As Green Infrastructure (GI) and related approaches inspired by natural systems have proven capacity in risk reduction and climate adaptation, this research explores how these approaches can encourage forms of Climate Change Education (CCE) for urban adaptation learning. In the framework of the Challenging the Climate Crisis: Children's Agency to Tackle Policy Underpinned by Learning for Transformation (CCC-CATAPULT) project, empirical data were collected through focus groups and narrative work with youth, and interviews with educators. A systematic analytical process based on a staged thematic analysis was developed and tested in the Genoa case study (Italy) aimed at organising and coding data through databases to identify themes. Whole dataset of the case study was collected in the period 2022-2023. While combined analysis of focus groups and narrative work highlights perspectives of involved young people (n = 39 in focus groups, of which n = 27 in subsequent narrative work), interview analysis shows multiple points of convergence with perspectives of involved educators (n = 8). These perspectives, relating to climate change, climate change education, and educational transformation, informed the identification of three core areas for cooperation between GI and CCE: GI as an intergenerational participatory approach, place-based GI literacy, and youth voices in GI plans. These areas are intended as a contribution to operationalise emergent demands and needs in the practice of CCE as captured through this empirical work. Results open avenues to further investigation on the role of GI-CCE cooperation mechanisms in promoting urban adaptation learning to support youth adaptive capacity.
Sposito et al. (Thu,) studied this question.