Carbon Literacy Training (CLT) aims to bridge the gap between environmental knowledge and pro-environmental behaviour, yet sustained behavioural change remains uneven, particularly in multicultural learning contexts. This study examines how international postgraduate students respond to CLT, focusing on environmental pledging as a behavioural indicator of engagement. Using Q methodology, the subjective perspectives of 39 students who completed a CLT programme were analysed, revealing three distinct profiles: morally driven but pessimistic individuals, empowered educators and local change agents, and globally minded realists aware of structural constraints. Pledging behaviour was most prevalent among participants who identified as educators and community influencers, while others expressed strong environmental values but hesitated to formalise commitments. The findings suggest that standardised CLT and uniform pledging models risk overlooking emotional, cultural, and contextual differences among learners. The study argues for more adaptive and inclusive CLT approaches, incorporating flexible pledge formats and culturally sensitive engagement strategies to better translate concern into sustained pro-environmental action. • Q methodology reveals three distinct orientations toward carbon literacy and pledging • High climate concern does not consistently translate into pledging behaviour • Pledging is most common among students identifying as educators and change agents • Cultural, emotional, and structural factors shape engagement with carbon literacy • Flexible, culturally sensitive pledging may improve carbon literacy outcomes
Sutcliffe et al. (Sat,) studied this question.