The Impact of a Climate Crisis Class on Collective Action Participation

We tested whether the acquisition of specific elements of knowledge in a climate crisis class related to real-world collective action. We studied undergraduate participants (N = 133) in a climate crisis class (intervention condition) and participants not enrolled in the class (control condition). All were required to answer questions about their knowledge at two time points (separated by nine weeks), while we measured real-world collective action in the intervention condition through the 9 weeks as well as several self-reported beliefs. First, as preregistered, we found that some knowledge items as well as self-reported collective efficacy increased significantly for the intervention compared to control participants. Second, in the intervention group itself, and contrary to our preregistration, there were no significant relationships between knowledge / belief elements and real-world collective action, even though many participants engaged in substantial action. These results raise questions about how analytic knowledge of the climate and ecological predicament is measured, and how it is taught. They also point to the need for research of this kind to also measure how non-analytic elements, such as group dynamics, drive collective action participation. Finally, the study pioneers new methods for measuring real-world collective action in a class setting that goes beyond typical studies of hypothetical intentions to act.