[
Anderson, A. (2012). Climate change education for mitigation and adaptation. Journal of Education for Sustainable Development, 6(2), 191-206. https://doi.org/10.1177/0973408212475199
]Search in Google Scholar
[
Anthony, L. (2022). AntConc Version 4.0.11. Tokyo: Waseda University.
]Search in Google Scholar
[
Basch, C. H., Yalamanchili, B., & Fera, J. (2022). #Climate change on TikTok: a content analysis of videos. Journal of Community Health, 47, 163-167. https://doi.org/10.1007/s10900-021-01031-x
]Search in Google Scholar
[
Bieler, A., Haluza-Delay, R., Dale, A., & Mckenzie, M. (2017). A national overview of climate change education policy: Policy coherence between subnational climate and education policies in Canada (K-12). Journal of Education for Sustainable Development, 11(2), 63-85. https://doi.org/10.1177/0973408218754625
]Search in Google Scholar
[
Brosch, T. (2021). Affect and emotions as drivers of climate change perception and action: A review. Current Opinion in Behavioral Sciences, 42, 15-21. https://doi.org/10.1016/j.cobeha.2021.02.001
]Search in Google Scholar
[
Busch, K. C., Henderson, J. A., & Stevenson, K. T. (2019). Broadening epistemologies and methodologies in climate change education research. Environmental Education Research, 25(6), 955-971. https://doi.org/10.1080/13504622.2018.1514588
]Search in Google Scholar
[
Chang, C. H., & Pascua, L. (2017). The curriculum of climate change education: A case for Singapore. The Journal of Environmental Education, 48(3), 172-181. https://doi.org/10.1080/00958964.2017.1289883
]Search in Google Scholar
[
Dotson, D. M., Jacobson, S. K., Kaid, L. L., & Carlton, J. S. (2012). Media coverage of climate change in Chile: A content analysis of conservative and liberal newspapers. Environmental Communication: A Journal of Nature and Culture, 6(1), 64-81. https://doi.org/10.1080/17524032.2011.642078
]Search in Google Scholar
[
Dunlop, L., & Rushton, E. A. (2022). Putting climate change at the heart of education: Is England’s strategy a placebo for policy?. British Educational Research Journal, 48(6), 1083-1101. https://doi.org/10.1002/berj.3816
]Search in Google Scholar
[
Greer, K., King, H., & Glackin, M. (2023). The ‘web of conditions’ governing England’s climate change education policy landscape. Journal of Education Policy, 38(1), 69-92. https://doi.org/10.1080/02680939.2021.1967454
]Search in Google Scholar
[
Han, Q. (2015). Education for sustainable development and climate change education in China: A status report. Journal of Education for Sustainable Development, 9(1), 62-77. https://doi.org/10.1177/0973408215569114
]Search in Google Scholar
[
Jorgenson, S. N., Stephens, J. C., & White, B. (2019). Environmental education in transition: A critical review of recent research on climate change and energy education. The Journal of Environmental Education, 50(3), 160-171. https://doi.org/10.1080/00958964.2019.1604478
]Search in Google Scholar
[
Kapranov, O. (2023). Throwing soup at Van Gogh: The framing of art in climate change activism by British mass media. Discourses on Culture, 19(1), 175-200. https://doi.org/10.2478/doc-2023-0008
]Search in Google Scholar
[
Kapranov, O. (2022a). The syntax of climate change: Syntactic means in the construction of Greta Thunberg’s community identity on Facebook. Studia UBB Philologia, 67(4), 15-33. https://doi.org/10.24193/subbphilo.2022.4.01
]Search in Google Scholar
[
Kapranov, O. (2022b). The discourse of sustainability in English language teaching (ELT) at the University of Oxford: Analyzing discursive representations. Journal of Teacher Education for Sustainability, 24(1), 35-48. https://doi.org/10.2478/jtes-2022-0004.
]Search in Google Scholar
[
Kapranov, O. (2021). Discursive representations of education for sustainable development in policy documents by English medium instruction schools in Estonia and Norway. Discourse and Communication for Sustainable Education, 12(1), 55-66. https://doi.org/10.2478/dcse2021-0005
]Search in Google Scholar
[
Kapranov, O. (2020a). English goes digital: Framing pre-service teachers’ perceptions of a learning management system in their EFL studies. ExELL (Explorations in English Language and Linguistics), 8(1), 47-67. https://doi.org/10.2478/exell-2020-0013.
]Search in Google Scholar
[
Kapranov, O. (2020b). Framing the identity of an ideal primary school teacher of English. English Studies at NBU, 6(1), 95-110. https://doi.org/10.33919/esnbu.20.1.4
]Search in Google Scholar
[
Kapranov, O. (2018a). Shell’s image of climate change and its representations in the British financial press. In G. E. Garzone & W. Giordano (Eds.), Discourse, Communication and the Enterprise: Where Business Meets Language (pp. 392-409). Newcastle upon Tyne: Cambridge Scholar Publishing.
]Search in Google Scholar
[
Kapranov, O. (2018b). Conceptual metaphors associated with climate change in the UK political discourse. In R. Augustyn & A. Mierzwińska-Hajnos (Eds.), New Insights into the Language and Cognition Interface (pp. 51-66). Newcastle upon Tyne: Cambridge Scholars Publishing.
]Search in Google Scholar
[
Kapranov, O. (2018c). The framing of an EFL primary school teacher’s identity by Norwegian pre-service primary school teachers. Konińskie Studia Językowe, 6(3), 329-351.
]Search in Google Scholar
[
Kapranov, A. (2013). Beginner students’ speech fluency in a second language compared across two contexts of acquisition. In E. Piechurska-Kuciel & E. Szymańska-Czaplak (Eds.), Language in Cognition and Affect (pp. 81-94). Berlin: Springer.
]Search in Google Scholar
[
Krippendorff, K. (2004). Content Analysis: An introduction to Its Methodology. Thousand Oaks/London: Sage.
]Search in Google Scholar
[
Læssøe, J., & Mochizuki, Y. (2015). Recent trends in national policy on education for sustainable development and climate change education. Journal of Education for Sustainable Development, 9(1), 27-43. https://doi.org/10.1177/0973408215569112
]Search in Google Scholar
[
Mbah, M. F., Shingruf, A., & Molthan-Hill, P. (2022). Policies and practices of climate change education in South Asia: Towards a support framework for an impactful climate change adaptation. Climate Action, 1(1), 1-18. https://doi.org/10.1007/s44168-022-00028-z
]Search in Google Scholar
[
Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A., & Chaves, W. A. (2019). Identifying effective climate change education strategies: A systematic review of the research. Environmental Education Research, 25(6), 791-812. https://doi.org/10.1080/13504622.2017.1360842
]Search in Google Scholar
[
Mochizuki, Y., & Bryan, A. (2015). Climate change education in the context of education for sustainable development: Rationale and principles. Journal of Education for Sustainable Development, 9(1), 4-26. https://doi.org/10.1177/0973408215569109
]Search in Google Scholar
[
Reid, A. (2019). Climate change education and research: possibilities and potentials versus problems and perils?. Environmental Education Research, 25(6), 767-790. https://doi.org/10.1080/13504622.2019.1664075
]Search in Google Scholar
[
Rundgren, S. N. C., & Yamada, N. (2023). Does teacher training of ESD help in-service teachers to implement ESD in school?. Journal of Education for Sustainable Development, 09734082241233130. https://doi.org/10.1177/09734082241233130
]Search in Google Scholar
[
Schäfer, M. S., & Painter, J. (2021). Climate journalism in a changing media ecosystem: Assessing the production of climate change‐related news around the world. Wiley Interdisciplinary Reviews: Climate Change, 12(1), e675. https://doi.org/10.1002/wcc.675
]Search in Google Scholar
[
Sears, N. A. (2020). Existential security: Towards a security framework for the survival of humanity. Global Policy, 11(2), 255-266. https://doi.org/10.1093/jogss/ogaa027
]Search in Google Scholar
[
Seikkula-Leino, J., Jónsdóttir, S. R., Håkansson-Lindqvist, M., Westerberg, M., & Eriksson-Bergström, S. (2021). Responding to global challenges through education: Entrepreneurial, sustainable, and pro-environmental education in Nordic teacher education curricula. Sustainability, 13(22), 1-19. https://doi.org/10.3390/su132212808
]Search in Google Scholar
[
Stevenson, R. B., Nicholls, J., & Whitehouse, H. (2017). What is climate change education?. Curriculum Perspectives, 37, 67-71. https://doi.org/10.1007/s41297-017-0015-9
]Search in Google Scholar
[
Tang, K. (2024). Climate change education in Indonesia’s formal education: a policy analysis. NPJ Climate Action, 3(1), 57-68. https://doi.org/10.1038/s44168-024-00143-z
]Search in Google Scholar
[
The Norwegian Directorate for Education and Training (2024a). About The Norwegian Directorate for Education and Training. Available at https://www.udir.no/, accessed 1 November 2024.
]Search in Google Scholar
[
The Norwegian Directorate for Education and Training (2024b). Geofag (GFG01‑02). Tverrfaglige temaer. Available at https://www.udir.no/lk20/gfg01-02/om-faget/tverrfagligetemaer, accessed 1 November 2024.
]Search in Google Scholar
[
Trædal, L.T., Eidsvik, E. & Manik, S. 2022. Discourses of climate change education: The case of geography textbooks for secondary and higher secondary education in South Africa and Norway. Norsk Geografisk Tidsskrift – Norwegian Journal of Geography, 76, 94–109. https://doi.org/10.1080/00291951.2022.2062044
]Search in Google Scholar