Exploring youth eco-literacy through lived experiences. ‘When you purchase a pair of jeans, you bear the burden of child labor in South Asia’

Abstract

This study explores youth eco-literacy and its role in addressing the climate crisis, consumption, and socio-political challenges. Eco-literacy involves environmental understanding, skills, and critical perspectives, enabling active engagement and informed decision-making. Through geo-social lenses, I examine how Turkish youth participate politically, both online and offline, in climate change and consumerism dialogues, considering local, global, and planetary perspectives. The analysis focuses on young people’s interpretive agency, creatively expressing environmental ideologies and shaping values with a political stance characterized by reflexivity, agency, and commitment to daily activism and eco-friendly lifestyles. Qualitative data collection included discussions on daily environmental practices and essays on environmental citizenship, covering eco-literacy sources, responsible actors, and ecological awareness strategies. Findings illustrate how young participants address opportunities and disparities, utilizing the research environment for collective learning and action. The study further investigates young people’s showcase of their eco-literacies and advocacy for a public (eco) pedagogy beyond traditional education.

Keywords:

• eco-literacy
• climate change
• consumption
• political participation
• public (eco) pedagogy

Introduction

The youth in contemporary society face disparate consequences stemming from ecological challenges, such as climate change and biodiversity loss (see Díaz et al., 2019; IPCC, 2021). These impacts can be attributed to the escalating influence of consumer capitalism and associated destructive actions (Marques, 2020). Furthermore, the growing prevalence of digital media and popular culture often relegates traditional education to a secondary role (McNeill & Engelke, 2014; Mustola et al., 2018), thereby rendering many children passive observers and victims of an ecologically unstable era (Firinci Orman, 2022a). Acknowledging that these transformations affect young individuals disparately, contingent upon their distinctive social and geographic contexts is essential.

In response to these dynamic developments, the concept of eco-literacy has emerged as a central construct among the younger generation within the domain of environmental education. Coined by Capra (1997), eco-literacy fundamentally involves comprehending the organizational principles of ecosystems and responsibly applying these principles to foster sustainable human communities and societies. An eco-literate individual not only possesses a comprehensive understanding of the world but also actively engages in environmental endeavors, striving to make substantial contributions to sustainable societies through the application of intellectual, emotional, and practical efforts (McBride et al., 2013). Furthermore, an ecologically competent society is typically self-sustaining and seeks to minimize interference with the natural environment upon which it relies (Häggström & Schmidt, 2020).

The literature underlines the great importance of eco-literacy by drawing insights from diverse scholarly perspectives, including ecocriticism, environmental education, critical environmental literacies, and global education approaches, all aimed at promoting environmental awareness (Deetjen & Ludwig, 2021). Scholarly research has explored various facets, such as place-based approaches (Häggström & Schmidt, 2020), eco-feminist and new materialist perspectives (Gough & Whitehouse, 2018), global environmental concerns (Thomashow, 2003), texts influenced by postcolonial viewpoints and nonliterary eco-media (Beach et al., 2017), and critical environmental literacies that delve into deconstructing environmental oppression and advocating sustainability (Misiaszek, 2018).

Moreover, environmental education (EE) assumes a pivotal role in this context, with the Belgrade Charter and the Tbilisi Declaration prominently establishing ‘environmental literacy’ as a central objective (McBride et al., 2013). Education for Sustainable Development (ESD) has likewise emerged as a significant force, exemplified by the United Nations initiatives, including the Decade of Education for Sustainable Development (UNESCO, n.d.) and the 2030 Agenda for Sustainable Development (UN, n.d.) where the Sustainable Development Goals (SDGs) were adopted by all United Nations Member States in 2015 (UNDP, n.d.). Furthermore, global education and global citizenship education have fostered opportunities to incorporate eco-literacy into the educational framework, cultivating awareness of environmental issues and instilling a commitment to sustainable behavior among students (Gough, 2018; Misiaszek, 2016).

While the literature on eco-literacy has made these significant strides in debating its implications for education and in providing a solid foundation for environmental awareness and stewardship within educational paradigms, there exists a noticeable gap in research focusing on how everyday encounters influence the eco-literacy of young people and how young people enact their (environmental) literacies. Despite the significance of the school environment and educational settings (Levy & Zint, 2013), comprehending the intricate interplay between ecological knowledge and the diverse geo-social contexts in which individuals and communities exist is equally essential. As Rousell and Cutter-Mackenzie-Knowles (2020) emphasized, there is a need for more participatory research that empowers children and young people to address the multifaceted implications of climate change within their respective communities and environments. Trott (2021) highlights youth activism as revealing adult shortcomings in and out of classrooms, advocating for a transformative approach that assesses both the actions and their impact, suggesting children’s active participation and imaginative thinking.

The literature shows the importance of cultivating eco-literacy in both citizens and governance, placing particular significance on place-based knowledge, and understanding (Capra & Stone, 2010; Greenwood, 2008; Louv, 2005; Orr, 1992). Additional studies point to the importance of youth political participation in shaping environmental identities, as well as examining the lived and performative aspects of youth environmental citizenship and everyday activism building on Isin’s (2008) relational citizenship theory (see Firinci Orman, 2022a, 2022b, 2023, Firinci Orman & Demiral, 2023; Kallio et al., 2020; Lister et al. 2003; Wood, 2010). This in turn connects with the public pedagogy as concerned with forms of education and learning occurring outside formal educational institutions. As such, public pedagogy is associated with citizenship and democracy, along with other dimensions such as popular culture’s role in everyday learning, public spaces’ educative potential, neoliberalism’s impact as ‘permanent education,’ and learning opportunities within social movement activism. It could be perceived as a process of experiential learning (Sandlin et al., 2011). King (2022) proposes that public pedagogy, aligning with Sandlin’s definition, can adopt a goal-driven trajectory, emphasizing participation, resistance, and creation. It fosters fluid and messy learning situations, often through public artifacts, spaces, and discourse, to redirect public experiences toward learning.

Eco-literacy represents a paradigm shift toward holistic, systemic, and sustainable environmental solutions (Simon, 2006). Despite differing philosophical, psychological, and political foundations, eco-­literacy often aligns with innovative approaches to environmental education (EE) and education for sustainable development (ESD), emphasizing experiential learning methods (e.g., Dunkley, 2016) such as outdoor education and hands-on experiments. These approaches prioritize critical thinking skills through methods such as role-playing, case studies, and problem-based learning to address environmental challenges (e.g., Gordon & Thomas, 2018). Moreover, they promote action and civic engagement, as seen in practices like Participatory Action Research (PAR), Community-Based Education (CBE), and/or Environmental Action (e.g., Bellino, 2016; Goldman et al., 2017; Iyengar & Shin, 2022).

Consequently, it is imperative to conduct a more comprehensive exploration of the lived worlds of young people to observe their eco-literacy. This understanding can inform contextually relevant environmental education strategies, particularly within the field of eco-pedagogy and other critical educational approaches. In this regard, the present study investigates how young people engage in political discourse, both online and offline, concerning climate change and consumerism, considering both local, global, and planetary perspectives. The study aims to contribute to the evolving body of literature on eco-literacy by highlighting that its impact extends beyond the classroom, enabling it to address real-world challenges within distinctive geographical and social contexts, particularly in Turkey.

The current study revisited and expanded upon data collected as part of a previous multi-site project on environmental citizenship involving young individuals from urban and rural areas of Turkey, examining their consumer practices and climate change actions. The study explored geo-social factors such as young people’s social networks, spatial attachments, the politicization of issues, and personal worldviews (see Kallio, 2018, 2020), and particularly shed light on the performativity of young people’s everyday activism (Firinci Orman, 2022a). This exploration unveiled intersectional aspects of young people’s socio-spatial environmental socialization, contributing to the understanding of the inequalities they face in terms of political and economic oppression that the country has experienced (Firinci Orman & Demiral, 2023). The previous study also showcased how young individuals manifest their environmental identities through seemingly mundane everyday actions that empower them (see Firinci Orman, 2023).

While Turkey has recently introduced an elective course on ‘environmental education and climate change’ (MEB, 2022), and there is extensive literature on the subject (Yıldız et al., 2021), existing studies primarily focus on the environmental aspect of education for sustainability, often adhering to traditional perspectives. These studies tend to overlook the socio-cultural dimension and neglect issues such as youth participation or environmental action. Recent research in environmental education has mainly emphasized attitudes, literacy, and teaching methods to promote environmentally responsible behaviors. However, applied environmental education and ecological identity development receive less attention (Arslan & Hamzaoğlu, 2023). Despite growing interest in innovative pedagogical approaches and critical perspectives (e.g., Saribas et al., 2023), their integration into school curricula remains limited in Turkey (Çakır Yıldırım et al., 2023). Additionally, youth political participation is severely limited by an authoritarian shift, confining their expression to public spheres (Bee, 2021). These circumstances show the need for further exploration of youthful perspectives on the climate crisis and the examination of their (eco) critical agency. Consequently, this article does not dwell on non-critical stances that young participants may exhibit but strategically emphasizes critical young individuals and their insights.

In the first section of this article, I provide a concise review of the limited literature on the relational and lived aspects of eco-literacy and discuss how these dimensions are interconnected with eco-pedagogy. Subsequently, the article delves into methodological considerations, including the general characteristics of the participants, insights into the educational materials employed, the empirical stages of the study, data analysis procedures, and the ethical principles that guided the research. Following this, the results of the study are presented, focusing on how participants with eco-literacy skills establish direct connections between causes and effects, such as the relationship between consumerist culture and climate change. This analysis also explores the intricate dimensions of the everyday actions of young individuals and how these actions intersect with local and global scales of criticality, which young people manifest through their daily performances and decision-making processes. Finally, the demand for a public pedagogy is discussed by examining youthful narrations.

Eco-pedagogy and eco-literacy through lived experiences

Eco-pedagogy, rooted in critical theories and inspired by the pedagogies of Paulo Freire, is a multifaceted approach to literacy education that goes beyond traditional frameworks. As Misiaszek and Iftekhar (2022) elucidate, eco-pedagogy aims to cultivate a deep understanding of the connections between human acts of environmental violence and social violence, emphasizing the intersections between ecological and social justice. As such, eco-pedagogy helps reveal socio-environmental connections for a deeper understanding, empowering citizens to take environmental action through critical reflection (Misiaszek, 2016).

Eco-pedagogy involves critical thinking and transformability, seeking to unravel the layers of hidden oppressions that contribute to planetary unsustainability. It urges educators to teach the social aspects of environmental issues, encompassing local to global perspectives and embracing insights from various disciplines (Misiaszek, 2020a, 2020b). Blanc’s concept of ‘collective environmentalism’ further reinforces the idea that eco-pedagogy involves collective action and democracy, transforming learners into active agents in the pursuit of social–ecological transition (Blanc, 2019).

Eco-literacy, part of eco-pedagogy, goes beyond traditional environmental education by focusing on broader ecological systems and emphasizing place-based learning, contrasting with the narrower scope of traditional environmental education. As discussed by Misiaszek (2022), eco-pedagogues play a pivotal role in widening citizenships from local to planetary spheres, encouraging individuals to recognize their interconnectedness with the Earth and promoting a culture of sustainability. The concept of planetary citizenship, introduced by Gadotti (2008), emphasized a new perception of the Earth as a single community, highlighting the need for a paradigm shift in education. Eco-pedagogy, as a critical form of environmental pedagogy, aligns with the goals of global citizenship education, focusing on transformative action to address historical socio-environmental oppressions (Misiaszek, 2018). The geo-social aspects of eco-literacy, therefore, involve understanding the complex interplay between spatial and temporal elements within unique socio-ecological contexts, promoting a holistic and transformative approach to environmental education (Dunkley, 2018; van Herten & Perez, 2022). For example, Dunkley (2018) delves into the field of eco-pedagogy, focusing on its spatial and temporal dimensions, stressing the importance of space-time-aware learning experiences in fostering nature-culture inter-relativity. Dunkley’s study shows that irrespective of specific spatial contexts, these encounters play a central role in the development of eco-pedagogy and eco-literacy.

Hence, this paper investigates the impacts of the environments in which eco-pedagogy occurs. It specifically delves into the spatial and socio-political aspects of both formal and informal environmental (learning) experiences of young people that can be regarded as eco-pedagogic. As such, I examine young people’s interpretive agency (see Firinci Orman, 2022a, 2023), which creatively reinterprets environmental ideologies, allowing young people to shape their own meanings and values. This political approach is marked by reflexivity, agency, and a readiness to participate in daily activism and embrace eco-friendly lifestyles.

I build on the concept of lived citizenship (Kallio et al., 2020), which received growing recognition as a generative approach, emphasizing the embodied, relational, and everyday experiences of being a citizen. Pointing to Noel Gough’s work (2008, 2016), which demonstrates how places become pedagogical, I ground the study on young people’s lived citizenship to comprehend their experiential lives and critical knowledge. As Pitman and Daniels (2020) showed, including education, there are other pathways toward eco-literacy such as the relationship with place, spending time in nature, valuing the natural world, and participation in activities.

Within this context, eco-pedagogy and eco-literacy could encompass various critical pedagogies. The literature includes, for example, place-based education (Nichols et al., 2016; Schild, 2016; Yemini et al., 2023) which emphasizes local environments and instills a sense of responsibility for the places learners inhabit. While some other studies focus on the significant life experiences that connect children with nature (e.g., D’Amore & Chawla, 2018) other studies stress the outcomes and impacts of place-based education programs (e.g., Powers, 2004).

Additionally, climate change education can focus on the global impact of climate issues (Monroe et al., 2019) on diverse communities. Furthermore, global citizenship education may highlight the interconnectedness of environmental issues across borders (see Goren & Yemini, 2017; Hinderliter Ortloff, 2011). In the current study, all of these approaches are regarded as critical geographies, contributing to environmental awareness and eco-literacy. They provide a deeper understanding of the spatial dimensions of environmental issues, fostering a heightened environmental consciousness.

Research design and methodology

While studying the eco-literacy of young people, it is important to include the youth who are not usually represented in the research contexts. The scholarship on youth climate activism has mainly focused on the wealthy Global North, particularly in affluent urban contexts (Farrugia & Ravn, 2022; Neas et al., 2022), neglecting the experiences of millions of young people not actively engaged in public climate activism (Firinci Orman, 2022a). This study investigated Turkish youth who do not engage with climate activism publicly but who express their interest in climate change issues, and who live in urban and/or underrepresented rural areas. Utilizing a geo-social methodology, the research uncovers young people’s lived experiences as consumers and (environmental) citizens. It examines their social and spatial engagements and the political as contextually significant matters in their lives (see Kallio, 2018, 2020), revealing situated truths from their perspectives through spatially embedded narratives on everyday consumerism and climate change actions (see Firinci Orman, 2023).

Drawing upon interdisciplinary perspectives from geography, sociology, environmental studies, and related fields, the geo-social methodology engages with relational ontological orientation, thus enriching existing qualitative approaches (see Creswell, 2013). It discerns the intricate interplay between social dynamics and spatial configurations, prioritizing the understanding of subjective experiences and meanings within specific socio-spatial contexts. Furthermore, it reconceptualizes socialization by integrating intersubjective, spatial, and political dimensions. These dimensions, as delineated by scholars such as Elwood & Mitchell (2012), Kallio (2018), Joronen (2016), and others, serve as analytical layers within the framework of the geo-social methodology.

General characteristics of the participants

With a pragmatic approach to sampling, the researcher included 21 young people aged 13–17 from diverse regions in Turkey, leveraging teachers’ networks and municipal child rights projects to reach participants. The sampling reflects varied social positions related to gender, ethnicity, religion, and class, as subjectivities were studied. Seven participants self-identified as male, while others identified as female. Three participants had different ethnic backgrounds (Kurdish, Armenian, Arab), and one had a significantly different religious orientation (Christian), while only three came from lower-income families, with the majority representing various segments of middle-class families. None of the young participants were involved in public environmental activism or youth movements, but the vast majority had prior experiences with institutional participation through school and municipal projects on climate change; except for two participants. This is also linked to their willingness to participate in the study voluntarily. All participants had past mobility experiences, ranging from relocating to different neighborhoods or moving to larger cities, including cases of reverse migration or external immigration.

Materials and methods

Data collection occurred digitally through online mapping activities, followed by online in-depth interviews and essay writing sessions, conducted sequentially with each individual to collect data.

Mapping activity

The fieldwork commenced with an online mapping exercise (see Kallio, 2020, 2021) conducted digitally on a Padlet¹ map. This collaborative platform enabled interaction and accommodated both synchronous and asynchronous participation, enhancing accessibility and flexibility. Participants designated significant places, ranging from specific spaces to neighborhoods, cities, countries, and regions, reflecting on their climate-­related experiences. The mapping exercise, where participants attributed colors to represent their affectual reflections, served as a semipublic space fostering the sharing of experiences and perspectives (see Figure 1).

Figure 1. Collective Padlet mapping activity where participants pinned their notes of lived experiences on different scales.

In line with Kallio’s (2021) suggestion, this topological mapping involved tracing individuals’ lived experiences through spatial narratives, grounded in a threefold conceptual foundation. This foundation considers subjectivity as a human capacity, views spatial attachments as a relational context for living, and understands the political aspect as matters of importance subjectively experienced and socially shared within a contextual framework. Through this collective activity, participants had the opportunity to learn from each other’s lived experiences and share their personal worldviews on consumerism and climate change actions.

In-depth interviews

In-depth, semi-structured online interviews followed the mapping exercise, encompassing topics such as lived experiences, everyday life, consumption habits, and actions related to climate change in the context of eco-literacy. Previous notes on the map, including attained colors of affectual expression and spatial information, were used to open up and deepen the conversation on lived experiences during the interviews. Guided by the geo-social methodology, these interviews aimed to collect and analyze data on the social, spatial, and political aspects of participants’ experiences, with a focus on everyday consumer practices and climate change mitigation efforts. Questions were designed to uncover the situational nature of their lived realities, exploring social interactions with friends, family, pets, and nature, as well as experiences of places and mobility. The interviews emphasized the significance of politicization in participants’ lives. All interviews were recorded, transcribed, and thoroughly analyzed to understand the interconnectedness within young people’s relational worlds based on their experiential knowledge.

Essay writing

The essay writing task with the theme of “Me as an environmental citizen and consumer” followed the interviews where participants actively questioned their views and actions on climate change examining their consumption practices this time in writing. Participants were instructed that the essays could be as short as a paragraph, with no maximum length limit. Essays, representing the latest stage of individual data collection, also functioned as self-evaluation and reflection tools following the experience of taking part in the research project and increased self-awareness.

Data analysis procedures

The data collected for the project were revisited under the current study to observe young participants’ critical viewpoints and evaluate the geo-social aspects of their eco-literacies through integrated individual reports for each participant, where all data types were triangulated and interpreted to study their environmental socialization. The individual reports involved analytical layers of the geo-social methodology, building on a threefold conceptual baseline: social relatedness, spatial relationality, and experience-based politics (Kallio, 2020). Additionally, performative aspects of youth environmental citizenship (see Firinci Orman, 2022a) served to examine various lived experiences in the context of mundane consumer practices and climate change actions, considering different political participation modes of young people (see Firinci Orman, 2023).

Three themes (identified by hand only, due to the small sampling size) were recognized as generating the results in the context of eco-pedagogy and place-based learning: critical thinking as establishing direct connections between causes themes and effects; insights into local to global perspectives on environmental issues; and understanding socio-environmental connections as actionable aspects for deeper comprehension through critical reflection. Hence, the study strategically revisited the individual reports and triangulated data to examine shared significant aspects of eco-literate viewpoints among participants who demonstrated youthful critical perspectives on climate change and consumerism through expressing their lived experiences.

Ethical principles guiding the research

Ethical considerations were carefully followed throughout the project. Participants and parents were informed about the study’s purpose and procedures, providing written consent. The researchers assured participants of their right to withdraw at any stage without negative consequences. Principles of confidentiality and anonymity were maintained, using pseudonyms, and omitting identifying details. The research design promoted collaboration and individual expression, fostering digital social interaction and environmental socialization among participants in a semipublic space. The ethical aspects of the research were addressed throughout the project to ensure the well-being and rights of the participants.

Study results

In this section, the study’s findings are showcased, with a particular emphasis on individuals possessing eco-literacy skills who establish explicit links between causes and effects. This includes delving into the relationship between consumerist culture and climate change. The analysis extends to examining the nuanced aspects of daily actions among young individuals, illustrating how these actions intersect with both local and global dimensions of criticality. Young people expressed their critical awareness through daily performances and decision-making processes. Additionally, the study unveiled the participants’ advocacy for public eco-pedagogy, indicating a call for educational interventions to combat climate change, as most participants also expressed concern and distress about their uncertain futures. The presentation of results followed a simple logic of compare and contrast by delving into the triangulated data reflecting subjectivities as depicted earlier, reporting on the shared critical and youthful worldviews of the participants, demonstrating eco-literate viewpoints through analysis.

Eco-Literacy at the nexus of youth consumerism and climate change

Climate crisis activism by children challenges mainstream lifestyles, envisioning a more sustainable good life (Nissen et al., 2021). Young people adopt eco-friendly consumption patterns to address global ethical concerns, believing that reversing environmental degradation hinges on embracing new lifestyles, particularly in modernized sectors (Firinci Orman, 2022a; Kyroglou & Henn, 2022).

Nevertheless, some studies show that young people may be inconsistent in their thinking about the relationship between consumer behavior and its consequences on nature (see Autio & Heinonen, 2004). In this context, I present examples of how the connection between consumer actions and climate change awareness is closely linked to their situated and embodied everyday activism, demonstrating their eco-­literate worldviews.

For example, Ekrem (15) from the countryside of central Turkey discusses in his essay that his consumer actions could cause serious damage to the planet. Despite being small, he feels empowered to share the same values with people around him:

I've minimized my meat consumption, even though vegan products are limited in the stores of our city. I also try to encourage my friends to do the same. The idea that even one person can cause significant change pushed me to do this. Neither I nor the people around me use deodorant, and perhaps these seemingly small changes are leaving a priceless positive impact behind when viewed from the outside.

Typically, numerous young people reduce their consumption for the sake of sustainability (Ziesemer et al., 2021). However, the literature suggests mixed views on young people as potential sustainable anti-consumers. They utilize tools from consumer society to shape identities, challenging traditional values, while also raising awareness about the drawbacks of mass consumption . In his own words, Ekrem shares the following during the interview:

I do buy second-hand clothes online, but the options are quite limited. After watching videos about how fast fashion is destroying our planet and lives, it really scared me. I didn’t think it was right for so much harm to come from the things we wear. At least from my perspective, it’s not ethical.

In green consumption, individuals actively learn about eco-friendly practices to distinguish themselves from mainstream consumers. This learning phase, driven by a desire for environmental knowledge, involves utilizing information technology, especially mobile applications, for constant access to pertinent information (Perera et al., 2018). Another example is Selim (17), who comes from a coastal small town in the Marmara Region of Turkey. During the interview, he shared that he reads about veganism and has learned a lot from relevant websites:

It’s not very common in Turkey, but I'm trying to accustom myself to plant milk for example, which I've read a lot about. I really try to pay attention to how mass milk production is harmful to the environment, and how it is harmful to our body.

Similarly, Beyza (15), from Istanbul, reflects in her essay on how she better realized that her consumption choices could unintentionally contribute to the climate crisis, thanks to her participation in the current research project.

For instance, I've been considering the impact of food choices on the climate crisis and the broader issue of consumption. Realizing that I need to delve deeper into this topic and be more attentive, I’ve decided to conduct additional research.

Eco-literate practices involve considering factors like animal welfare and ethical production in individual consumption choices, all aiming to use personal consumption behavior to impact collective responses to public issues. Pelin (15), being one of these participants from the capital city Ankara, finds a direct connection between consumerism and climate change. She even complains about the available options for buying vegan products during the interview:

In the climate crisis, even small actions can significantly impact the environment. Take Zuber’s vegan products—they offer sugar-free options but package them in plastic. Choosing it for health reasons inadvertently harms the environment since recycled plastic still affects nature. Makes me wonder, can’t there be a better packaging alternative?

Pelin, while expressing concerns about the economic crisis and high prices, emphasizes that her decision-making is guided by an assessment of the environmental impact. She chooses to consume products that have the least harm on the environment: “I also find it more sensible to buy local products so that we can contribute, even if only a little, to our own economy”.

Undoubtedly, participants who recognize the interconnection of consumer decisions with environmental crises showcase an eco-literate consciousness, as illustrated by Emine (17) from the city of Izmit in Northwest Turkey in her essay:

Environmental issues, linked to consumption, concern me. Despite efforts like recycling, some neglect environmental care. The pressing climate crisis, seen in changing seasons and polar melting, is worsened by human activities. Notably, forest fires persist in our country, fueled by waste problems and intensified by climate change.

The level of concern and approach that consumers adopt regarding environmental protection is rooted in eco-literacy and/or awareness of environmental issues. Studies support these findings, indicating that consumers’ understanding of the environment is a fundamental requirement for shaping their attitude toward it (Kharbanda & Singh, 2022).

The critique of the intersection of consumerism and climate change reflects the critical reasoning and responsible decision-making practiced by young people in their everyday environments. This connection also aligns with the impact of neoliberalism and the consumerist culture to which youth is exposed, serving as a form of permanent (public) education.

Everyday activism and critical perspectives at local, global and planetary scales

The strength of the relationship between individuals and their surroundings has been demonstrated to significantly influence the extent of ecological knowledge and comprehension (see Pitman & Daniels, 2020). This, in turn, relates to the experiential knowledge of young people and their lived citizenship.

Young people’s local environmental experiences matter (Börner et al., 2021) and encompass material, social, and political aspects. This is evident, for example, in the case of local hazards such as disaster experiences. Two-thirds of participants found it easier to relate to local environmental experiences, especially in discussions about climate change. Their awareness was shaped by lived experiences and subjective perspectives, influenced by spatial factors such as travel and mobility, and the socio-political environment (Firinci Orman & Demiral, 2023).

For instance, participants from the Marmara Sea region mentioned the mucilage phenomenon, an environmental disaster affecting the ecosystem and marine life, worsened by the increase in pollution and water temperatures in the Sea. Two-thirds of participants also discussed high summer temperatures and wildfires in the southwestern part of the country, three of them sharing personal lived stories. The findings also demonstrated how socio-spatial and political socialization is influenced by young participants’ everyday environment (see Firinci Orman & Demiral, 2023; Kallio, 2018), enabling them to embody their environmental identities.

Participants with critical viewpoints toward consumerism and climate change showcased their eco-­literacy perspectives through local, global, and planetary scales of environmental awareness and sensitivity. Dilara (15), for example, marks her hometown Bandirma in yellow color on the map, underscoring her love for the local environment and her neutral feeling, despite the dirty seaside and beaches. Sharing her experiences during the interview, she mentions:

Last year, mucilage was a widespread issue in the Marmara Sea. We tackled the problem through school-led garbage collection projects. While the beaches are stunning, especially in summer, they often end up littered. Unfortunately, nobody seems to care.

A young participant from the capital city, Pelin (15), who is conscientious about water conservation, restricting her water consumption, and making environmentally conscious choices such as avoiding new denim purchases, and opting for secondhand items when necessary, discussed the wildfires that occurred in the last two years which through “many living beings, especially trees, were severely affected” and calls everyone to be more cautious in hot summer days. She also reflects her planetary sensitivity:

Besides, there’s the side of other creatures in this environment, like animals. I'm big on animal rights and believe many animals can be better pals than humans. It’s not just cats and dogs; even simple ones like bees play a crucial role. Most people don’t realize the immense impact bees have, and they’re probably unaware of the consequences if bees go extinct.

In the mapping activity, Istanbul was distinctly marked in red, signifying negative feelings, as Pelin notes the following:

But there’s a point that everyone seems to overlook, which is environmental issues. I can list many reasons, such as the mucilage caused by marine debris, excessive exhaust, and gases contributing to air pollution, numerous buildings, and sporadic unplanned urbanization.

Pelin discusses the issue of water pollution and depletion also on a global scale, using Cape Town highlighted in red on the map as an example: “The decrease or even depletion of water is a clear problem not only in Cape Town but worldwide.”

Emine (17), coming from a big industrial city in the Marmara Region, questions the role of states as the primary exploiters in the creation of the climate crisis and refers to colonialism during the interview, stressing the imbalances of power and inequalities:

You know, when it comes to the climate crisis, I'm thinking these big countries, like China, the United States, or even the United Kingdom and France, might be the real troublemakers. Cause, like, they used to be all into colonial stuff, and that gives them the power to mess with other countries big time. And that’s causing problems, especially in places like Africa. It’s like, they got this power, and that’s what’s stirring up all these problems.

Melike (17), a participant from a city in Northwest Turkey, expresses that environmental considerations are inextricably linked to the global level, as reflected in the following evaluation during her interview:

When you purchase a pair of jeans, you bear the burden of child labour in South Asia. When you buy a flower for your lover, you are unaware of its origins or how it was grown.

Her eco-literacy and awareness of relationship between human actions, consumption and production and climate crises is evident in her narration. Similarly, in her essay, she emphasizes the collaborative nature of her everyday activism, valuing her responsible actions as small yet highly effective, and stresses how she acts and participates:

The question of ‘What can my individual effort really change?’ often crosses my mind, but finding the answer becomes inevitable. Even a small eco-friendly change in my daily life, if noticed by someone around me and influencing them, would create the first link in a chain. That’s why every action we take actually has much larger effects than we perceive, and perhaps the most constructive impacts can be seen in increasing environmental awareness. Starting this from our own homes makes the most sense because our current outlook and actions towards the climate crisis have been shaped by the social environment and family atmosphere, we grew up in.

Call for a public (eco) pedagogy: Youthful voices and suggestions

In the context of public pedagogy, the study results illuminated several prominent dimensions, especially the influence of popular culture on everyday learning, and the educational potential inherent in the public realm, alongside the pervasive impact of neoliberalism as a dominant discourse (see Sandlin et al., 2011). Notably, the young participants underscored the imperative of state responsibility and advocated for the integration of public pedagogy into societal discourse, advocating for enhanced participation and dynamic learning environments facilitated by both state apparatuses and public discourse.

For example, Pelin (15), from Ankara, demands macro solutions and discusses the state’s responsibility in her interview as follows:

I think it is important here to raise the awareness of the states of the countries and the people. Because as I said, I am a tenth-grade student after all. How many people I could affect? But if they do this on a state basis, for example, if there are such mandatory informative publications. Or they already charge taxes on everything. For example, they can cut back on certain things and get more taxes on the climate-related issues.

Pelin adds that she believes a cooperative model among countries would be more effective in tackling the climate crisis.

European countries, for example, can unite and deal with climate change on a large scale by developing further projects. If they managed to bring restrictions regarding Corona and managed to quarantine everyone, I think they might also have the same impact on a climate change issue.

Selim (17) from the western small town, in his essay, expresses concern about the lack of environmental consciousness in his local community and emphasizes the need for community education and awareness, especially among local authorities, to address issues such as insufficient green spaces and urban settings. Through these aspects, he points to the educative potential of public spaces and thinks the climate crisis urges collective action to preserve a green world for future generations.

Like multiple other participants, Selim stressed the importance of public awareness and public pedagogy in various forms. During the interview session, he also evaluated the role of popular culture in everyday learning, as he believes traditional education is not effective in raising awareness:

If I were to ask what the most effective way to combat climate change is, it would be direct education. People are more likely to act on what they already know. However, I don’t think it should be done in a classroom setting. Trying to educate people like that may not capture their interest. There are much better ways to do this. When you show something to people, especially young people like me who often prefer watching short videos on TikTok rather than long ones, and gradually start spreading it this way, everyone will pay attention.

Pelin (15), from Ankara, however, debated the importance of mundane activism during the interview as one influential factor. She believes she has the power to impact her social environment, mostly her immediate circle, including family members and friends, and successfully convinces them about the significance of their daily practices, such as consumption and their carbon footprints. She stresses the importance of making a real impact and criticizes the event she participated in, which was organized by her school.

Once, we cycled 22 kilometres around Lake Eymir for awareness, but it didn’t feel like enough as we didn’t reach anywhere. Riding into the city and reaching our school would have been more impactful for the public, but nope, we were shuttled there and back, wasting emissions all the same.

As a contrasting example some participants such as Emine (17), from Izmit, advocated for and demanded better environmental education at school. In her interview, she explains:

I mean, the environmental crisis is already widely visible through social media. But, in my opinion, the foundation of this should be education. People need to receive education on these matters, you know, to raise awareness. And, well, these things should be instilled in people from a very young age.

Conclusion

This study, employing geosocial data, delves into the eco-literacy of Turkish youth by studying subjectivities, shedding light on their consumption practices, climate change activism, lived environmental experiences, and critical agency performances (see Firinci Orman, 2023; Firinci Orman & Demiral, 2023).

The examination of the critical perspectives and eco-literacy of young people, who demonstrate interpretive agency and engage in everyday activism (Firinci Orman, 2022a), revealed their active involvement in discussions related to climate change and consumerism. They critically connected these two aspects as relational, emphasizing local, global, and planetary perspectives, underscoring the need to comprehend the interconnected nature of environmental issues. The analysis of young people’s interpretive agency reflected their creative expressions of environmental ideologies and value formation. The political stance adopted by the young people is characterized by a commitment to mundane activism and eco-friendly lifestyles.

Significantly, the research environment itself provided space for collective learning and action for the young participants; particularly through the mapping activity, contributing to the development of their eco-literacies. An intriguing observation is that participants become more proactive in contemplating their environmental behavior, thanks to their participation in the research where they expressed themselves freely. Moreover, the results indicate that young people commence their learning journey starting from their local environments, with their understandings gaining meaning when linked to their experiential lives and perspectives. The impact of this research extends to cultivating a deeper understanding of young participants’ environmentally aware and responsive citizenship practices. This gives important insights and advocates for developing effective environmental pedagogical strategies for early youth, while also empowering them to communicate youthful solutions for a more sustainable future.

As the results highlight, young participants from Turkey who demonstrated environmental awareness and an eco-literate understanding of the climate crisis demanded a public (eco) pedagogy as they aspired to influence their society at large and make a difference. Consistent with the advocacy of Rousell and Cutter-Mackenzie-Knowles (2020), there is a pressing need for more participatory research, empowering children and young people to address the multifaceted implications of climate change within their communities.

In the broader context of eco-pedagogy, the study focusing on environmental subjectivities, aligned with the perspective emphasized by Misiaszek (2022), stressing the pivotal role of eco-pedagogy in expanding citizenship from local to planetary spheres. This encourages individuals to recognize their interconnectedness with the Earth and fosters a culture of sustainability. Critical pedagogies, encompassing place-based education, climate change education, and global citizenship education, are considered essential in cultivating environmental awareness and eco-literacy. While speculative, it is plausible to suggest a strategy for designing educational processes for young people that promote responsive subjectivities, then, could begin with lived experiences and the local scale as a starting point, connecting to the importance of particularly place-based pedagogy (see Häggström & Schmidt, 2020).

Considering the comparatively small sample size utilized to explore subjectivities and the limited number of participants (albeit yielding rich in-depth geo-social data) to study their eco-literacy, the results tentatively suggest that young people in Turkey may lack opportunities for active participation and responsive engagement in youth environmental movements and civic action. This deficiency could potentially underscore their call for enhanced public pedagogy. Contrasting the participation modes and responsiveness of young people through active participation in environmental movements in Western countries (e.g., Crouzé et al., 2024; Wildemeersch et al., 2022), the study findings reveal divergence, illuminating the unique challenges faced by young people in Turkey, who navigate an authoritarian regime with constrained avenues for public engagement (see Bee, 2021; Firinci Orman & Demiral, 2023). Consequently, studies employing comparative frameworks and larger, more representative samples hold significant promise for delving into the subjectivities and collective perspectives of young people to elucidate their environmental worldviews, as potential case studies (see Bartlett & Vavrus, 2017).

Finally, for future studies, I would like to emphasize the importance of studying eco-socialization (see Foster, 2023; Keto & Foster, 2021) through lived citizenship practices (see Firinci Orman & Demiral, 2023; Kallio et al., 2020). Situated in politico-spatial environments we integrate into human society through socialization within human communities and simultaneously become part of multispecies communities. Consequently, the study of eco-literacy should be explored in a more comprehensive, systemic, and intricate context.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 Padlet serves as an educational tool that transforms the traditional notice board concept into a digital format, enhancing its functionality. This digital adaptation provides a superior platform for educators and students to collaboratively share information compared to its real-world counterpart.