How do sensemaking and climate change education affect climate engagement at the grassroots level? A study of five communities in Southeastern Ghana

Abstract

AbstractThis study aims to explore how climate change education and sensemaking can lead to climate engagement and adaptive behavior at the grassroots level. The research focuses on five rural communities in Ghana and seeks to answer three key questions related to how people understand and respond to climate change issues. One strength of the study is the use of sensemaking as an organizing framework, which allows for a nuanced understanding of how people at the grassroots level make sense of complex environmental issues like climate change. The study findings suggest that sensemaking was a critical factor in how people noticed and made meaning of the climate crisis, and that deliberative tools like storytelling, conversation, and listening were important tools for facilitating this process. We also found that climate educators needed to address existing misconceptions before framing climate change issues in terms of science and impact on livelihoods. Linking climate change to rural livelihoods resonated more with people than science, and a strategy of guiding communities to recognize the need for adaptive behavior through individual and collective sensemaking was important. The emphasis on linking climate change to rural livelihoods rather than science is an important finding, as it suggests that approaches that emphasize the impact of climate change on local communities and their ability to adapt may be more effective than purely scientific arguments.