College and university students are eager to engage with transformative solutions to the climate crisis, but often struggle to see openings or possibilities where they can leverage their actions and really “make a difference.” While climate change education often focuses on the physical dimensions of climate change and the evaluation of political, technological, and behavioral solutions, less attention has been directed to questions of how large-scale transformations to sustainability occur and how educators can help students to perceive an active role for themselves in these efforts. This paper describes an integrative learning process for teaching the “how” of transformation. This process, which we use in our undergraduate courses on climate change and society, combines the “Three Spheres” model of transformation with an active learning change experiment. A pilot assessment, conducted via student surveys and focus groups during spring semester 2020, indicated that the learning process: (1) increased the students’ understanding of transformation and their sense that transformative change is possible; (2) enhanced the students’ sense of their own agency and ability to make a difference; and, (3) helped students to articulate a role for themselves in processes of transformative change. These initial findings suggest that teaching the “how” of transformation is possible and that both understanding and experiential realization of the connection between individual and collective change are vital elements for student learning and engagement. While these early findings need to be replicated in other courses and educational settings, they offer promising indications about how universities and climate change educators can play a more prominent role in generating transformative change.

大学生渴望参与气候危机的变革性解决方案，但往往难以看到他们可以利用自己的行动并真正“发挥作用”的机会或可能性。虽然气候变化教育通常侧重于气候变化的物理维度以及对政治、技术和行为解决方案的评估，但较少关注如何大规模地向可持续性转变以及教育工作者如何帮助学生感知气候变化等问题。在这些努力中发挥自己的积极作用。本文描述了一个综合学习过程，用于教授转型的“方法”。这个过程，我们在气候变化和社会的本科课程中使用，将“三球”转型模型与主动学习变革实验相结合。在 2020 年春季学期通过学生调查和焦点小组进行的试点评估表明，学习过程：（1）增加了学生对转型的理解和他们对转型变革是可能的感觉；(2) 增强学生的自主意识和发挥作用的能力；(3) 帮助学生阐明自己在变革过程中的角色。这些初步研究结果表明，教授变革的“方式”是可能的，并且理解和体验个人和集体变革之间的联系是学生学习和参与的重要因素。