Via this website, we will disseminate both the evaluation methodology and results from the various project activities conducted in the three core work packages.

We adopt a mixed-method approach to evaluate project goals aiming at enhancing students’ resilience, sense of agency, competence and connectedness. Qualitative research methods involve observing student interactions during module exercises, focusing on fostering resilience through social interaction and cooperation. For instance, during game modifications (WP3) we analyze how students do activities (the procedural aspect) and what they say during activities (the rherotical aspect). This will allow us to investigate what topics they prioritize when conducting game modifications.

Furthermore, we conduct interviews with purposefully selected stakeholders and evaluate them using cross-case design. This is suitable when learning activities – though varying in duration, mode of activity, course embedding, etc. – share features (e.g. learning goals increasing students’ sense of control). The aim of the comparison is to distill what Mechanisms are triggered by which Interventions (proposed activities in WP2-4) in specific Contexts and what resulting Outcomes are reported using CIMO-logic (Bronkhorst 2011; Denyer 2008).

We use a short-term longitudinal survey to examine levels and changes in resilience, climate emotions (using the taxonomy of Pihkala 2022See Pihkala, Panu. 'Toward a taxonomy of climate emotions.' Frontiers in Climate 3 (2022): 738154. https://doi.org/10.3389/fclim.2021.738154), and SDT concepts using validated questionnaires. We plan T1 before the start of the courses and T2 at the end of the courses. We use structural equation modelling techniques (e.g., latent change score models) to examine changes over time.