Climate Change Education Through DST in the Age Group “10–13” in Greece

  • Paraskevi TheodorouEmail author
  • Konstantina Christina Vratsanou
  • Ilias Nastoulas
  • Effrosyni Sarantini Kalogirou
  • Constantina Skanavis
Part of the Climate Change Management book series (CCM)


This study attempted to demonstrate the extent at which the combination of a lecture given to the students, in order to educate them in difficult climate change concepts and a digital storytelling (DST) intervention tool named Pixton, were effective in teaching climate change science. The sample of the research consisted of 459 students in the 4th, 5th, 6th and 7th grades of school in Athens, during the course of Computer Science. The study assessed the rate of knowledge change, attitude and willingness to change behavior too, driven by pre-post questionnaires, which were given both at the start and at the end of the implementation. The questionnaires are differentiated only in the four questions concerning willingness to change behavior. Initially, the related work on the use of DST, the contribution of learner-generated comics and the use of the specific tool of Pixton, were discussed. The key implication of the findings is that information from climate change lectures is obtained with the aid of DST. The latter is a great tool for teaching climate change issues and influences to some extent even the willingness to change in the future. Concerning the results, it is assumed that students cooperate more when learning is administered in a pleasant and interactive way. Success seems to take part due to the fact that students are given the possibility to be part of a learning experience creating their own content. Finally, the paper concludes with future guidelines in the field of other environmental issues such as recycling-reusing and energy.


Climate change Digital storytelling DST Environmental attitude Willingness to change behavior Education awareness Learner-generated comics 



We express our gratitude to the school communities we visited (teachers, headmasters, students) and the parents of the students that gave us the consensus in order to fulfill our research.


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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Paraskevi Theodorou
    • 1
    Email author
  • Konstantina Christina Vratsanou
    • 1
  • Ilias Nastoulas
    • 2
  • Effrosyni Sarantini Kalogirou
    • 3
  • Constantina Skanavis
    • 4
  1. 1.Research Center of Environmental Communication and EducationMytileneGreece
  2. 2.Environment and Sustainable DevelopmentLondon’s Global UniversityLondonUK
  3. 3.Department of Environmental Communication and EducationUniversity of the AegeanMytileneGreece
  4. 4.Research Center of Environmental Communication and EducationUniversity of the AegeanMytileneGreece

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