Experiential learning for climate education

A study of the En-Roads climate action simulation

Bibliographic Data

ID21720968
AuthorsAnjali Chaudhry (Dominican University Brennan School of Business, , River Forest), Shankar Ghimire (0000-0001-7664-9330, Florida Southern College Barney Barnett School of Business and Free Enterprise, , Lakeland), Isabel Rodríguez-Tejedo (University of Navarra School of Economics and Business, , Pamplona)
Year2026
Pages1-22
Publication date2026-05-12
Open AccessNo
TypeARTICLE
VenueInternational Journal of Sustainability in Higher Education (JOURNAL)
Journal identifiersISSN: 1467-6370 • E-ISSN: 1758-6739
PublisherEmerald (PUBLISHER)
DOI10.1108/ijshe-07-2025-0737
OpenAlexW7160837629
LanguageEN
References cited77

Purpose This study aims to evaluate the effectiveness of an experiential learning tool for sustainability and climate change education (CCE). The study investigates how the Energy-Rapid Overview and Decision Support (En-ROADS) Climate Action Simulation, which allows users to test climate solutions using real-time scientific data, influences student perspectives on climate change. The goal is to assess whether this simulation-based pedagogy can enhance understanding, engagement and action aligned with the UN Agenda 2030. Design/methodology/approach Undergraduate students in the USA and Spain participated in a role-play activity simulating a UN climate negotiation using En-ROADS. Pre- and post-simulation surveys were administered based on the Yale Project on Climate Change Communication, measuring several dimensions including: knowledge, communication ability, emotions, personal importance and willingness to act. A cluster analysis was conducted to identify student characteristics associated with responsiveness to the simulation. Findings Results reveal statistically significant improvements across all dimensions, with the greatest gains in students’ self-reported ability to discuss climate change. Cluster analysis identified two distinct groups: a high-response cluster with greater awareness and a stronger willingness to act, and a low-response cluster with limited change. Demographic variables such as age, gender and race were examined to explain these differences. Practical implications This study recommends integrating simulation-based learning into curricula, supporting faculty training for facilitation, and aligning pedagogy with institutional sustainability goals and student characteristics. Beyond academia, simulations can also help policymakers and civic organizations engage broader audiences in climate action. Originality/value This study contributes to the growing literature on experiential learning in CCE by offering cross-national evidence on the impact of simulation-based pedagogy. It demonstrates the use of the En-ROADS simulation to shape students’ attitudes and actions toward climate change and highlights the importance of tailoring CCE approaches to diverse learner profiles, uncovering subgroup differences through cluster analysis

Classroom climate · Climate change · Environmental education · Experiential education · Experiential learning · Negotiation · Sustainability · Environmental Education and Sustainability · Innovative Teaching Methodologies in Social Sciences · Sustainability in Higher Education

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