The Eco-engagement and eco-literacy project investigates the effect of two wellestablished forms of highly student-centred teaching approaches to authentic dialogue, either group-based without direct teacher facilitation (Video Clubs) or classroom-based with direct teacher facilitation (Philosophical Inquiry), on Upper Secondary School students' eco-engagement and eco-literacy. The project applies a pretest-posttest-experiment design with a control group, involving a total of 1st year students from 40 schools in two iterations.

Studying and boosting young peoples' eco-engagement is important, since it is declining and according to the latest UN IPCC-report, young peoples' engagement influences political support for climate change mitigation. Thus, the project will not only open new horizons for scientific innovation; its renewed focus on developing and testing teaching approaches empirically will have a direct practical and political impact too by reveal an untapped potential of ESD.

Project participants:
Ane Qvortrup, PI, Institute for Design, Media and Educational Science
Torben Spanget Christensen, Institute for Design, Media and Educational Science
Cæcilie Damgaard Ketil Hejl, Institute for Design, Media and Educational Science