References
- Adger, W. N., Barnett, J., Brown, K., Marshall, N., & O’Brien, K. (2013). Cultural dimensions of climate change impacts and adaptation. Nature Climate Change, 3(2), 112–117. https://doi.org/10.1038/nclimate1666
- Anderson, A. (2012). Climate change education for mitigation and adaptation. Journal of Education for Sustainable Development, 6(2), 191–206. https://doi.org/10.1177/0973408212475199
- Anschober, R. (2018). Bilanz: Hitze-und Dürresommer 2018 - die Klimakrise wird spürbar. https://www.anschober.at/presse/artikel/bilanz-hitze-und-duerresommer-2018-die-klimakrise-wird-spuerbar/
- APCC (Austrian Panel on Climate Change). (2014). Österreichischer Sachstandbericht Klimawandel 2014 (AAR14). Verlag der Österreichischen Akademie der Wissenschaften.
- Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlus Open, 2, 8–14. https://doi.org/10.1016/j.npls.2016.01.001
- Bofferding, L., & Kloser, M. (2015). Middle and high-school students’ conceptions of climate change mitigation and adaptation strategies. Environmental Education Research, 21(2), 275–294. https://doi.org/10.1080/13504622.2014.888401
- Carrico, A. R., Truelove, H. B., Vandenbergh, M. P., & Dana, D. (2015). Does learning about climate change adaptation change support for mitigation? Journal of Environmental Psychology, 41, 19–29. https://doi.org/10.1016/j.jenvp.2014.10.009
- Chinn, P. W. N. (2007). Decolonizing methodologies and indigenous knowledge: The role of culture, place and personal experience in professional development. Journal of Research in Science Teaching, 44(9), 1247–1268. https://doi.org/10.1002/tea.20192
- Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159. https://doi.org/10.1037/0033-2909.112.1.155
- Eitzinger, J., Kubu, G., Thaler, S., & Trnka, M. (2009). Sonderbericht: Der Klimawandel, seine absehbaren Folgen für die Landwirtschaft in Oberösterreich und Anpassungsstrategien. In Amt der Oö. Landesregierung (Eds.), Grüner Bericht 2008 - 30. Bericht über die wirtschaftliche und soziale Lage der oberösterreichischen Land-und Forstwirtschaft im Jahr 2008 (pp. 97–106). Amt der Oö. Landesregierung.
- Frey, B. (2018). The SAGE encyclopedia of educational research, measurement, and evaluations (Vols. 1–4). SAGE Publications, Inc. https://doi.org/10.4135/9781506326139
- Gharabaghi, K., & Anderson-Nathe, B. (2018). Children and youth in the era of climate change. Child & Youth Services, 39(4), 207–210. https://doi.org10.1080/0145935X.2018.1557882 https://doi.org/10.1080/0145935X.2018.1557882
- Harker-Schuch, I. (2019). Why is early adolescence so pivotal in the climate change communication and education arena? In W. Leal Filho & S. Hemstock (Eds.), Climate change and the role of education (pp. 279–290). Springer Nature. https://doi.org/10.1007/978-3-030-32898-6_16
- IPCC (Intergovernmental Panel on Climate Change). (2018). Global warming of 1.5 °C. An IPCC Special Report on the impacts of global warming of 1.5 °C above pre-industrial levels and related global greenhouse gas emission pathways, in the context of strengthening the global response to the threat of climate change, sustainable development, and efforts to eradicate poverty. In press.
- Jungk, R., & Muellert, N. (1987). Future workshops. How to create desirable futures. Institute for Social Inventions.
- Kagawa, F., & Selby, D. (2010). Education and climate change. Living and learning in interesting times. Routledge.
- Kretzer, M. M., Engler, S., Gondwe, J., & Trost, E. (2017). Fighting resource scarcity - Sustainability in the education system of Malawi: Case study of Karonga, Mzimba and Nkhata Bay district. South African Geographical Journal, 99(3), 235–251. https://doi.org/10.1080/03736245.2016.1231624
- Kromp-Kolb, H., & Formayer, H. (2007). Auswirkungen des Klimawandels auf Hochwasserereignisse in Oberösterreich. Universität für Bodenkultur.
- Lee, T. M., Markowitz, E. M., Howe, P. D., Ko, C.-Y., & Leiserowitz, A. A. (2015). Predictors of public climate change awareness and risk perception around the world. Nature Climate Change, 5(11), 1014–1020. https://doi.org/10.1038/nclimate2728
- McCrum-Gardner, E. (2008). Which is the correct statistical test to use? The British Journal of Oral & Maxillofacial Surgery, 46(1), 38–41. https://doi.org/10.1016/j.bjoms.2007.09.002
- Moezzi, M., Janda, K. B., & Rotmann, S. (2017). Using stories, narratives, and storytelling in energy and climate change research. Energy Research & Social Science, 31, 1–10. https://doi.org/10.1016/j.erss.2017.06.034
- Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A., & Chaves, W. A. (2019). Identifying effective climate change education strategies: A systematic review of the research. Environmental Education Research, 25(6), 791–812. https://doi.org/10.1080/13504622.2017.1360842
- Moser, S. C. (2014). Communicating adaptation to climate change: The art and science of public engagement when climate change comes home. Wiley Interdisciplinary Reviews: Climate Change, 5(3), 337–358. https://doi.org/10.1002/wcc.276
- O’Brien, K., Selboe, E., & Hayward, B. M. (2018). Exploring youth activism on climate change: Dutiful, disruptive, and dangerous dissent. Ecology & Society, 23(3), 42. https://doi.org/10.5751/ES-10287-230342
- OEKS15. (2016). Klimaszenarien für das Bundesland Oberösterreich bis 2100. https://www.bmnt.gv.at/umwelt/klimaschutz/klimapolitik_national/anpassungsstrategie/klimaszenarien.html
- Powney, J., & Watts, M. (2018). Interviewing in educational research. Routledge. https://doi.org/10.4324/9780429503740
- Rattray, J., & Jones, M. C. (2007). Essential elements of questionnaire design and development. Journal of Clinical Nursing, 16(2), 234–243. https://doi.org/10.1111/j.1365-2702.2006.01573.x
- Reid, A. (2019). Climate change education and research: Possibilities and potentials versus problems and perils? Environmental Education Research, 25(6), 767–790. https://doi.org/10.1080/13504622.2019.1664075
- Scannel, L., & Gifford, R. (2013). Personally relevant climate change: The role of place attachment and local versus global message framing in engagement. Environment and Behaviour, 45(1), 60–85. https://doi.org/10.1177/0013916511421196
- Schrot, O. G., Keller, L., Peduzzi, D., Riede, M., Kuthe, A., & Ludwig, D. (2019). Teenagers expand their conceptions of climate change adaptation through research-education cooperation. In W. Leal Filho & S. Hemstock (Eds.), Climate change and the role of education (pp. 525–547). Springer Nature. https://doi.org/10.1007/978-3-030-32898-6_29
- Skoglind-Öhman, I., & Shahnavaz, H. (2004). Assessment of future workshop’s usefulness as an ergonomics tool. International Journal of Occupational Safety and Ergonomics: JOSE, 10(2), 119–128. https://doi.org/10.1080/10803548.2004.11076600
- Smith, G. A. (2007). Place-based education: Breaking through the constraining regularities of public school. Environmental Education Research, 13(2), 189–207. https://doi.org/10.1080/13504620701285180
- UNESCO (United Nations Educational, Scientific and Cultural Organization) & UNFCCC (United Nations Framework Convention on Climate Change). (2016). Action for climate empowerment: Guidelines for accelerating solutions through education, training and public. UNESCO and UNFCCC. https://unfccc.int/sites/default/files/action_for_climate_empowerment_guidelines.pdf
- UNESCO (United Nations Educational, Scientific and Cultural Organization). (2017). Education for sustainable development goals learning objectives. UNESCO.
- UNJFI (United Nations Joint Framework Initiative on Children, Youth and Climate Change). (2013). Youth in action on climate change: Inspirations from around the world. UNFCCC.
- Vidal, R. V. V. (2005). The future workshop: Democratic problem solving. http://www2.compute.dtu.dk/pubdb/views/edoc_download.php/4095/pdf/imm4095.pdf
- Wynes, S., & Nicholas, K. A. (2017). The climate mitigation gap: Education and government recommendations miss the most effective individual actions. Environmental Research Letters, 12(7), 074024. https://iopscience.iop.org/article/10.1088/1748-9326/aa7541 https://doi.org/10.1088/1748-9326/aa7541