The Demise of the Knowledge–Action Gap in Climate Change Education

Abstract

Advances in science literacy documented in an undergraduate course on Climate and Climate Change at the University of Wisconsin–Madison (UW) in 2020 raised the question: Does the new climate knowledge translate into behavior change? Traditionally a “knowledge–action gap” has undermined educators’ efforts to galvanize actions toward mitigating climate change. Through a survey focused on carbon footprint and civic engagement and testimonials gleaned from students’ capstone elevator speeches, this study presents an encouraging update on young adults’ response to the climate crisis. By comparing responses to a similar survey distributed to UW students in another undergraduate course in 2021, we show that the course focused on Climate and Climate Change motivated behavior modifications that lighten the carbon footprint to a greater degree than a traditional introductory meteorology course.