Field Research Report: Empowering Youth Workers to Drive Climate Action in Romania

Introduction

This report presents an in-depth analysis of the field research conducted in Romania as part of the Empowering Youth Workers to Drive Climate Action project. The aim of the project is to engage youth workers and young people in Romania in addressing climate change through non-formal education methods. The activities included interviews, focus group discussions and workshops aimed at identifying how non-formal education can be used to foster environmental awareness and inspire concrete action on climate issues.

The research, conducted between December 2023 and April 2024, involved 23 youth workers and 25 high school students from Ferdinand I High School during Green Week 2024. This report provides a detailed account of the challenges and opportunities youth workers face when promoting climate education and the key insights gained from student workshops on their role in tackling environmental challenges.

Project Objectives

The research was developed with five key themes in mind:

1. Youth workers’ perceptions of climate change.
2. The application of non-formal education tools and methods to address climate change.
3. The challenges and limitations faced when using non-formal education for climate-related topics.
4. The potential of non-formal education to engage young people in climate action.
5. The role of youth workers in advancing environmental sustainability.

Methodology

The field research used a mixed-method approach to capture both qualitative and quantitative insights. This involved:

• Focus group discussions with 23 youth workers from our local community.
• Workshops with students from Ferdinand I High School during Green Week, which focused on exploring students’ views on climate change and their interest in taking action.
• Interviews with youth workers and community leaders to gather more detailed information on the challenges they face and the solutions they see for improving non-formal climate education.

Focus Groups

The 23 youth workers were split into groups and engaged in discussions about their experiences working with young people on climate issues. These discussions helped identify both the successes and limitations of non-formal education in this area, providing valuable insights into what works and what doesn’t in climate-related youth engagement.

Workshops

During Green Week, two workshops were held at Ferdinand I High School to gauge students’ understanding of climate change and explore their willingness to engage in practical environmental projects. The workshops also served as a platform for students to propose their own ideas for how they could take action within their school or local communities.

Field Research Results

1. Youth Workers’ Perception of Climate Change and Non-Formal Education

From the beginning, the youth workers that participated in our focus group expressed a clear consensus: climate change is one of the most urgent issues facing future generations, but there is insufficient support for teaching climate-related topics in non-formal education settings.

A youth worker shared:
“Climate change feels like a big problem that everyone talks about, but nobody seems to take real action. We really want to educate young people, but we don’t have the resources or a clear plan to do it well.”

This lack of structured support highlights a major issue – there is a gap between policy intentions and the practical tools available to implement climate education on the ground.

Despite the challenges, many youth workers were optimistic about the potential impact of non-formal education. They shared examples of successful projects, such as community clean-ups, tree-planting activities, and environmental awareness campaigns. A recurring theme, however, was the need for hands-on, experiential learning to maintain young people’s interest.

One youth worker explained:
“We’ve tried talking to young people about climate change, but it doesn’t really work. They don’t really feel connected until they do something themselves – like planting trees or seeing the damage caused by fires, deforestation, or landfills. That’s when they start to care.“

2. Challenges in Implementing Climate Education

The research revealed several major barriers that youth workers face when attempting to integrate climate topics into their non-formal education activities:

• Limited Financial Support: One of the most commonly cited challenges was a lack of funding. Youth workers often rely on small, short-term grants, which are insufficient for long-term, impactful programs. Without sustainable funding, it becomes difficult to have a long-term impact and keep youth engaged.

“We’re always trying to get small grants to keep our programs going. But climate education needs to be continuous – it’s not something you can teach in just one workshop and then be finished.“

• Insufficient Training: Many youth workers admitted that while they are passionate about climate issues, they often lack the specific knowledge and training needed to teach complex topics such as climate science or sustainability practices.

“Sometimes I feel lost when I try to explain climate change to young people. Sometimes they ask me some questions that shut me up. We need training ourselves before we can teach others properly.“

• Lack of Materials: Youth workers noted a scarcity of educational materials that are both engaging and accessible to young people. This is especially true in rural areas, where digital skills are limited and many young people do not have many opportunities to learn about these topics.

“In rural areas, it’s a big challenge. Most of the young people don’t have good digital skills. We can’t rely on online resources like urban areas can and that makes the things difficult. We need to create materials that grab their attention or explain climate change in a way that makes sense to them.”

• Fragmented Support System: There is no cohesive national strategy for climate education in non-formal settings, leaving youth workers to operate in isolation. Many participants expressed a desire for a centralized system where youth workers could share resources, ideas, and strategies.

“We’re all working in isolation. Imagine if there was a national network for sharing resources and ideas – how much more effective we could be. But we do out job and even if it was a good success, it remains just there, with limited impact.”

3. Insights from Green Week Workshops

The workshops held at Ferdinand I High School provided valuable insights into how young people in Romania view climate change and their readiness to take action. The workshops revealed some level of awareness about climate issues, but a significant gap between awareness and action. Many students felt unsure about how to get involved or what steps they could take to make a real difference.

One student expressed this frustration:
“We hear a lot about how important it is to fight climate change, but no one tells us what to actually do. It’s like we’re aware of the problem but don’t know how to be part of the solution.”

Despite this, the workshops also highlighted the enthusiasm young people have for taking action when given the right opportunities. During the sessions, students proposed several ideas for practical environmental projects, such as organizing school-wide recycling programs, conducting community clean-up days, and creating a green space on school grounds.

Several students pointed out that although they could see the effects of climate change, such as extreme weather or environmental degradation in their communities, they didn’t believe their individual actions would have any real impact. One student shared:

“We see the changes happening, but it feels like there’s nothing we can really do. The problem is too big, and it’s like, why bother if there is no solution anyway?“

This sentiment was reflected also by others, pointing out a sense of helplessness. While they recognized the environmental problems around them, they didn’t feel empowered to take meaningful action. Also, some of them felt unsure about what to believe or how to respond. One student explained:

“We know things are changing, but we’re confused about what’s right. Should we stop eating meat or not? Some say to be vegan, others say it is not healthy and anyway, not enough. Electric cars sound good, but then we hear they have problems too. It’s hard to know what to do, so I decided just don’t bother anymore.“

These workshops underscored the need to provide practical, action-based opportunities for young people to engage with climate issues. While awareness is important, students need clear pathways to turn that awareness into action. In the same time, conflicting information about environmental topics leaves them unsure of what to believe. This confusion, leads to a sense of helplessness and prevents some from engaging in climate action.

Key Findings and Insights

From the field research in Romania, several key insights emerged:

• Hands-on activities are highly effective: Youth workers reported that practical, real-world activities such as clean-ups, tree planting, and role-playing games engage young people far more than traditional classroom methods.
• Students struggle with conflicting information: Many young people expressed confusion about topics like dietary choices (e.g., vegan vs. non-vegan), electric cars, and other climate solutions. This uncertainty often leads to disengagement.
• Lack of tailored educational materials: Youth workers frequently have to develop their own resources due to a shortage of materials specifically designed for non-formal settings. This challenge is especially pronounced in rural areas.
• Youth are eager for leadership roles: Students want to do more than participate; they want to lead climate action projects. This highlights the importance of empowering young people to take initiative in environmental programs.
• Non-formal education fosters deeper connections: Engaging young people through experiential learning makes climate issues more personal and impactful, encouraging greater long-term commitment to environmental sustainability.

Recommendations

Based on the research findings, the following recommendations are proposed to further the project’s objectives:

1. Increase funding for non-formal education programs focused on climate action to ensure long-term sustainability.
2. Provide comprehensive training for youth workers to equip them with the knowledge and tools needed to teach climate science and sustainability effectively.
3. Develop accessible and engaging educational materials, particularly for rural areas where resources and digital access are limited.
4. Encourage youth leadership by offering opportunities for young people to take on leadership roles in climate action projects.
5. Create national networks or platforms that allow youth workers to share resources, strategies, and best practices for non-formal climate education.

Conclusion

The field research conducted in Romania has highlighted both the challenges and opportunities associated with using non-formal education to inspire climate action among young people. While youth workers and students are passionate about making a difference, they need more support, resources, and structured opportunities to turn their enthusiasm into sustained action.

By addressing the barriers identified and implementing the recommendations outlined in this report, we can ensure that youth workers and young people are well-equipped to lead the fight against climate change.