Abstract
The ongoing climate crisis necessitates enhanced efficacy in climate action among students. This study examines the impact of integrating Chinese Traditional Ecological Knowledge (TEK) and Western Modern Science (WMS) on students’ perceived efficacy in addressing climate issues, framed by the Triple-A (Agent-Action-Aim) Framework. Utilizing a mixed-methods approach, we conducted pre- and post-surveys with 14 participants to quantify changes in personal and collective efficacy. Findings revealed statistically significant increases in environmental efficacy, particularly in Agent-Aim Self-Efficacy. Post-workshop interviews indicated a marked shift in participants' perceptions, fostering optimism about climate solutions and strong advocacy for the integration of TEK into climate curricula. This research contributes to the discourse on advancing Sustainable Development Goals by highlighting the efficacy of interdisciplinary and culturally inclusive education in empowering students for meaningful climate action.
| Original language | English |
|---|---|
| Title of host publication | Social Science Education for Just and Sustaining Societies |
| Editors | Alex Bentahar, Sara Demoiny |
| Publisher | Emerald Publishing |
| Chapter | 6 |
| Pages | 105-123 |
| ISBN (Electronic) | 978-1-80686-193-4 |
| ISBN (Print) | 978-1-80686-194-1 |
| Publication status | Published - 5 Jun 2026 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education -
SDG 13 Climate Action
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