Model of environmental intergenerational learning extending to the later years

Abstract

The existential threat of climate change can draw living generations together through lifelong learning for a cohesive response. People in their later years must understand environmental impacts on themselves and future generations. A useful model of environmental learning must work well for every generation. This policy paper has two objectives based on the value of combining the theory of Nature Relatedness and Nudge theory for a model of environmental learning. First, to examine if the theory of Nature Relatedness which measures the individual’s relationship with nature is appropriate. It categorizes the relationship into four categories: passive, aware, responsive, and active based on observable characteristics of knowledge seeking, favourable attitudes, personal behaviour, and social action. Second, to investigate if learning based on Nudge theory can advance the relationship with nature to result in behavioural change. This model provides a useful framework to design environmental learning by all generations.