Research

(Re)politicising Climate Change Engagement: A Case study of The Carbon Literacy Project

Summary: Findings suggest that the project has both post-political and (re)politicising qualities, which are explained, both separately and together, through different features of the intervention. Most significant and unique being the ability of training to generate consensus and conversation, a context for training that is simultaneously place-specific and set within organisations, as well as attention to the concept of culture.

“… it is about delivering carbon reductions at the same time that it fosters more open discussion about the scope and implication of the changes to be made.”

“The significance of the CLP arguably lies in the actions it inspires in the days, weeks and months after the training.” To read the report click here.

Analysis of implementing a pro-environmental behaviour change program within a local authority

Summary: This report sought to analyse and evaluate the application of a behavioural change program within a local authority. It took a case study approach centred on Manchester City Council (MCC) as they implemented the Carbon Literacy Standard (CLS).

“…empirical findings suggest overall positive engagement of Carbon Literacy assimilated within Manchester City Council staff. Ties to self-esteem, personal responsibility and commitment to act on environmental concerns have also been discovered where the sample population felt confident in sharing gained knowledge with their peers.”

Full copies of the dissertation can be requested through email: rkogie@yahoo.co.uk.

Manchester Carbon Literacy Evaluation: Report Highlights

Summary: This report provides a qualitative evaluation of the experiences of trainers and learners from three project partner organisations, through the completion of a case study involving the Manchester Environmental Education Network (MAES).

“There was clear evidence of specific behaviour change in response to the training. From everyday energy saving behaviours to household decisions, such as installing cavity wall insulation.”

The study also highlighted several examples of the ‘cascade effect’ – where participants discussed the training or Carbon Literacy with family, friends or colleagues.

To read the report click here.

Carbon Literacy for Labs: Pilot Course Impact Assessment 2018

This assessment document reviews the pilot initiative of the world’s first Carbon Literacy for Labs initiative, held at The University of Manchester during October – November 2018.

This is an independent study conducted by The Carbon Literacy Project based on the evidence provided by The University of Manchester. This evidence was collected during the seven Carbon Literacy for Labs day workshops that comprised the pilot.

To read the report click here.

Carbon Literacy: Knowledge (CLK) E-learning Effectiveness Report

This report is an analysis of externally collected ‘before and after’ data of over 1000 learners using the Carbon Literacy: Knowledge module, as a method of delivery for the Knowledge section of the Carbon Literacy Standard.

Summary: CLK e-learning is effective in motivating learners to take action on climate change (CC). Following on from the e-learning, participants are most likely to feel – more aware and motivated. Overall, attitudes towards the CLK e-learning were determined to be overwhelmingly positive – “This was a very informative and enjoyable module to follow, and its explanations and science readily understood by someone with little scientific knowledge”.

To read the report click here.