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Integrating Socio-Emotional Intelligence into Carbon Literacy Education: A Case Study in the Context of a Welsh Business School

炭素リテラシー教育への社会情動知能の統合：ウェールズのビジネススクールを事例として (AI 翻訳)

Songdi Li, Sheetal Menon

Cardiff Metropolitan Research Repository (Cardiff Metropolitan University)ジャーナル2026-05-20#その他Origin: Global
DOI: 10.25401/cardiffmet.32325204
原典: https://doi.org/10.25401/cardiffmet.32325204

🤖 gxceed AI 要約

日本語

本研究は、炭素リテラシー教育に社会情動知能を統合することで、知識と持続可能な行動のギャップを埋める可能性を探る。ウェールズのビジネススクールでの事例研究を通じて、感情・社会的要素が学習者の環境配慮行動に与える影響を分析する。

English

This study explores integrating socio-emotional intelligence into carbon literacy education to bridge the gap between knowledge and sustained pro-environmental behavior. Through a case study at a Welsh business school, it analyzes how emotional and social factors influence learners' engagement and sustainable actions.

Unofficial AI-generated summary based on the public title and abstract. Not an official translation.

📝 gxceed 編集解説 — Why this matters

日本のGX文脈において

日本では、企業の脱炭素教育やサステナビリティ人材育成が進む中、感情・社会的要素を考慮した教育手法の導入は参考になる。ただし、SSBJや有報とは直接関係しない。

In the global GX context

Globally, carbon literacy programs are gaining traction in corporate and educational settings. This paper adds a socio-emotional dimension, which could enhance the effectiveness of climate education initiatives under frameworks like the UNFCCC's Action for Climate Empowerment.

👥 読者別の含意

🔬研究者:Provides a conceptual framework for integrating socio-emotional intelligence into climate education, offering directions for empirical validation.

🏢実務担当者:Useful for educators designing carbon literacy programs that go beyond cognitive learning to foster deeper behavioral change.

🏛政策担当者:Suggests that climate education policy should incorporate socio-emotional learning to strengthen long-term pro-environmental commitment.

📄 Abstract（原文）

As the urgency of addressing climate change grows, fostering pro-environmental behaviours through education becomes imperative. Traditional environmental education primarily focuses on cognitive learning- building knowledge about climate change and sustainability. However, this study posits that fostering long-term commitment to sustainability requires addressing not only cognitive factors but also the emotional and social dynamics that shape individual and collective actions. This paper explores the role of social-emotional intelligence (SEI) in enhancing Carbon Literacy (CL) and motivating sustainable behaviours, with a focus on the intersection between emotional engagement, social influences, and sustainability practices. By integrating SEI competencies into climate change education, this study provides insights into how emotional and social factors can drive both personal and collective actions toward sustainability. Below are the research questions:RQ1. How do SEI competencies shape learners' engagement and understanding in climate change education?RQ2. Does SEI integration into climate change education curriculum influence learners' pro-environmental behaviours and attitudes?While CL programs emphasise cognitive learning, little research explores how SEI competencies can bridge the gap between knowledge and sustained pro-environmental behaviour.

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