Exploring Undergraduate Students’ Critical Thinking and Optimism Through Project-Based Climate Change Education (Poster 29)

• In Event: AERA Poster Session Friday 3:20 p.m.
  In Poster Session: Student Identity and Autonomy

Abstract

This study examined the impact of Project-Based Learning (PBL) on undergraduate students' critical thinking and optimism in climate change education. Utilizing Social Cognitive Theory, we explored how PBL, through structured activities supporting student-directed projects, influenced students' perceptions and self-efficacy regarding climate solutions. A mixed methods approach was used to analyze responses from 16 undergraduates at a liberal arts college to assess changes in their understanding and attitudes towards climate change. Findings indicated that while PBL enhances critical thinking, its effect on fostering optimism is complex from individualistic and collective levels. This study contributed to educational strategies by highlighting how PBL can shape students' engagement with and outlook on environmental issues.

Authors

• Jianan Lei, University of North Carolina - Chapel Hill

• Allison Zengilowski, Lehigh University