 |
 |
GI_Forum 2024, Volume 12
|
 |
Verlag der Österreichischen Akademie der Wissenschaften Austrian Academy of Sciences Press
A-1011 Wien, Dr. Ignaz Seipel-Platz 2
Tel. +43-1-515 81/DW 3420, Fax +43-1-515 81/DW 3400 https://verlag.oeaw.ac.at, e-mail: verlag@oeaw.ac.at |
|
|
|||||||||||||||||||
|
DATUM, UNTERSCHRIFT / DATE, SIGNATURE
BANK AUSTRIA CREDITANSTALT, WIEN (IBAN AT04 1100 0006 2280 0100, BIC BKAUATWW), DEUTSCHE BANK MÜNCHEN (IBAN DE16 7007 0024 0238 8270 00, BIC DEUTDEDBMUC)
|
GI_Forum 2024, Volume 12, pp. 1-15, 2025/02/14
The Fridays For Future movement brought the issue of climate crisis an enormous boost in public awareness and generated great interest in climate-related topics among students. The particular way in which issues of climate protection or climate adaptation are negotiated by social media communities ensures their appeal. Two questions arise from this: Which digital practices do activists of Fridays For Future use to disseminate knowledge on climate and climate change? How do these practices affect informal learning processes in the knowledge domain of climate and climate change? Results obtained from a qualitative content analysis of posts and documents created by members of digital communities of the Fridays For Future movement and interviews with activists show that processes of identity formation take place in the communities. If these knowledge practices are taken up and reflected upon in the classroom, they can be transferred to formal educational processes, in terms also of transformative learning.
Keywords: digital condition, social media, education for sustainable development, transformative learning