Broadening epistemologies and methodologies in climate change education research

In this commentary, we reflect on the articles in this special collection from our lens as scholars who have chosen to conduct research with a focus on climate change education. We start with statements of positionality, as certainly our own experiences and philosophical stances shape our work and reflections included here. Afterwards, we present a typology of climate change education research, utilizing a framework developed from research paradigms with an emphasis on epistemology and methodology. Lastly, we make recommendations for future research efforts based on suggestions within the research articles in the collection as well as from the typology presented.