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Despite the growing impacts of climate change worldwide, achieving consensus on climate action remains a challenge partly because of heterogeneity in perceptions of climate risks within and across countries. Lack of consensus has hindered global collective action. We use a system dynamics approach to examine how interactions among cultural, socio-political, psychological, and institutional factors shape public support or opposition for climate mitigation policy. We investigate the conditions under which the dominant public opinion about climate policy can shift within a 20-year time frame. We observed opinion shifts in 20% of simulations, primarily in individualistic cultural contexts with high perceived climate risk. Changing the dominant opinion was especially difficult to achieve in collectivistic cultures, as we observed no shifts in dominant opinion within the parameter ranges examined. Our study underscores the importance of understanding how cultural context mediates the approaches needed to effectively mobilize collective climate action. 

Abstract New graduate students in biology programs may lack the quantitative skills necessary for their research and professional careers. The acquisition of these skills may be impeded by teaching and mentoring experiences that decrease rather than increase students’ beliefs in their ability to learn and apply quantitative approaches. In this opinion piece, we argue that revising instructional experiences to ensure that both student confidence and quantitative skills are enhanced may improve both educational outcomes and professional success. A few studies suggest that explicitly addressing productive failure in an instructional setting and ensuring effective mentoring may be the most effective routes to simultaneously increasing both quantitative self-efficacy and quantitative skills. However, there is little work that specifically addresses graduate student needs, and more research is required to reach evidence-backed conclusions.