application through an example, this study offers a tool for recognising, selecting, and/or designing narrative forms that align with diverse educational purposes, laying the ground for future research and practices in CCE.