Kritisk tenkning i bærekraftundervisning: en kvalitativ analyse av ungdoms perspektiver på klimatiltak

Abstract

The climate crisis is one of many societal challenges young people in the 21 century are faced with. In this article we explore students in the 9th grade (age 14) perspectives on climate change mitigation. We recorded 3 groups of students, followed by 4 focus group interviews, as the students were discussing in class which climate policy they considered most important and why. In this article we present unique data about which perspectives young people take into consideration when discussing climate change mitigation. We conclude that the students bring different perspectives into their assessments and make up their minds about which climate policies to recommend, but to a lesser extent use the (conflicting) different perspectives in reaching conclusions. The findings contribute both to a deeper understanding of young people's critical thinking when it comes to climate change mitigation and to an increased insight into the possibilities and challenges of practicing critical thinking in school.