Connecting Generations for Climate Justice: Intergenerational Learning in Inclusive Environmental Education
Venetia D. Nikita *
Department of Biology, Aristotle University, 54124, Thessaloniki, Greece.
*Author to whom correspondence should be addressed.
Abstract
Environmental education (EE) in various age groups uses a variety of learning strategies to promote ecological literacy that fosters climate justice towards present and future generations. However, educational policy insufficiently addresses reciprocal cross-generation learning dynamics in shaping environmental attitudes and behaviors. This review focused on the impact of intergenerational learning (IGL) strategies used in EE that promote climate intergenerational justice. The review aimed to understand how multi-age, cross-generational gender-diverse collaboration can transform climate equity perceptions and promote inclusive education. The Scopus and the ScienceDirect academic databases were used for a bibliographic qualiquantitative research. A total of 52 multidisciplinary peer-reviewed open access articles from diverse global regions published between January 2015 to January 2025 were retrieved. The non-invasive, non-linear content analysis used coding categories that included IGL processes, education equity outcomes, justice frameworks, contextual variables, and policy contexts. Findings showed that IGL functioned as a bidirectional transmission process of environmental knowledge and behaviors. When employed, IGL strategies promoted self-efficacy, empathy and solidarity and fostered a stronger commitment to inclusive practices across age groups. Findings underscored the link between the sustainability of IGL and social identities, such as age, gender, race, socioeconomic status, as well as indigenous knowledge integration, and institutional support. There is also need for longitudinal research regarding IGL and sustained behavior change, as well as policy engagement. Implications for educators include curriculum design that incorporates intergenerational dialogue, participatory projects, and community-based learning experiences. For policymakers, integrating IGL into climate education frameworks can strengthen civic engagement and enhance policy legitimacy across generations.
Keywords: Environmental education, intergenerational learning strategies, climate justice, inclusive education