Thesis (M.T.S.)--Catholic Theological Union, 1986. / Includes bibliographical references (leaves 76-77).

Created in 2018, the Climate Fresk workshop aims to raise awareness on climate change issues in an engaging and accessible way. This thesis draws on Social Interactionism, Uses and Gratification and Sociocultural Theory of Learning to conceptualize the workshop’s communicative strategies for conveying the complexities of climate change to the workshop participants. Through a synthetization of insights from various disciplines and exploration of innovative communication strategies, the study bridges the gap between knowledge and action, contributing to the semi-underexplored field of communication roles in game-based learning approaches to climate change education. Key findings reveal that tools such as informational materials, visuals, simplified scientific data, and creative techniques significantly enhance participants' understanding of climate change. The emphasis on group autonomy and collective discussions fosters a deeper understanding of climate change's complexities, highlighting the necessity for collective action. These results underscore the potential of effective communication in educational workshops to inspire individuals and communities to proactively respond to climate change, through collaborative action and by shifting the focus from individual to broader community-based efforts.