Evaluating Dendroclimatology-Based Climate Education Across Stakeholder Groups in the Ukrainian Carpathians

Translating paleoclimate evidence into actionable climate literacy requires context-specific pedagogical approaches. This study evaluates whether tangible proxy data (tree-ring records) enhances climate change comprehension compared to abstract datasets. It assesses differential educational strategies for three stakeholder groups with varying knowledge bases and decision-making responsibilities.

We conducted structured field workshops with 52 participants across three cohorts in the Ukrainian Carpathians during 2025 as part of the “Capacity Building for Research and Protection of Natural Forests in Western Ukraine” project. In collaboration with the Chernivtsi City Council’s Climate Policy Division, we designed learning objectives aligned with municipal adaptation planning needs, addressing a critical gap where protected area managers lack access to climate education. This integration of local ecological data with regional adaptation frameworks aims to enhance the effectiveness of climate adaptation efforts. University academics (n=8) and protected area rangers (n=4) attended seven-day workshops at Carpathian Biosphere Reserve and Vyzhnytskyi National Natural Park (July 2025). A separate field seminar at Tsetsyno highland employed a cascading pedagogy, where trained third-year geography students (n = 7) facilitated learning for second-year students (n = 7) and secondary pupils (grades 9-12, n = 25) in October 2025. All participants completed pre-workshop climate knowledge assessments, post-workshop evaluations, and structured feedback surveys (100% response rate).

Standardised content included physical examination of increment cores from 50- to 200-year-old beech and spruce, interpretation of ring-width chronologies showing documented climate extremes (the 1990s warming and the 2003 heatwave), soil and vegetation analysis, and regional temperature reconstruction visualisation (1750-2024). Municipal climate policy staff co-designed ranger modules emphasising management applications, including translating paleoclimate uncertainty into risk assessment and developing evidence-based adaptation strategies. Pre-assessment revealed critical baseline differences. Academics demonstrated strong theoretical knowledge (mean: 78%) but limited practical application capacity. Rangers possessed detailed, contemporary observational knowledge (mean: 65%), but lacked a historical context of climate. 93% of them could not identify whether current warming rates were unprecedented regionally. Secondary students showed the lowest baseline comprehension (mean: 41%).

Post-workshop assessments revealed differential gains among the groups. Rangers demonstrated the most significant increase in knowledge, particularly in interpreting timescales of climate variability. Academics showed modest gains, primarily in translating research for non-specialist audiences. Student moderators achieved substantial gains through the dual benefits of content mastery and pedagogical skill development. Secondary students showed significant improvements, with hands-on “tree doctor” activities generating the strongest engagement. Tangible proxy data effectively addressed the challenges of abstract temporal scales. Local site selection proved critical as participants connected evidence directly to familiar landscapes and management contexts.

Small sample sizes limit the generalizability of the findings, which represent a proof-of-concept that requires validation through larger studies and a cost-effectiveness analysis. However, the results suggest that paleoclimate proxies effectively communicate climate context to decision-makers who lack historical baselines, which is a critical gap in adaptation planning. The research-governance partnership model demonstrates how academic institutions can support the implementation of municipal climate policies through targeted capacity building, resulting in measurable outcomes in resource management and education.