From DPG 2026 to TRACE: Climate Education Between Knowledge and Agency

In March 2026, the TRACE project was represented at the spring meeting of the German Physical Society (DPG) in Dresden—one of Europe’s largest physics conferences, attracting several thousand participants. The conference provided an important international platform for discussing and contextualizing current developments in physics education, particularly in the field of climate education. 

A highlight was the keynote lecture by Giulia Tasquier, which addressed the question of how physics education can be reimagined or further developed in times of global challenges. The focus was on how science education can go beyond the transmission of specialized knowledge and support students in dealing with uncertainty, complexity, and open-ended questions about the future. It became clear that climate education must not only convey knowledge about physical relationships but also require engagement with social, ethical, and political dimensions. 

These perspectives were further explored at the symposium “The Sustainability Challenge,” in which TRACE was also represented. Thomas Schubatzky’s presentation focused on the role of education as a potential lever for social transformation. Building on the concept of social tipping points, the discussion centered on the extent to which climate education can help not only trigger change at the individual level but also influence broader social dynamics. A nuanced picture emerged: Empirical findings suggest that climate education has robust effects on knowledge and can also support changes in attitudes and willingness to act. At the same time, it remains unclear under what conditions these effects actually lead to sustainable action. In particular, it was emphasized that affective dimensions play a central role alongside cognitive factors. Another focus was on the role of teachers, who, as key actors, determine whether and how climate action is addressed in the classroom. Overall, the presentation made it clear that while climate education has considerable transformative potential, the underlying mechanisms of action are not yet sufficiently understood.  

The presentations at the DPG made it clear that climate education goes far beyond the mere transfer of knowledge and increasingly encompasses dealing with uncertainty, linking scientific and societal perspectives, and the question of how learners can be empowered to act in a reflective manner. While Giulia Tasquier’s keynote emphasized in particular the need to link physics education more closely with ethical and societal dimensions, Thomas Schubatzky’s presentation showed that while climate education can effectively influence knowledge and attitudes, the underlying mechanisms for actual action are still insufficiently understood. 

This is precisely where TRACE comes in: The project addresses these two perspectives by consistently conceptualizing climate education as a combination of subject-specific learning and the capacity for social action. The goal is to develop a better understanding of how learning environments must be designed so that they not only impart knowledge but also contribute to reflective and effective action. 

The discussions at the conference also highlighted key unanswered questions that are directly addressed in TRACE: How can political and social dimensions be meaningfully integrated into the classroom? What forms of agency are realistic and effective for students? And how can teachers be supported so that they can address these aspects in the classroom? TRACE will continue to explore these questions in the coming project phases, closely linking research, teaching practice, and international exchange.