Blog #3: Survey and Germany Trip Reflections

My research is attempting to answer the question, what are the desired cognitive, affective, and behavioral outcomes of environmental and energy education efforts in Germany, as described by policies and individuals in support of EE? For my research in Germany, I interviewed parents and caretakers at a park in Berlin. I conducted my surveys on International Womens Day, a bank holiday in the city. Many families were enjoying the day off and some rare sunshine at the playground. I wasn’t sure how my questions about energy literacy and environmental education would be received given the young age of many of the children. I expected many people to be confused or uninterested in my questions, thinking they might be too niche or sobering for a broad audience. It surprised me that the majority of respondents seemed engaged in issues concerning environment andthe energy transition. It surprised me even more that many of them actively incorporated their children into their actions and consideration. 

The children of respondents ranged between nine months and fourteen years old. Six of the ten respondent’s children were five or under. When asked if the parent or caregiver talked with their child about environmental issues, eight of ten said yes. When asked if they talked with their child about the energy transition, only four of ten said yes. Many cited the age of their child as a reason for not discussing the Energiewende. Others said that they discuss climate change but not the energy transition specifically. Among those who said they did discuss it, two were parents of children aged four or younger. When asked if they think it is important that their child receive education about the Energiewende, all but one respondent said yes. Many of the respondents were enthusiastic in their responses, reacting almost as if not raising the topic would be out of the ordinary. When I asked what specific concepts they hope their children understand about the energy transition, responses ranged from “what coal and gas do” to “how we consume.” When I asked how parents and caregivers hope their child feels emotionally about the energy transition, responses ranged from “responsibility” to “sensitive” to “aware” of how precarious of a moment we’re in as a society. When asked if they hope their child behaves in ways that help conserve energy, eight respondents said yes and outlined behaviors ranging from biking to civil disobedience. One of the most interesting findings from my survey was the response to one of the final questions I asked parents: “Do you believe environmental issues will be a part of your child(ren)’s world as an adult?” Every single respondent replied yes, without hesitation. That even parents who admitted to not talking about the energy transition or broader challenges with their kids would acknowledge this truth was interesting.

Learning about German culture and the Energiewende while traveling across Germany helped to contextualize these responses. Conversations about the environment, sustainability, and energy seemed less polarized in Germany than in the US. Buses, political posters, and trash cans all displayed messaging connecting to climate and energy conservation, whereas in the US I frequently drive by billboards demonizing the Green New Deal. Efficient and convenient public transportation helped us travel as a large group through cities and the countryside, whereas at home I am reliant on my car for most travel. Plant-based food options were everywhere, whereas at my college options can be limited and nutritionally insufficient. Like America, Germany has a long way to go to transition away from fossil fuels. Instead of fighting to communicate scientific consensus and implement common-sense changes, however, they seem to be figuring out how best to move forward through a suboptimal present. I’m hopeful that this level of scientific literacy and communication could be reached in the US as well.