The climate crisis necessitates the development of educational tools to promote sustainability transformation. This study centers on intergenerational climate conversations and their potential to enhance the reshaping of worldviews and behaviors to more sustainable. The core objective is to establish a theory of reverse pedagogical relationships (RPR) within the field of environmental education. This research explores the construction and dynamics of such relationships in intergenerational climate discussions, offering an innovative approach for implementing and practicing environmental educational methods grounded in RPR, with the aim of advancing a sustainable future.
