Discovery & Research.
In the U.S., climate change education remains fragmented and insufficient, shaped by political and economic forces that determine whether students are taught about the climate crisis with the urgency it demands1.
1 in 3 US high school students feel helpless about climate change and its effects, citing inadequate education on the topic and a lack of guidance on how to take meaningful action. They believe their education should include tangible actions that, they as individuals can take to address the crisis, rather than leaving them in a state of despair2.
This gap in education, combined with widespread misinformation on social media, leads students to hold misconceptions about climate change, resulting in many students experiencing anxiety and fear about the climate crisis. This underscores the importance of empathetic and nuanced discussions that address both the emotional and intellectual dimensions of climate education3.
While problem-oriented sustainability education raises awareness, it falls short in driving meaningful action due to identity dissonance—the tension between students’ moral aspirations and ingrained middle-class habits. As a result, students may rely on technological optimism, perform small, inconsequential actions, shift blame, or embrace fatalism—all of which hinder long-term sustainable change4.
Project Description.
Young people are coming of age in a world of contradictions — taught to believe in limitless growth, technological innovations, social mobility, and progress while the realities of ecological and systemic collapse remain hidden behind a neoliberal curtain.
By design, traditional education reproduces the society it was built in, making it unlikely to foster truly radical or transformative thinking. It perpetuates a collective denial, assuring students that their future will mirror the past while failing to prepare them for the challenges ahead. This institutional gaslighting leaves young people disengaged, disillusioned, and unprepared to confront the realities of a rapidly changing planet567.
Problem Statement.
Stakeholders.
The biosphere and human society.
Key Issues.
Lack of reality based education and critical thinking support
Inability to adapt to ecological, social, and economic instability
Climate anxiety and despair eroding agency, leading to inaction
Education assumes a stable, growth-based future
Systemic barriers foster a sense of powerlessness
Weak connections to human and non-human communities
Disconnection from natural systems and ecological consciousness