Significance of Lived Experiences in Developing Eco-Literacy

This essay examines the eco-literacy of early youth, focusing on their consumption practices, everyday climate change activism, and performances of critical agency. By analyzing geosocial data from a recent study (Firinci Orman, 2024a), this piece underscores the significance of local contexts and relational understanding in climate education. It advocates for a pedagogical framework that emphasizes collective learning, creative expression, and place-based approaches to enhance climate literacy among young people. The findings support a participatory approach that empowers students to navigate the complexities of environmental challenges and cultivate eco-literate citizenship.