Educating for climate uncertainty: How can the study of students’ conceptions guide educational action?

Climate change is seen as a super-wicked problem (Fabre 2021), the uncertainties of which are linked to the predictability of climate change and the consequences of actions taken to limit it. Our article proposes to shed light on the conceptions of French students in their final year of high school in relation to this problem and its uncertainties, based on a questionnaire distributed to around 100 students. The analysis allows us to discuss the conditions of possibility of a transformative and critical education. In response to the catastrophist scenarios and the feelings of powerlessness and anxiety that are very prevalent in this corpus, the importance of an education that gives room to uncertainties emerges.