A scoping review of psychosocial factors of climate change inaction: Implications for climate change communication and education

Abstract Climate change communication and education efforts often focus on the cognitive aspects of addressing climate change, emphasizing that a key path to solving climate change-related challenges may be achieved through an educated public that better understands the science of this issue. However, despite decades of information-heavy communication and education efforts, designed with knowledge-related outcomes in mind, meaningful and sustained action to address climate change has yet to occur at a broad scale. This lack of effective, sustained action has motivated researchers from a range of fields to examine other factors that prevent climate change action. We undertook a systematic scoping review of peer-reviewed, empirical studies (n = 92) focusing on psychological and sociological (psychosocial) factors associated with climate change inaction. Through thematic analysis, we identified trends and patterns across the studies, but also noted that no obvious list of discrete psychosocial factors leading to climate inaction emerged. Political ideology and emotions were the most common factors discussed as influencing climate change inaction. Other psychosocial factors receiving notable attention included climate change perceptions, trust in institutions and leaders, values, and efficacy beliefs. The most-recommended strategies for improving effectiveness of climate change communication and education were attending to climate-related emotions; addressing issues of ideology and trust; and targeting systemic and structural barriers. Findings also emphasize that quality climate communication and education must acknowledge and build on people's unique relationships with their places, communities, and stories.