My best advice in taking climate action is to choose a project — no matter the scale — and see it to its completion. Use your car less, whenever possible, instead use sustainable transportation, such as bicycling, or use public transportation more often. Climate change is a very bad thing that has been going on for hundreds of years. The study methodology and analysis include a number of assumptions that contribute to the uncertainties associated with this study, and these are discussed below. No, Is the Subject Area "Climate change" applicable to this article? The Next Generation Science Standards now emphasize applying integrative science fields to solving real-world problems, and this serves as an ideal platform for applying the type of educational platform developed in COMM 168 towards a broader science curriculum for schools. Although at scale, the use of education as a climate change mitigation technique is still untested, our analysis suggests that if the educational approach is sound, and if we take the effort to measure the impact of education, we may realize the potential to reduce carbon emissions using education. Procedure for estimating reductions in carbon emissions from the survey responses. About 5% of students reported almost no change (0–1 ton of CO2/year), and about 10% reported between 6 and 8 tons of CO2/year. These results are analyzed in the below sections. Should education be shown to be an effective tool to reducing emissions via changes in attitudes and behavior, it would seem likely that funding and interest in such methods would become more widespread and well supported. The following question was submitted through our Instagram page by one of our followers: For example, actions such as carpooling regularly, making food choices to reduce emissions and buying energy-star appliances all suggest actions to reduce emissions, and yet the actual reduction amount depends on specifics of the action that are difficult to obtain without a more detailed survey tool. An 18-item survey instrument (provided in the S1 Text) was developed to study participants’ beliefs about climate change and whether their own personal actions to mitigate climate change could be associated with taking the COMM 168 course. For more information about PLOS Subject Areas, click Yes Billy noted, “When everyone does something to mitigate climate change, it will have a huge impact.” Tara concurred, “Almost everything I do can affect the climate somehow. We use 2015 data from the United Nations Educational, Scientific and Cultural Organization (UNESCO)  to estimate the number of students of secondary school age from high income and upper middle income as 298 million. First, we do not have a good way to access course participant’s prior behavior retrospectively, and second, we assume that behavior after graduating from the course could change as students become professionals resulting in a potential dramatic lifestyle change. We also acknowledge that creating a culture for a course is not easy, but there are effective teaching strategies that can help influence class culture, and we outline some of these here. The purpose of this paper is to evaluate the impact of an intensive university climate change course on individual long-term carbon emissions. But it got me to become vegan, and for a couple years I was. Once responses to the survey questions were obtained, the potential carbon reductions from the decisions made by participants were estimated. This paper sheds light on how such measurements could be taken, and it offers a pedagogical insight for how to make education an effective climate change mitigation strategy. PLoS ONE 15(2): We heard that many students reported that they signed up for the course because of the extra requirements satisfied. Climate change, the periodic modification of Earth’s climate caused by atmospheric changes and the atmosphere’s interactions with geologic, chemical, biological, and geographic factors. The design elements of the course were developed to achieve the stated outcome of developing a personal connection to climate change and participating in behaviors that reduce carbon emissions. In 1992, the United Nations Framework Convention on Climate Change (UNFCC) stated, “Education is an essential element for mounting an adequate global response to climate change” . Data Availability: Data are available at OSFHOME, and access to the data can be found at (https://osf.io/an4ht/), with this reference: DOI 10.17605/OSF.IO/AN4HT. Climate change: 11 facts you need to know We’re already seeing the effects of human-caused climate change — but nature can help. As Tara, a focus group participant, noted, “Almost every activity we choose can affect [climate change] in some way, whether we choose to take the bus or drive to work or whether we choose to buy food that’s grown on land that was cleared from rainforests….Since it is in every aspect of our life pretty much, that automatically makes it relevant to all those different aspects.” Other participants agreed and described daily actions that centered on transportation, waste and food choices. Anna Taylor, 17, who co-founded the UK student climate network, said: “Young people in the UK have shown that we’re angry at the lack of government leadership on climate change. Focus group participants were randomly selected from the 100+ survey respondents. One reason that education programs may not feature prominently in discussions about climate change mitigation is that few studies verify the effective reductions in carbon emissions resulting from education programs. For example, as the Earth has become warmer, the average sea level around the world has risen by nearly 7 inches in the last 100 years, glaciers all over the world are shrinking, and many bird species are shifting northward. Has claimed have on improving environmental conditions http: //journals.plos.org/plosone/s/competing-interests, https:,. Okay, I co-led a campaign with my close friend to urge Columbia to commit to neutrality... May have inherent uncertainties 2007 and continues to be held time it was pricey, it. 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