中文导读

许多青少年觉得学校的气候课不够完整。UCL 牵头对英格兰 1,607 名 14–19 岁青少年的调查于 2026 年 11 月 2 日发布：91% 认为学习气候变化重要，但很多人表示内容多停在科学与地理课堂，较少说明自己能做什么，以及公平、职业与日常生活如何相关。约半数理解气候与人际平等的联系；59% 女孩经常担忧气候改变后的未来，情绪负担高于男孩；优势家庭学生更常从亲友获得信息。九成通过社交媒体等学习；仅 45% 会考虑有助环境的职业，39% 知道所需技能或资格。作者建议把气候议题织入更广课程，增加户外与地方学习，并说明环境知识可通用于多种职业。阅读时可留意 yet、but、only、does not prove 如何保留调查边界。

正文

Many teenagers say climate lessons at school feel incomplete. A UCL-led survey of 1,607 people aged 14 to 19 in England, reported on 2 November 2026, found that 91 percent agreed learning about climate change matters. Yet many also said lessons stay inside science and geography classrooms and do not explain what young people can do, or how the topic links to fairness, careers and daily life.

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许多青少年说，学校的气候课感觉不完整。一项由 UCL 牵头、覆盖英格兰 1,607 名 14 至 19 岁受访者的调查于 2026 年 11 月 2 日报道：91% 同意学习气候变化很重要。但许多人也表示，课程仍主要留在科学与地理课堂，既不说明年轻人能做什么，也不解释这一主题如何与公平、职业和日常生活相连。

Researchers from the UCL Centre for Climate Change and Sustainability Education asked teenagers about knowledge, feelings and school experiences. Almost all recognised that humans are the main cause of climate change. Far fewer, about half, said they understood how climate change connects to equality between people. Author Nicola Walshe, formerly of UCL and now at the University of Surrey, said students often know the science but miss wider social links.

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UCL 气候变化与可持续发展教育中心的研究者询问了青少年的知识、感受与学校经历。几乎所有人都认识到人类是气候变化的主因。但只有约一半人说，自己理解气候变化如何与人与人之间的平等相连。作者 Nicola Walshe（原 UCL，现萨里大学）表示，学生往往懂科学，却缺少更广的社会联系。

Emotion and background also shaped the answers. Fifty-nine percent of girls worried a lot or all the time about a climate-altered future. Girls more often reported feeling sad, anxious, angry, afraid or helpless than boys. Agreement that climate learning is important was higher among more advantaged teenagers, at 95 percent, than among less advantaged peers, at 80 percent. Only 6 percent thought adults are doing enough for the environment.

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情绪与家庭背景也影响了回答。59% 的女孩表示经常或一直担忧气候改变后的未来。女孩比男孩更常报告悲伤、焦虑、愤怒、害怕或无助。认为气候学习重要的比例，在较有优势的青少年中为 95%，在较不具优势的同龄人中为 80%。只有 6% 认为成年人在保护环境方面做得足够。

School is not the only source. Nine in ten respondents said they learned about climate and sustainability through social media, online videos or podcasts. Family and friends mattered more for advantaged teenagers, at 81 percent, than for less advantaged ones, at 55 percent. At the same time, less than half, or 45 percent, would consider a career that helps the environment, and only 39 percent knew what skills or qualifications such jobs would need.

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学校并非唯一来源。十分之九的受访者说，他们通过社交媒体、网络视频或播客了解气候与可持续性。亲友渠道对较有优势的青少年更重要（81%），对较不具优势者为 55%。与此同时，不到一半（45%）会考虑一份有助环境的职业，只有 39% 知道这类工作需要哪些技能或资格。

Students asked for a broader approach. About three-quarters wanted more on technology and innovation, on how communities are affected differently, and on politics, leadership and decision making. The authors urged schools to weave climate topics across subjects, add outdoor and place-based learning on local issues such as flooding, transport, energy and food, and show that environmental knowledge can apply in many occupations, not only labelled green jobs. Dr Alison Kitson of UCL said policymakers should recognise these gaps. The survey describes experiences in England; it does not prove causes or rewrite the curriculum by itself.

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学生希望有更宽的路径。约四分之三希望多学技术与创新、不同社区如何受到不同影响，以及政治、领导力与决策。作者敦促学校把气候议题织入各科，增加户外与基于地方的学习，围绕洪水、交通、能源与食物等本地议题，并说明环境知识可用于多种职业，而不仅是贴着“绿色”标签的工作。UCL 的 Alison Kitson 博士称，政策制定者应正视这些缺口。该调查描述的是英格兰的经历；它本身并不能证明因果，也不能改写课程。

新闻来源

• UCL News · Nearly six in 10 teenage girls worry about a climate-altered future (2 Nov 2026)
• Tes · Call for new approach to climate change teaching in schools (Abigail Imas, 2 Nov 2026)

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