In the United States, more plastic waste is generated than in any other country, with serious effects on rivers, coastlines, and communities across the country. This growing problem is visible everywhere, from crowded cities to quiet rural towns (World Wildlife Fund). Even schools and students play a part in contributing to pollution. Climate change has been an issue for many years, and as someone who grew up in Germany and now studies in the U.S., I’ve noticed both countries and especially students‘ attitudes and behavior towards climate change. Germany is known for taking climate change more seriously, while the U.S. often feels more divided. This paper will examine the impact of single-use plastic and climate change on the lives of students in the United States and Germany, exploring why German students tend to demonstrate greater environmental awareness relating to cultural, political, and educational factors. Additionally, I will propose what American students can change, and what political leaders can do as possible ways forward to address climate change and pollution.
There’s a clear difference between how German and American students think and act when it comes to the environment. In a study by Kat Elizabeth Miller, which focuses on American college students and their use of single-use plastics, many students say they care about recycling and the environment, but their actions don’t always match their beliefs. At South Puget Sound Community College, for example, I’ve noticed that students often express concern about climate change but still use single-use plastics daily, often because of convenience, limited recycling options, or not having enough information. This gap between awareness and action is something I’ve seen in real life, not just in studies. On the other hand, in her thesis, Kristin Kesling explains how Germany takes a much stronger approach to environmental education. She shows that German students often act more eco-friendly because they grow up learning about sustainability in school and see it modeled in their communities (Kesling 18). In Germany, environmental responsibility is more of a shared value, while in the U.S., it’s often treated more as a personal choice. That makes a big difference. Overall, American students tend to have a bigger gap between knowing what’s right and actually doing it, compared to their German peers who are more likely to turn awareness into action.
Firstly, Germany’s and America’s different views reflect on the cultural differences. Germany and the U.S. have different ways of thinking about climate change, and that shows up in how students react to it. In Germany, climate change is often called Klimakatastrophe, which translates to “climate catastrophe,” instead of just “global warming” like in the U.S. That already gives a sense of how seriously people take it. According to Hans von Storch and Werner Krauss, who wrote an article for Nieman Reports called “Culture Contributes to Perceptions of Climate Change,” this word has become “a valuable asset in the public shift towards a more environmentally ‘conscious’ political attitude,” and climate action in Germany is filled with moral tones, blaming humans for “destroying the fundamental balance between nature and humans.” People see recycling, biking instead of driving, and voting for the Green Party as almost all moral duties. This can especially be seen in the younger generation, for example, the tagesschau showed that they are the ones who vote for the Greens in parliament and care more about self-expression and values like protecting the environment than just economic growth how Kristin Kesling explains in her thesis “Climate Change Policy: Why Germany Leads and the United States Lags”. Even climate scientists in Germany are respected public figures. Von Storch and Krauss explain that “German climate scientists form a rather uniform phalanx of supporters of the concept of anthropogenic climate change,” and the few skeptics that exist are mostly ignored. Meanwhile, in the U.S., the mindset is very different. The common term is “global warming,” which sounds less dramatic and more like the planet is getting warmer. That’s why cold weather leads to jokes instead of concerns. Also, being a “climate skeptic” is more accepted in the U.S., while in Germany, it’s kind of shameful. After Hurricane Katrina, President Bush didn’t even mention climate change. Instead, he said, “Americans have never left our destiny to the whims of nature,” and focused on rebuilding, not the environment. Von Storch and Krauss note that it took almost three weeks after Katrina before climate change was even mentioned in U.S. media. In contrast, German media immediately connected floods or storms to human-made climate change. That difference in public tone and urgency shapes how students in each country think about climate issues. Germany’s climate culture makes it feel personal and urgent, while in the U.S., it still feels like something to argue about or ignore.
Furthermore, gaining a deeper understanding of why Germany approaches climate change more seriously requires looking at its political system. Germany uses a proportional representation system, which gives smaller parties like the Greens a real voice in government. That way, they can push issues like climate change to the center of political debates, unlike in the U.S., where the “winner takes all” system leaves no room for a formal Green Party (Kesling 39). In Germany, the Greens influence other political parties and even businesses to act more environmentally friendly (Kesling 41). Back in the 1970s, only 10% of Germans were considered “postmaterialists,” but by 1987 that number had already grown to 25% (Kesling 42). Germany is also part of the European Union, which enforces countries to follow stricter climate rules, something the U.S. doesn’t have (Kesling 43). Since Germany’s politics are more open and have stricter environmental rules, students there grow up with a very different experience than American students, who aren’t held to the same standards.
One of the biggest differences is in how students learn about the environment. Germany’s climate education is way better than in the U.S., and that shows in how students think and act about climate change. One big reason is that Germany has been serious about environmental education for a long time, with climate topics woven into different subjects and schools focusing on hands-on learning and teamwork how Sophie Wielandfrom the University of Minnesota
explains. In the U.S., it’s kind of all over the place, some teachers don’t feel confident teaching climate science, and there’s still debate about what to even teach (Sophie Wieland). UNESCO stands that climate change education isn’t just about facts, it helps people understand the severity of the problem, giving them the knowledge and motivation to actually make a difference. Because Germany’s schools are better at this, their students tend to care more and take more climate-friendly actions (Sophie Wieland). Plus, Germany follows global agreements like the Paris Agreement closely and puts climate education at the center, while the U.S. is still figuring things out (Sophie Wieland). So, it makes sense that German students are generally more informed and active when it comes to climate change than American students. Education is another big factor. German students learn about the environment in many subjects from an early age, which builds a strong sense of responsibility. In the U.S., most students “do not get the same input,” and powerful industries often block climate action (Kesling 40).
There are many potential strategies for addressing the issue of climate change, but its causes often lie in educational, cultural, and political factors. Therefore, it is essential to explore the ways forward by both learning from the approaches of other countries and by identifying specific steps we can take to improve our own systems. One way to help American students become more environmentally aware is to look at what German and other European students are doing to reduce plastic waste and improve climate action. For example, students at the University of Liechtenstein started using reusable stainless steel water bottles instead of single-use plastic cups at campus water dispensers. These steel bottles are “an eco-friendly alternative to PET, plastic, and aluminum bottles” and help reduce the huge amount of plastic waste generated on campus. The bottles are durable, “100% recyclable,” and don’t need an inner coating like plastic ones (Break Free From Plastic). This initiative is part of the university’s larger goal to become a “Green Organization” and promote sustainability in everyday student life. This shows that even small changes, when supported by the school and community, can shift student behavior in meaningful ways. American universities could adopt similar programs by giving out reusable bottles and encouraging students to make small changes like this that add up. This hands-on, community-focused approach helps students take real responsibility for reducing waste, which could improve environmental attitudes and behaviors among American students as well.
In addition to school programs, government support is key. Another way forward to get American students more environmentally aware is if the government steps up and supports schools better. The U.S. Department of Education talks about giving students “equitable access to healthy, safe, sustainable, 21st-century learning environments” (U.S. Department of Education). Research shows that schools with clean, modern buildings help students learn better, stay healthier, and even keep teachers around for a longer time. Furthermore, they promote “hands-on, real-world” environmental learning that connects students to STEM and green jobs. Programs like the Green Ribbon Schools award highlight schools doing a good job with sustainability and share ideas that other schools can use. If schools in the U.S. start using more of these programs and look at what German students do, like using reusable metal water bottles to cut plastic waste, it could really help students care more about the environment. The government can provide funding, resources, and support to make this happen and help students learn about climate change in a way that feels real and useful.
In conclusion, while Germany is currently ahead in addressing climate change, thanks to its culture, education system, and political structure, that doesn’t mean the United States can’t catch up. German students grow up in an environment that supports sustainability at every level, making it easier for them to turn climate awareness into real action. In contrast, many American students lack that same foundation, which creates a gap between what they know and what they do. However, by taking clear steps, like improving environmental education, supporting hands-on learning, and promoting small but meaningful changes on campuses, the U.S. has a real chance to improve. Learning from Germany and adapting those ideas to fit American schools and communities could help close the gap and create a new generation of students who are not just aware of climate change, but truly ready to act on it.
Work Cited
“About the U.S. Department of Education Green Strides Initiative.” U.S. Department of Education, www.ed.gov/about/initiatives/infrastructure-and-sustainability#:~:text=Similarly%2C%20learning%20and%20health%20outcomes,schools%20with%20partnerships%20and%20resources.
“Americans and Plastic Waste: A Snapshot in 2024.” World Wildlife Fund, 8 Feb. 2024, www.worldwildlife.org/blogs/sustainability-works/posts/what-do-americans-think-about-plastic-waste-in-2024.
Break Free From Plastic. “Studierende Reduzieren Plastikmüll Durch Edelstahl-Trinkflaschen.” University of Liechtenstein, www.uni.li/de/neuigkeiten/studierende-reduzieren-plastikmuell-durch-edelstahl-trinkflaschen.
Kesling, Kristin. Germany vs. the United States: Differing Political, Cultural, and Educational Responses to Climate Change. University of New Hampshire, 2019. scholars.unh.edu/cgi/viewcontent.cgi?article=1076&context=thesis.
Miller, Kat Elizabeth. College Students’ Attitudes and Behaviors toward Single-Use Plastic Waste. University of Minnesota Morris, 2020. digitalcommons.morris.umn.edu/cgi/viewcontent.cgi?article=1107&context=horizons.
Plutzer, Eric, et al. “Climate Confusion Among U.S. Teachers.” PLOS ONE, vol. 16, no. 9, Sept. 2021, doi:10.1371/journal.pone.0257734.
“Promoting Climate Change Education.” UNESCO, www.unesco.org/en/climate-change/education.
Stokes, Eleanor, et al. “Cultural Influences on Climate Change Education.” PLOS ONE, vol. 16, no. 9, Sept. 2021, doi:10.1371/journal.pone.0257734.
Tagesschau. “Bundestagswahl 2025 – Wie Jung und Alt Wählen.” Tagesschau, www.tagesschau.de/wahl/archiv/2025-02-23-BT-DE/umfrage-alter.shtml.
von Storch, Hans, and Werner Krauss. “Culture Contributes to Perceptions of Climate Change.” Nieman Reports, 2013, niemanreports.org/culture-contributes-to-perceptions-of-climate-change/.
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