Fostering environmental competence through student-led climate action in elementary education

This study examined a ten-week student-led climate and environmental club for fourth graders in South Korea. Grounded in a six-component framework of environmental competence, the program used participatory, action-oriented learning around climate change and local issues. Mixed methods combined pre/post assessments with students’ final reflections, weekly team presentations, and meeting minutes. Overall competence increased significantly, with the largest gains in communication and conflict resolution and environmental sensitivity. Students designed projects (recycling, storytelling, stream protection) based on student-identified school and community concerns and refined them through peer feedback. Facilitative routines supported reflection, iterative justification, and shared responsibility.