The ‘More Than Maps’ framework for building research capacity among young people in coastal climate change adaptation

Sien Van der Plank, Kwasi Appeaning Addo, Romario Anderson, Bryan Boruff, Eleanor Bruce, Kishna Chambers, John Duncan, Kevin Davies, Damoi Escoffery, Yanna Fidai, Darren Fletcher, Sharyn Hickey, Philip-Neri Jayson-Quashigah, Ava Maxam, Natasha Pauli, Marie Schlenker, Winnie Naa Adjorkor Sowah, Jadu Dash

Research output: Contribution to journalArticlepeer-review


When young people engage with climate change education, they are often left feeling disempowered and daunted. But past research has shown that there are ways to design and deliver climate change education that can be empowering and enabling. The delivery of climate change education was further challenged in 2020 by the shift to online learning driven by the COVID-19 pandemic restrictions. However, the challenges of the pandemic context also offered an opportunity to engage new audiences and establish new collaborations in climate change education. In this paper, we explore how the shift to online research, collaboration and education can also be harnessed to develop interdisciplinary coastal adaptation training for young people interested in better understanding the complexities of our coastal environments. The resulting ‘More than Maps’ framework draws on qualitative and quantitative data collected over a two-year programme focused on the design and delivery of an international climate change research capacity building workshop series, across the United Kingdom, Ghana, Jamaica and Australia. Carried out by an interdisciplinary team of early career researchers and established academics, 15 workshops were developed on coastal adaptation research methods, targeting a range of ‘young’ audiences who are and will continue to be impacted by climate change. Building on reflections from the workshops' design and delivery, we developed a scalable framework to aid researchers in sharing open-access, replicable methods for studying climate change mitigation and adaptation. This work demonstrates that our workshop participants had increased confidence, sought to apply learned methods to other contexts, and wanted to share this knowledge with others. We conclude that the COVID-19 online workspace facilitated rather than hindered the international collaboration and delivery of these coastal adaptation research methods workshops, and we provide best practice tips to researchers delivering climate change education.
Original languageEnglish
Article numbere12919
Issue number2
Early online date30 Jan 2024
Publication statusPublished - Jun 2024


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