Exploring climate literacy: Unveiling the motivation and skills of climate-literate higher education graduates

Sammanfattning: Aim: The purpose of this study was to investigate the perceptions, motivations, learning processes and use of graduate skills within the learning process about climate change by graduates. Theory: The study applied Illeris’ three-dimensional model of learning as a theoretical framework to explore the cognitive, emotional, and societal domains of adult learning, as well as the interconnection between them. Method: A qualitative exploratory design has been used to collect data through semi-structured interviews with graduates within the context of Czechia who are motivated to learn about climate change. Results: The study found that certain graduate skills, such as analytical and critical thinking, played a significant role in the learning process of adults regarding climate change since they were required to assess reliability of learning resources through their opinions. The social dimension was also highly important, with many participants being motivated and inspired to learn about climate change by conversations and interactions with others. Other sources of motivation stem from a sense of responsibility, feelings of guilt or fear. Graduates exercised several elements of pro-environmental behaviour and the study suggests educational institutions provide an ideal space to foster a culture encouraging this kind of behaviour. The results support that a holistic approach to learning in line with Illeris’ three-dimensional theory of learning can successfully be used in designing educational training on climate change for adults.