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
🤖 gxceed AI 要約
日本語
気候変動教育において、認知学習だけでなく社会情動知能（SEI）を統合することで、持続可能な行動変容を促す可能性を探る。ウェールズのビジネススクールでの事例研究を通じ、SEIが学生の気候変動への関与と環境配慮行動に与える影響を評価。炭素リテラシー向上に感情・社会的要素が重要であることを示唆。
English
This study explores the integration of socio-emotional intelligence (SEI) into carbon literacy education to foster sustained pro-environmental behavior. Through a case study in a Welsh business school, it examines how SEI competencies influence student engagement and sustainable actions. The findings suggest that combining emotional and social dynamics with cognitive learning enhances commitment to climate action, offering insights for curriculum design in sustainability education.
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
日本のGX教育や環境人材育成において、知識伝達だけでなく情動的側面を取り入れたプログラム設計の参考になる。ただし、SSBJや有報開示などの制度との直接的な接点は薄い。
In the global GX context
The paper contributes to the global discourse on climate change education by integrating socio-emotional intelligence, a dimension often overlooked in carbon literacy programs. It is relevant for educators and curriculum designers in business schools aiming to cultivate deeper engagement with sustainability, but has limited direct implications for disclosure frameworks or corporate decarbonization strategies.
👥 読者別の含意
🔬研究者:Researchers in sustainability education can use this as a model for integrating emotional and social competencies into carbon literacy training.
🏢実務担当者:Educators and training providers designing carbon literacy programs can incorporate SEI elements to enhance behavioral outcomes.
📄 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.
🔗 Provenance — このレコードを発見したソース
- openalex https://doi.org/10.25401/cardiffmet.32325204.v1first seen 2026-06-07 04:45:55 · last seen 2026-06-16 04:39:59
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