Research into Carbon Literacy

The Carbon Literacy Project is a world-first initiative in it’s aims to empower the citizens of Manchester and beyond with Carbon Literacy.

We are often approached by academic groups who wish to carry out independent research or case studies on The Project, a few of which have already been completed (see below).

We also welcome further research to be undertaken and host occasional events for academic researchers to come and have a chat with us. If you feel like you might like to conduct a research project or case study on The Carbon Literacy Project (this could be part of an Undergrad, Masters, PhD, Post Doc course) and want to find out more then we’d love to hear from you. Please drop us a line or attend one of our Academic and Researchers events.

We want to share these studies with you, and we welcome your feedback.

Published Research

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

Katharine Moore
MSc student, King’s College London
August, 2017

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

Reuben Kogie
MSc student, The University of Manchester
September, 2013

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:

Manchester Carbon Literacy Evaluation: Report Highlights

Janice Astbury and Kelly Tate
Doctoral Researchers, The University of Manchester
November, 2012

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.

Internal Studies

Carbon Literacy for Labs: Pilot Course Impact Assessment 2018

Georgia Gage and Virginia Harvey
January, 2019

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

Emma Richards
June, 2017

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.

Brand Guidelines

When undertaking research, or writing about The Carbon Literacy Project, please adhere to our Carbon Literacy Project’s Brand Guidelines. The guidelines set out how to correctly use our logos, as well as our associated text and phrasing.

Thank you for your collaboration.

Carbon Literacy Brand Guidelines

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