On a global scale, the need for CO2 mitigation and adaptation strategies is both compelling and urgent. While there are several challenges including political, economic, and technological, IPPC has identified the lack of mitigation and adaptation strategies and the lack of “flows of knowledge and information relevant for adaptation decisions” as the fundamental barriers to adaptation. In fact, there exists much scientific evidence of how environmental emissions (e.g., CO2) are contributing to the global warming and climate change phenomena, yet subjects in numerous experimental studies show a poor understanding of, and engagement with, environmental accumulations. How can learners' understanding of environmental accumulations be improved? We argue that the adoption of the stock and flow perspective, which provides effective tools such as System Dynamics based Interactive Learning Environments (SDILEs) for education and engagement can address this challenge effectively. In our experiments, we assessed the impact of three interventions and found that education and training with human-facilitated SDILE improved learners’ understanding of, and ability to apply, the basic principle of accumulation much more than of those who were trained only with standalone SDILE or those who had a traditional lecture-based session. Such an improved understanding about CO2 accumulation is expected to support the design and implementation of mitigation and adaptation strategies needed for our sustainable future.

在全球范围内，对二氧化碳减排和适应战略的需求既迫切又迫切。尽管存在诸多挑战，包括政治，经济和技术挑战，但《国际植保公约》已确认缺乏缓解和适应战略以及缺乏“与适应决定有关的知识和信息流”是适应的基本障碍。实际上，有许多科学证据表明环境排放（例如，CO2）如何导致全球变暖和气候变化现象，但是许多实验研究的对象都对环境累积知之甚少。如何提高学习者对环境积累的理解？我们认为，采用存量和流量的观点，它提供了有效的工具，例如用于教育和参与的基于系统动力学的交互式学习环境（SDILE），可以有效应对这一挑战。在我们的实验中，我们评估了三种干预措施的影响，发现以人为推动的SDILE进行的教育和培训比单纯接受SDILE的培训者提高了学习者对积累的基本原理的理解和运用的能力。或进行过传统的基于讲座的会议的人。对二氧化碳积累的这种更好的理解有望支持我们可持续未来所需的减缓和适应战略的设计和实施。我们评估了三种干预措施的影响，发现以人为推动的SDILE进行的教育和培训比仅接受单独SDILE培训或仅接受过SDILE培训的人提高了学习者对积累的基本原理的理解和运用的能力。传统的基于讲座的会议。对二氧化碳积累的这种更好的理解有望支持我们可持续未来所需的减缓和适应战略的设计和实施。我们评估了三种干预措施的影响，发现以人为推动的SDILE进行的教育和培训比仅接受单独SDILE培训或仅接受过SDILE培训的人提高了学习者对积累的基本原理的理解和运用的能力。传统的基于讲座的会议。对二氧化碳积累的这种更好的理解有望支持我们可持续未来所需的减缓和适应战略的设计和实施。