SynthesisFrontiers in psychology2026
The effect of school science education on students' climate literacy: a three-level meta-analysis.
Synthesis in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Authors and funding
3 authors.
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Abstract
Background: Climate literacy is fundamental to addressing climate change. Science education has unique value in shaping students' climate literacy. Given the divergence among single studies, it is essential to synthesize findings from multiple empirical investigations to comprehensively explore the impact of science education on students' climate literacy, yet such research remains scarce. Objective: This study employed a three-level meta-analysis to examine the effectiveness of school science education in fostering students' climate literacy. Methods: We systematically searched five databases for studies published up to May 2025, ultimately including 33 experimental and quasi-experimental studies ( Results: The results indicated that school science education has a significantly positive and large effect on students' climate literacy ( Conclusion: Our research indicates that school science education is an effective pathway for enhancing students' climate literacy, though the impact varies across different science disciplines. However, given the considerable heterogeneity among the included studies and the limited number of studies and effect sizes in some groups, these findings should be interpreted with caution.
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