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Climate change is a wicked problem. It is one that, among other things, is caused by those trying to solve it, is a symptom of deeper problems, and is complicated and full of uncertainties. Future focus education approaches are designed to enable learners to work within those complexities. This thesis looked at the 2012 NZ/Pacific Power Shift conference as an example of a future focus education approach to climate change education. Thematic analysis of semi-structured interviews and Power Shift participant questionnaires allowed for the development of five theoretical constructs; Complexity, Connections, Collaboration, Confidence, and Commitment. Wicked problem literature showed that framing climate change as ‘wicked’ enables learners to deal with the underlying issues associated with the complexities of climate change. Power Shift as an example of a future focus education approach to climate change education created engaged thinkers and participants. It embraced complexities and did not let them get in the way of creating positive and ambitious solutions to climate change issues. Learners benefited from Power Shifts future focus approach to climate change education in four interconnected ways. Firstly, it provided educational processes that could lead to the development of more capable learners. Learners were able to approach the wicked problem of climate change at localised levels. Secondly, it provided solutions-based approaches to working towards climate change actions. Thirdly, it increased self-confidence within some participants. And lastly, it created connections between participants that developed into a climate change action community.

Educating for complexities: Using future focus education to approach the wicked problem of climate change