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Published
2025-06-05
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Critical Essay
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Copyright (c) 2025 Roman Bartosch, Julia Hoydis, Jens Martin Gurr
This work is licensed under a Creative Commons Attribution 4.0 International License.
Introducing the 3T-Approach to Climate Change Literacy
Roman Bartosch
University of Cologne
Julia Hoydis
University of Graz
https://orcid.org/0000-0002-8020-5473
Jens Martin Gurr
University of Duisburg-Essen
https://orcid.org/0000-0002-3822-6385
DOI: https://doi.org/10.24926/cle.v3i1.6482
Keywords: climate change literacy, environmental humanities, literature pedagogy, fallacies, 3-T approach
Abstract
This essay summarizes key findings from an interdisciplinary project on the role of literary fiction in fostering climate literacy. It discusses prevalent conceptions of the cognitive and emotional impact of reading and suggests the beneficial potential of fiction through the lens of discourse awareness, critical empathy, and systems thinking. Moving from theoretical insight to practical implementation, we describe discourse awareness, critical empathy, and systems thinking in our own “3T-Approach to Climate Change Literacy”: an approach in which teachers draw on a combination of texts, textures, and tasks when planning and conducting pedagogical interventions for climate literacy.
