Using evaluation data to inform climate education practice

A challenge for using evaluation data to improve climatechange education in schools is access to an instrument forteachers to measure behavioral changes and their antecedents.We report on teachers’ implementation of a brief survey mea-suring climate-related beliefs, self-efficacy, intention to act,action, and anxiety before and after their program of climatechange education for students (aged 11-14 years, N = 62).Results indicated improvement in self-efficacy but not in stu-dents’ intention to act. This prompted teaching staff to gener-ate modifications aimed at fostering greater behavioral change,with staff discussion focused on students’ emotions and revi-sions characterized by creative, affect-driven approaches. Ourpaper demonstrates how data from a reproducible evaluationtool can inform teachers’ efforts to improve their practice.