• Energy Research

Scarcely explored, intergenerational dialogue may support the re-encounter between generations. Background: Focused on intergenerational sharing and on the identification of differences between generations, the project #GenerationsWithAVoice aims to identify generational inequalities, with the aim of promoting awareness of intergenerational challenges, boosting public debate and interest in public policies. Methods: Twenty focus groups were developed, and an evaluation instrument was applied. Results: (i) Young people believe that they have more knowledge, but less propensity for action, leaving this task to the following generations; (ii) the family and housing emerge as the issues with the greatest number of problems identified, but also as important resources; (iii) government and politics, community and society, and the economy are of less interest and knowledge on the part of this generation; (iv) school seems to be the ideal scenario for the implementation of strategies that lead to change. Conclusions: We highlight the role of this work in the deconstruction of beliefs regarding previous generations, the development of knowledge, and the promotion of cohesion and social support.

Positive Youth Development theory (PYD) presents a strength-based conception of transition to adulthood in which positive outcomes appear as consequence of the alignment of youth individual skills and contextual developmental assets. PYD may emerge from environmental action because it allows for developing reasoning skills, decision-making skills, self-efficacy, optimism, good relationships and civic engagement, among other thriving outcomes. Moreover, because values, attitudes and behaviors formed in this life stage influences those in later life stages, youth environmental education deserves greater attention. Developing youth as active citizens creates positive environmental and social change that provides the basis for more sustainable communities. Considering environmental action as a context for PYD, educators or program managers should consider young people as contributors, letting them participate in shared decision making, critical reflection and possibility to inquiry, as well as providing meaningful participation, sense of belongness and authentic care. Some experiences in youth environmental action are reviewed and some recommendations are provided in order to design and implement programs to jointly promote sustainable communities and PYD La teoría del desarrollo positivo juvenil (DPJ) presenta una concepción de la transición a la adultez basada en las fortalezas, en la que los resultados positivos aparecen como consecuencia de la conjunción de las competencias individuales de los jóvenes y los activos de los contextos de desarrollo. El DPJ puede surgir de la acción medioambiental porque permite desarrollar competencias de razonamiento, de toma de decisiones, autoeficacia, optimismo, buenas relaciones y compromiso cívico, entre otros resultados positivos. Además, debido a que los valores, las actitudes y los comportamientos formados en esta etapa de la vida influyen en los de etapas posteriores, la educación medioambiental de los jóvenes merece una mayor atención. Desarrollar a los jóvenes como ciudadanos activos permite crear un cambio social y medioambiental positivo que sienta las bases para construir comunidades más sostenibles. Al considerar la acción medioambiental como un contexto para el DPJ, los educadores o gestores de programas deben considerar a los jóvenes como agentes, permitiéndoles participar en la toma de decisiones, la reflexión crítica y la posibilidad de investigar, además de brindar una participación significativa, un sentido de pertenencia y una verdadera actitud de cuidado. En este trabajo se revisan algunas experiencias en acción medioambiental juvenil y se ofrecen algunas recomendaciones para el diseño e implementación de programas para promover a la vez comunidades más sostenibles y el DPJ