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Communications of the Association for Information Systems

Author ORCID Identifier

Fourati-Jamoussi Fatma: https://orcid.org/0000-0001-7019-2528

Chammaa Claude: https://orcid.org/0000-0003-3918-2318

Abstract

Education systems are at a crucial stage as they increasingly rely on digital tools and Information Systems (IS) to recognize learning, while also facing urgent calls to improve climate change education. Institutions aim to better value learners’ engagement and transversal green skills through digital recognition systems such as open badges. However, little is known about how these IS-based tools influence motivation across different institutional and national settings, and how engagement, climate change training, and social influence interact within digital learning environments. This paper explores this issue by examining open badges as recognition mechanisms rooted in IS and analyzing their relationships with engagement, training, and social influence among 360 learners in France and Italy using PLS-SEM. It presents a climate education drivers model that clarifies how these factors collectively impact motivation to learn about climate change. The results indicate that engagement is the most significant driver of motivation, that open badges have consistently positive effects across countries, and that training significantly predicts motivation only in France. The paper offers insight into the design and expansion of engagement-focused, context-aware digital recognition systems in climate education.

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