Environmental Institutional Determinants of Climate Behavior Among Taiwan’s Public Officials

Abstract

This study investigates how climate change literacy (CCL) and institutional contexts shape the climate-related behaviors of Taiwan’s public officials. Drawing on a 2024 national survey of 1940 civil servants, we apply hierarchical and comparative regression analyses to examine the relative influence of knowledge, affective dispositions, and organizational supports. Results show that solution-oriented knowledge exerts greater behavioral influence than factual awareness. At the same time, affective resources—particularly self-efficacy and environmental identity—are the strongest and most consistent drivers of engagement. Institutional factors further condition these relationships: central officials’ behaviors are shaped by departmental mandates and bureaucratic constraints, whereas local officials rely more on supervisor support and prior project involvement. These findings integrate literacy research with institutional perspectives, demonstrating that effective climate governance requires both individual agency and enabling organizational contexts. Policy implications include strengthening leadership training, creating experiential learning opportunities, and streamlining administrative structures across governance levels to accelerate climate action.