Future teachers facing the problem of climate change: meat consumption, perceived responsibility, and willingness to act.

Abstract

We explore the socio-ecological effects of meat consumption by assessing the impact of a didactical intervention. We focused on meat consumers’ profiles, their willingness to engage in pro-environmental actions and the allocation of responsibility for environmental issues. Using pretest-posttest-control methodology, a group of future primary-school teachers were surveyed before and after the intervention (TG, n = 95), together with a control group (CG, n = 49). The results show that, initially, both groups found it difficult to be critical of their meat consumption and to build clear relationships between it and climate change. After the intervention, the TG built better relationships and more elaborated arguments. Regarding their intentions to change their food consumption and perceived responsibility, the intervention also influenced the TG, with significant differences between the pre and posttests. Besides, we highlight the importance of promoting individual responsibility when addressing socio-ecological problems, since this variable showed significant positive correlations with the willingness to reduce meat consumption