“Has the Climate Changed?”: How Education Shapes Beliefs in Emerging Scientific Phenomena

Climate change poses global challenges to health and the economy, particularly affecting children’s well-being in developing countries. Despite overwhelming scientific evidence for the reality and impact of climate change, public acceptance of human-caused climate change and its consequences varies considerably across societies and individuals. We analyze that variation in three steps. First, drawing on classic studies of adult reasoning and thinking, we argue that education increases the receptivity of children and adults to claims about phenomena–such as climate change–that lie outside or conflict with their firsthand experience. Second, we discuss psychological research examining factors that impact the credibility of claims about climate change. We emphasize the key role of accurate testimony with respect to the scientific consensus regarding the human causes of climate change. Third, we compare students’ understanding of climate change in the two countries that contribute most to CO₂ emissions, namely China and the United States. Compared to Chinese students, students in the United States are less aware of the scientific consensus on climate change and less likely to believe that human-caused climate change is happening. These differences likely stem from contrasting educational systems: The decentralized curricula of the U.S. create inconsistencies in climate science instruction, while China’s centralized educational system can provide uniform, government-aligned education, reducing misconceptions. These findings underscore the importance of delivering accurate and consensus-based information in the classroom to strengthen students’ understanding of climate change and encourage environmentally responsible behavior from an early age.