SUMMARY ANALYTICAL REPORT Kyrgyz Republic YOUTH ENGAGEMENT IN ADDRESSING CLIMATE CHANGE ISSUES IN KYRGYZSTAN JERDIN BALDARYPUBLIC ASSOCIATION A Study of Youth Awareness, Attitudes, Participation, and Barriers regarding the climate agenda 2026
This study was conducted to assess the engagement of young people in Kyrgyzstan in addressing climate change issues. Its primary objective was to assess youth awareness, attitudes toward climate risks, participation practices, barriers to engagement, and the potential for youth leadership on the climate agenda. The study covered young people aged 14–35 in all regions of Kyrgyzstan, including the seven regions, the city of Bishkek, and the city of Osh. The methodology included a quantitative online survey, focus group discussions, and individual interviews with key stakeholders. The online survey collected 4,167 responses. Given the actual sample’s bias toward Bishkek, urban youth, and schoolchildren, weighted data were used for the national analysis, while unweighted data— reflecting the actual distribution of responses within regional subsamples—were used for the regional analysis. 2 STUDY SUMMARY Key FindingsThe study shows that young people in Kyrgyzstan are generally well aware of the significance of climate change. According to the weighted data, 80.4% of respondents are familiar with the topic of climate change, 79.9% are concerned about this issue, and 91.0% believe that climate change affects Kyrgyzstan. This suggests that young people no longer view the climate agenda as exclusively a global or expert-level issue. For young people, climate change is linked to specific problems in their daily lives: air pollution and smog, heat, erratic weather, water shortages, melting glaciers, droughts, declining crop yields, mudslides, floods, landslides, deforestation, and environmental degradation. At the same time, perceptions of climate risks depend on the local context. Urban youth, especially in Bishkek, more often associate the climate agenda with air quality, transportation, energy consumption, waste, and the state of the urban environment. Rural and regional youth more often perceive climate change through the lens of water, agriculture, pastures, droughts, crop yields, glaciers, and natural hazards. At the same time, the study revealed a gap between general awareness and a deep understanding of climate-related concepts. Only 55.3% of respondents correctly defined the term “carbon footprint.” Young people often confuse climate, environmental, and infrastructure issues, grouping together climate change, litter, smog, deforestation, transportation, land pollution, and ozone layer depletion. This demonstrates young people’s high level of environmental awareness, but it also points to the need for more systematic, localized, and practice-oriented climate education.
Young people are already developing a sense of personal involvement in the climate agenda. 63.5% of respondents consider themselves part of the problem of climate change, while 60.6% see themselves as part of the solution. However, this potential has not yet fully translated into sustained participation. Although 64.0% of respondents have participated in environmental or climate-related events at least once, only 13.3% do so regularly, and 11.5% indicated that they are actively involved in addressing the issue. The most common forms of participation remain community clean-up days, litter cleanup, tree planting, educational seminars, training sessions, and volunteer campaigns. These formats are easy for young people to understand and yield quick, visible results, but they are often one-time events. More sustainable forms of participation—such as youth climate projects, eco-clubs, environmental monitoring, participation in local adaptation plans, public consultations, and youth research initiatives—are still less developed. The main gap lies not in a lack of interest, but in the absence of a sustainable infrastructure for participation. Young people often lack information about opportunities, practical skills, mentorship, resources, support from schools, universities, NGOs, and local authorities, as well as a visible outcome of their own actions. 3 Youth ParticipationThe main barriers to youth participation are multifaceted. They include a lack of information about opportunities for participation, a lack of knowledge, time, and financial resources, the absence of clear support mechanisms, weak infrastructure, and doubts about the effectiveness of their own actions. Of particular significance is the “small person” effect - the feeling that individual efforts cannot change the situation. This barrier is exacerbated when young people do not see systemic action on the part of the government, educational institutions, local authorities, businesses, or adults. For example, sorting waste loses its meaning if there are no recycling bins, recycling centers, or separate collection services; planting trees is not seen as a long-term contribution if there is no maintenance, watering, or accountability for the results. Interviews with key stakeholders show that the climate agenda is recognized as important, but the institutional framework for engaging young people remains underdeveloped. Young people are more often viewed as an audience for informational events than as full-fledged participants in developing solutions, implementing projects, and monitoring results. Educational institutions also have not yet fully fulfilled their role as a systemic source of climate literacy: instruction often remains theoretical, fragmented, and insufficiently connected to the local context. Barriers and the Institutional Environment
The main finding of the study is that Kyrgyzstan’s youth are already in the process of transitioning from awareness to potential participation. They recognize the seriousness of climate change, observe its local manifestations, express concern, and are ready to take practical action. However, sustained participation is currently limited by a lack of clear opportunities, weak support, insufficient resources, a lack of infrastructure, and doubts that individual actions can lead to real change. A sustainable ecosystem of participation is essential for unlocking the potential of young people. This ecosystem should include practice-oriented climate education, school and university eco- clubs, youth climate projects, small grants, mentoring, regular volunteer programs, digital campaigns, advisory mechanisms, regional initiatives, and public recognition of young people’s contributions. The most effective model for moving forward can be represented as a sequential transition: The study shows that youth participation in regional cooperation in Central Asia has great potential. 88.5% of respondents consider cooperation among countries in the region important for addressing climate change, and 55.6% rate it as very important or critically important. Young people view climate challenges as a common regional problem, since glaciers, transboundary rivers, water resources, agriculture, natural disasters, and food security are not confined to national borders. Young people consider the most significant areas of regional cooperation to be the exchange of knowledge and best practices, joint water resource management, glacier protection, the development of unified environmental approaches, and the mobilization of shared financial resources for climate projects. 4 Regional Cooperation General Conclusion knowledge → motivation → practical action → support → visible results → scaling upIt is precisely this approach that will transform young people’s concern about climate change into sustained engagement, local solutions, and contributions to climate resilience in Kyrgyzstan and Central Asia.
TABLE OF CONTENTS STUDY SUMMARY 02 01 TABLE OF CONTENTS02 INTRODUCTION03 05 06 KEY INDICATORS PANEL SECTION 1. 06 04 RESEARCH DESIGN AND DATA PROFILE SECTION 2. 08 05 CLIMATE LITERACY AND FRAGMENTED KNOWLEDGE SECTION 3. 11 06 LOCALIZATION OF CLIMATE RISKS AND THE GENDER DIMENSION SECTION 4. 14 07 PARTICIPATION PRACTICES, BARRIERS, AND THE INSTITUTIONAL ENVIRONMENT FOR YOUTH ENGAGEMENT SECTION 5. 17 08 REGIONAL COOPERATION IN CENTRAL ASIA SECTION 6. 22 09 SYNTHESIS: FROM KNOWLEDGE TO SUSTAINABLE PARTICIPATION SECTION 7. 23 10 RECOMMENDATIONS SECTION 8. 25 11 Conclusion 29 12
Climate change is one of the key challenges facing Kyrgyzstan and Central Asia. For a mountainous country where the well-being of the population, agriculture, energy, and the sustainability of local communities depend directly on the condition of glaciers, water resources, and natural ecosystems, climate change has not only environmental but also social, economic, and humanitarian implications. The effects of climate change are already being felt through hotter summers, erratic weather, reduced snow cover, melting glaciers, water shortages, droughts, declining crop yields, floods, landslides, deteriorating air quality, and increased strain on urban and rural infrastructure. These developments are particularly important for young people, as they are the ones who will have to live with the long-term consequences of climate change and can become a key force in promoting sustainable solutions. This study aims to examine how young people in Kyrgyzstan aged 14–35 understand climate change, which risks they consider most pressing, how concerned they are about this issue, what actions they are already taking, and what barriers prevent them from participating more actively. Particular attention is paid to the potential for youth participation at the local, national, and regional levels, including cooperation among Central Asian countries on issues related to water, glaciers, transboundary rivers, natural disasters, agriculture, and food security. The study also examines the institutional environment: the role of government agencies, educational institutions, NGOs, international organizations, local communities, and other stakeholders in creating conditions conducive to youth participation. This makes it possible to assess not only the level of interest and readiness among young people, but also the systemic factors that may support or limit their involvement. Methodologically, the study is based on a mixed-methods approach that combines a quantitative online survey of young people, focus group discussions, and individual interviews with key stakeholders. This approach made it possible not only to measure young people’s awareness, attitudes, and participation, but also to understand their reasons, motivations, barriers, and possible avenues for further support. The overall objective of the study is to examine the level of awareness, attitudes, and engagement among Kyrgyzstan’s youth regarding climate change, as well as to identify barriers and opportunities for strengthening youth participation in the climate agenda at the national, local, and regional levels. 6 INTRODUCTION SECTION 1. KEY INDICATORS PANELThe key indicators panel summarizes the main findings of the study and highlights a central gap: young people in Kyrgyzstan are well aware of the problem of climate change and express concern, yet the level of regular and active participation remains significantly lower.
Thematic Area Indicator Significance Meaning What the indicator shows Awareness Are you familiar with the topic of climate change? 80.40% The topic is already widely present in the information landscape of young people Attitudes Concerned about climate change 79.90% The issue has emotional and value-based significance Perception of impact Believe that climate change affects K t 91.00% Climate is perceived as a significant national challenge Depth of understanding Correctly understand the term “carbon footprint” 55.30% Specialized climate concepts are understood less well than the topic itself Personal responsibility Consider themselves part of the problem 63.50% Young people recognize the connection between their everyday behavior and climate and environmental issues Personal role Consider themselves part of the solution 60.60% There is a foundation for developing youth participation Experience with participation Have participated at least once in environmental/ li ld 64.00% One-time participation is quite common Frequency of Participation Participate regularly 13.30% Sustained engagement remains low Active participation Actively involved in solving the problem 11.50% Leadership and project activities require additional supportMost young people already view climate change as a serious challenge for the country: 91.0% believe it affects Kyrgyzstan, 80.4% are familiar with the issue, and 79.9% are concerned about it. This means that the climate agenda has already become prominent and significant for the youth audience. At the same time, the data show that high awareness does not always translate into a deep understanding. Only 55.3% of respondents correctly understand the term “carbon footprint,” which points to the need for more systematic and practice-oriented climate education. Another important finding relates to the personal role of young people. 63.5% consider themselves part of the problem, while 60.6% see themselves as part of the solution. This indicates that there is potential for youth participation. However, this potential has not yet been fully realized: although 64.0% of respondents have participated in environmental or climate-related events at least once, only 13.3% do so regularly, and 11.5% are actively involved in addressing the problem. 7 1.1. Key Indicators of the Study 1.2. Key FindingThe engagement funnel shows that youth climate activism in Kyrgyzstan has a broad potential base but a narrow active segment. Indicators are high in terms of problem recognition, awareness, and concern. However, there is a sharp decline when it comes to regular and active participation.
Research Component Scope / Source Role in the Analysis Online survey 4,167 responses from young people aged 14– Measuring levels of awareness, concern, participation, barriers, motivation, and attitudes Focus group discussions Schoolchildren, college students, and young Explanations of reasons, local experiences, motivations, doubts, the “small person” effect, f Individual interviews Key stakeholders Analysis of the institutional environment, policies, education, communications, supportThis means that the main problem lies not in a lack of interest, but in the absence of a sustainable infrastructure for participation. Young people need clear opportunities, support, resources, mentorship, and visible results from their own actions. The most promising approach for future work is: 8Therefore, programs promoting youth participation in the climate agenda should include not only awareness campaigns but also practical components: eco-clubs, project-based learning, microgrants, volunteer programs, mentoring, local initiatives, digital campaigns, and regional knowledge-sharing. The main goal is to transform high levels of awareness and concern into sustained participation. SECTION 2. RESEARCH DESIGN AND DATA PROFILE 2.1. Methodological ApproachThe study aimed to assess the level of awareness, attitudes, engagement, and barriers among young people in Kyrgyzstan regarding the climate agenda. The target group consisted of young people aged 14 to 35 in all regions of the country, including the seven regions, the city of Bishkek, and the city of Osh. The research methodology is based on a mixed-methods approach that combines quantitative and qualitative methods. This design made it possible not only to measure the prevalence of opinions, knowledge, and practices among young people, but also to gain a deeper understanding of the reasons for participation or non-participation, motivations, barriers, and institutional conditions affecting youth engagement. An online survey helped determine the scale of key trends, focus groups revealed young people’s motivations and personal experiences, and interviews helped assess systemic conditions and institutional constraints.
Data Type How it is used Weighted data For nationwide conclusions, to adjust for regional imbalances in the actual sample Unweighted data For regional analysis, as they reflect the actual responses within each regional subsample Indicator Actual Distribution Analytical significance Total 4,167 responses A large dataset for analyzing general trends and regional differences Age 14–17 years old — 83.8%; 18–24 years old — 11.0%; 25–35 years old The data set primarily reflects the views of schoolchildren and older Status High school students — 84.9%; college students — 8.1%; working The findings are particularly relevant for school-age and younger youth Gender Women — 60.5%; men — 39.5% The sample shows a moderate predominance of girls and young Geography Bishkek—70.2% of the actual data set Weighted data must be used for national conclusions Questionnaire language Russian version — 73.9%; Kyrgyz version — 26.1% Higher coverage of the Russian- speaking and urban audiences isThe study’s target population comprises the young people of the Kyrgyz Republic aged 14–35. The online survey ultimately included 4,167 respondents, which made it possible to identify general trends and examine regional differences in perceptions of the climate agenda. At the same time, the actual structure of the online sample had limitations. Because the survey was distributed through youth channels, social media, educational institutions, and partner networks, the dataset showed an overrepresentation of respondents from Bishkek, urban youth, high school students, and the younger age group. Therefore, the report uses two levels of analysis: 9 2.2. Sample, Geography, and Data Characteristics 2.3. Profile of the Online Sample The actual profile of participants shows that the study collected a significant amount of data; however, it largely reflects the opinions of schoolchildren, older teenagers, and urban and Russian-speaking audiences. This must be taken into account when interpreting the results.
10Different age groups have distinct ways of engaging with the climate agenda. For example, the youngest group (ages 14–17) tends to engage with the topic through school activities and visual media. Young adults aged 18–24 show greater interest in activism, projects, and digital content. The older group, aged 25–35, more often associates climate with quality of life, economic stability, water, agriculture, health, and the urban environment. 2.4. Geographic and Urban ContextThe study covered all of Kyrgyzstan’s major macroregions: the Chui Region and Bishkek; the high-altitude Naryn, Issyk-Kul, and Talas regions; as well as the southern regions—the Osh, Jalal- Abad, and Batken regions. This made it possible to examine the climate agenda not only as a national issue but also as a set of local challenges. The study’s findings highlight the need for a differentiated approach to youth climate policy. For urban youth, climate change is more often associated with air quality, smog, transportation, energy consumption, deforestation, waste, and the condition of urban infrastructure. For rural youth, climate risks are more often perceived in terms of water, irrigation, pastures, droughts, crop yields, livestock, natural disasters, and household resilience. 2.5. How to Interpret the DataWhen using the study’s findings, it is important to keep five principles in mind. First, nationwide conclusions should be based on weighted data, as this corrects for imbalances in the actual online sample. Second, regional data reflect actual responses within specific subsamples and are important for understanding local characteristics, but in regions with a small number of responses (Issyk-Kul Region—155 responses (3.7%), Naryn Region—75 responses (1.8%), Talas Region —53 responses (1.3%)), they should be interpreted with caution. Third, the results reflect respondents’ self-assessments, perceptions, and reported behaviors. Therefore, indicators of awareness, participation, or motivation should be understood as young people’s opinions about their own experiences, rather than as a direct measure of actual behavior. Fourth, data on information sources should be interpreted as data on channels and perceived sources of information. Social media, news websites, and Telegram channels are communication channels, whereas NGOs, international organizations, and educational institutions may be content producers or distributors. Therefore, these categories may partially overlap. Fifth, participation indicators reflect young people’s reported experience of participating in environmental or climate-related activities, but do not always allow for determining the degree of voluntariness, autonomy, or motivation behind their participation. This is particularly important for activities such as community clean-up days and outdoor cleanup efforts, which can be either voluntary initiatives or events organized by schools, universities, or local institutions.
11Taking these limitations into account, the study provides a broad and substantive picture of how Young people in Kyrgyzstan perceive climate change, what actions they are already taking, what barriers they face, and what conditions are necessary for the transition from awareness to sustained participation. SECTION 3. CLIMATE LITERACY AND FRAGMENTED KNOWLEDGE 3.1. Awareness and the Paradox of Superficial KnowledgeThe topic of climate change is already well established in the information landscape among Young people in Kyrgyzstan. According to the study, 80.4% of respondents are familiar with the topic of climate change at least to some extent, and 91.0% believe that climate change affects Kyrgyzstan. This shows that the climate agenda is no longer a new or exclusively expert-level topic for most young people. Young people are quite confident in linking climate change to rising temperatures, changing weather conditions, melting glaciers, droughts, water shortages, heat waves, and other noticeable natural phenomena. However, a high level of general awareness is not always accompanied by a deep understanding of climatic processes. One of the key findings of the study is the paradox of superficial awareness. For some young people, the concept of “climate change” merges with a broader range of environmental and everyday issues. In their open-ended responses, respondents often grouped together issues such as litter, air pollution, smog, deforestation, transportation emissions, land pollution, ozone layer depletion, heat waves, droughts, and glacial melt. This perception reflects young people’s high level of environmental awareness: they recognize the real problems around them and view them as part of the deteriorating environmental situation. At the same time, however, it highlights a lack of systematic climate education. Not all respondents distinguish between the causes of climate change, its consequences, and specific environmental or infrastructure problems. “The first things that come to mind are global warming, smog in the cities of Osh and Bishkek, deforestation, the depletion of the ozone layer, and rising temperatures.” Focus group, schoolchildren, Osh 3.2. Terminological LiteracyTo assess the depth of understanding of climate-related topics, the study used questions testing knowledge of specialized terms. One such concept was “carbon footprint.” Only 55.3% of respondents correctly defined the term “carbon footprint,” while 24.1% selected the incorrect option, and 20.6% were unsure how to answer. This confirms that high awareness of a topic does not always imply a deep understanding of climate-related concepts.
12The data reveal a gap between general awareness of the issue and actual climate literacy. Young people may know that climate change is an important issue, but they do not always understand the connection between greenhouse gases, emissions, carbon footprints, energy consumption, transportation, manufacturing, and everyday habits. The study shows that young people obtain information about climate change primarily through digital channels. Social media, short-form video platforms, Telegram channels, and online resources are becoming the main sources of climate-related information. When interpreting these data, it is important to note that the response options included both channels for obtaining information and the types of organizations or actors disseminating such information. Therefore, the categories may overlap: for example, content from NGOs, environmental activists, or international organizations may reach young people through social media, news websites, Telegram channels, educational events, or partner publications. In this regard, the results should be understood as an assessment of the channels and perceived sources of information that are most prominent among young people, rather than as a precise breakdown of primary content producers. 3.3. Information Channels and Digital Perceptions of ClimateUnderstanding the greenhouse effect poses particular challenges. Some young people associate global warming primarily with “ozone holes” or the depletion of the ozone layer. This suggests that the knowledge they gain in school, from the media, or on social media often remains fragmented and does not come together to form a complete picture. Channel / Perceived Source of Information Share of Mentions Analytical significance Social media and short- form video platforms 76.50% The main channel for reaching young people; effectively captures attention but does not Online news sites and Telegram channels 41.40% An important source of current information, especially for urban and digitally active youth Educational institutions 37.70% Schools and universities remain important, but are not yet strong enough sources of systematic Family, friends, and immediate social circle 22.70% Influence perceptions but are not the primary source of knowledge NGOs/environmental activists 10.50% NGOs and environmental activists are relatively rarely recognized by young people as an International organizations 8.70% International organizations are relatively rarely recognized as a direct source of information; Does not receive any information at all 2.80% The proportion of youth not receiving any information remains low, indicating that climate
The main problem lies not only in the quantity of information, but also in its quality. Young people often know that climate change is important and dangerous, but they do not always understand what processes are taking place, how global changes are connected to Kyrgyzstan, why glaciers are melting, how smog, transportation, energy, and emissions are linked, what actions are truly effective, and where they can get involved. Experts also note a disconnect between educational materials and the real lives of young people. Climate issues are often explained using global and abstract examples that have little connection to the local context. Young people need explanations that link global processes to local examples: the Tian Shan glaciers, water resources, pastures, droughts, mudslides, air quality, urban infrastructure, agriculture, and health. What the Study Shows Practical conclusion High awareness of the topic It is possible to move from general information to explaining causes, consequences, and solutions Basic understanding of technical terms Simple explanations of the following concepts are needed: greenhouse gases, carbon footprint, adaptation, sustainability Confusion between climate, ecology, and infrastructure Education should highlight the connections and differences between climate, pollution, waste, transportation, and the urban environment Social media is the main source of information Digital channels should lead to more in-depth formats: lessons, training sessions, projects, and discussions High levels of concern It is important to channel this concern into practical actions and tangible results 13Thus, the high proportion of social media primarily reflects the dominance of digital channels for accessing information, but does not always make it possible to determine exactly who created or distributed the original content. The prominent role of social media has a dual effect. On the one hand, it ensures rapid reach and uses language that young people understand. On the other hand, short videos, visual materials, and emotional stories often create a fragmented perception of the issue. Young people may see footage of melting glaciers, dried-up bodies of water, smog, or plastic pollution, but they do not always get answers to questions such as: what does this mean for Kyrgyzstan, how does it relate to life in my city or village, and what specific actions can be taken. This is how “clip-based eco-awareness” takes shape: young people react quickly to striking images of the climate and environmental crisis, but do not always receive a systematic explanation of the causes, consequences, and solutions. This is precisely why the high level of concern—79.9%—does not automatically translate into regular participation. 3.4. Fragmented Information and the Need for Practical Education
14 3.5. Practical ConclusionFuture work with young people should shift from general awareness-raising to developing climate literacy. Most young people are already aware of the problem of climate change, so the next step is to explain how climate processes relate to life in Kyrgyzstan and what actions can be taken at the individual, school, university, local, and community levels. Practical climate education should be localized, written in simple language, action-oriented, and linked to specific opportunities for participation. It is important to use social media as a starting point, but it should guide young people toward more in-depth learning formats, project-based work, and hands-on participation. The main conclusion of this section is that young people in Kyrgyzstan are already quite well informed about the issue of climate change, but they need more systematic, localized, and practical climate education. Without this, their high level of concern may remain passive, and their potential may remain underutilized. “School only provides the basics. Textbooks list just 5–6 reasons why the climate might change, but t here are actually many more.” Focus group, Issyk-Kul Region SECTION 4. LOCALIZATION OF CLIMATE RISKS AND THE GENDER DIMENSION 4.1. Perception of Climate Risks: A National Challenge and Local ExperiencesMost respondents recognize climate change as a serious challenge for the country: 91.0% of young people believe that climate change is affecting Kyrgyzstan, and 65.6% rate this impact as strong or very strong. At the same time, the level of personal concern is somewhat lower—79.9%. This shows that some young people already recognize the significance of the problem at the national level, but do not always perceive it as a personal, urgent issue or one linked to their own actions. The open-ended responses show that young people come to understand the issue of climate change primarily through specific local manifestations: smog, deteriorating air quality, heat waves, reduced snowfall, water shortages, droughts, melting glaciers, declining crop yields, mudslides, floods, landslides, waste, and deforestation. Thus, climate change is perceived not in abstract terms, but through its impact on cities, villages, families, health, education, work, and the future. 4.2. Urban and Rural Differences in the Perception of RisksPerceptions of climate change among young people in Kyrgyzstan are distinctly localized and depend on the ecological, geographical, and socioeconomic context. Two main patterns can be identified: urban environmental anxiety and rural resource vulnerability. In Bishkek and other urbanized areas, including Osh, the climate agenda is more often perceived through the lens of infrastructure and environmental problems in the urban environment. The main risk indicators are air quality, winter smog, vehicle emissions, dense urban development, the reduction of green spaces, waste, and rising energy consumption.
Manifestations of the Climate Crisis Urban Areas: Bishkek, Osh Rural and high- altitude regions Key Indicators Smog and air pollution Critically high level of relevance Low or localized level of urgency Winter heating season, coal, waste, vehicle Shortage of drinking and irrigation water Moderate level, with frequent seasonal Critically high level of relevance Drying up of irrigation canals, drought, reduced Glacier melt and ecosystem High, but often merely declarative High and more practical level Glacier retreat, risks of long-term water shortages Mudslides, flash floods, landslides Low level of relevance High level of relevance Threats to housing, roads, schools, and public safety Waste and land contamination High priority Moderate level of urgency Trash, poor waste sorting, pollution of rivers and Tree cutting and reduction of green High level of relevance Moderate or local level Heat, dust, lack of shade and green spaces Group / Context How the climate agenda is perceived What to Consider in Programs Urban youth, especially in Bishkek Smog, transportation, energy consumption, deforestation, Focus on air quality, the urban environment, transportation, energy ff f Rural and regional youth Water, agriculture, pastures, droughts, crop yields, glaciers, Link climate to water, agricultural adaptation, disaster risk reduction, and Schoolchildren and younger youth High awareness of the topic, but knowledge is still developing Use simple explanations, visual aids, hands-on activities, school projects, College students and young professionals Opportunities for projects, research, internships, and Offer hackathons, project competitions, internships, green jobs, 15For urban youth, climate change is associated with physical discomfort, health risks, and a decline in quality of life. Rural and regional youth view climate change more pragmatically—as a threat to the sustainability of households and the local economy. For them, the key risks include water scarcity, droughts, declining crop yields, the condition of pastures, livestock mortality, mudslides, landslides, and the safety of settlements. 4.3. What to Consider in Programs for Different Youth GroupsThe localization of climate risks requires a differentiated approach to educational programs, communication, and youth initiatives. The same messages will not be equally effective for urban and rural youth, schoolchildren, college students, and young professionals. Practical conclusion: Climate education and youth initiatives must be grounded in the local context. For cities, topics such as air quality, transportation, waste, and green spaces are most effective. For rural areas, the focus should be on water, pastures, droughts, agriculture, disaster risks, and household resilience.
The gender dimension emerged as a less obvious but important theme of the study. When asked directly about gender differences, some respondents did not see any differences or found it difficult to answer: 20% indicated that there were no differences or that everyone perceives the impact differently. At the same time, other responses indicate that young people associate the gender dimension with women’s access to resources, women’s participation in decision- making, men’s vulnerability in certain labor sectors, and the physical risks men face during weather events. However, qualitative data reveal a more complex picture. Men and women may face different types of climate vulnerability due to social roles, the division of responsibilities, access to resources, and participation in decision-making. For women and girls, especially in rural areas, climate-related risks are more often linked to household management, access to water, sanitation, and caring for the health of children and the elderly. During periods of water scarcity or disruptions in the drinking water supply, women may face additional physical and time-related burdens. Furthermore, limited control over land, income, and productive resources can reduce their participation in decision-making regarding water, pastures, agriculture, and adaptation. For men and young men, climate-related risks are more often linked to economic responsibilities and physically hazardous activities. Crop losses, livestock deaths, pasture degradation, or reduced incomes can increase pressure on young men as family breadwinners and raise the likelihood of labor migration. In addition, men are more often called upon to respond to the aftermath of mudslides, floods, and fires and to restore infrastructure, which increases health and safety risks. 16 4.4. The Gender Dimension of Climate Risks 4.5. Practical ConclusionAn analysis of climate risks reveals that young people in Kyrgyzstan perceive climate change through the lens of specific challenges in their daily lives. For urban youth, these issues primarily include smog, transportation, waste, green spaces, and the quality of the urban environment. For rural and regional youth, they include water, crop yields, pastures, droughts, glaciers, mudslides, and the safety of local communities. The gender dimension shows that climate risks are distributed unevenly not only across regions but also across social groups. Therefore, youth climate programs must be localized and socially sensitive: they should take into account differences between urban and rural areas, regions, age groups, and young women and men, and link the climate agenda to the real challenges of everyday life.
Participation Indicator Value Interpretation Consider themselves part of the problem 63.50% Young people recognize the connection between their lifestyle and climate and environmental issues Consider themselves part of the solution 60.60% There is potential for personal responsibility and participation Have participated in events at least once 64.00% One-time participation is quite common Participate regularly 13.30% Sustained engagement remains low Actively involved in solving the problem 11.50% Leadership and project activities require support Have never participated 36% A significant portion of young people remain on the sidelines 17 SECTION 5. PARTICIPATION PRACTICES, BARRIERS, AND THE INSTITUTIONAL ENVIRONMENT FOR YOUTH ENGAGEMENT 5.1. The Gap Between Willingness and ActionThe study highlights one of the key gaps in youth climate engagement: young people demonstrate a high level of personal responsibility, but this willingness does not always translate into regular participation. 63.5% of respondents consider themselves part of the problem of climate change, while 60.6% see themselves as part of the solution. This indicates that there is potential for youth participation and an understanding of their own role. However, when it comes to practical action, engagement remains limited: 64.0% have participated at least once in environmental or climate-related events, but only 13.3% do so regularly, and 11.5% are actively involved in addressing the problem. Thus, the problem lies not in a lack of interest, but in the fact that willingness often remains merely declarative and does not translate into consistent behavior, project-based activity, or leadership.
18 5.2. Distribution of Responsibility for Addressing Climate IssuesThe study shows that young people in Kyrgyzstan view addressing climate issues as a shared responsibility. Since respondents could select up to three answers, the results reflect not a single “primary” responsible party, but rather a distribution of expectations among various stakeholders in the climate agenda. According to weighted data, young people most often place the responsibility for addressing climate issues on every individual—71.3%. In second place is the Government of Kyrgyzstan— 49.1%. This indicates that, in the eyes of young people, the climate agenda requires a combination of individual actions and systemic government solutions. Respondents also assign a significant role to international organizations (34.2%) and large corporations/industry (30.3%). This indicates an understanding of climate issues as multilevel challenges, the resolution of which depends not only on individual behavior but also on policy, funding, regulation, international support, and corporate responsibility. At the same time, 20.8% of respondents identified young people as a distinct group with responsibility. This figure is important for interpreting the subsequent sections of the report: young people acknowledge personal responsibility but do not yet always view youth as an independent, organized participant in climate solutions. Rather, young people see themselves as part of the broader category of “everyone.” This result highlights the need for programs that not only inform young people but also help them transition from personal concern to organized participation: through eco-clubs, youth projects, volunteer programs, small grants, advisory mechanisms, and participation in decision- making at the local level. “We need to work with young people not to involve them merely for our own purposes, but to work with them for their own sake.” Expert Interview 5.3. The Nature of Existing ParticipationYouth participation is often one-time and event-based. The most common activities include community clean-up days, litter cleanup, tree planting, educational seminars, training sessions, and volunteer campaigns. These formats are familiar to young people and yield quick, visible results, but they rarely foster long-term engagement without follow-up and continuity. At the same time, community clean-up days and litter cleanup efforts should not always be interpreted as an indicator of fully voluntary and independent youth activism. In school and university settings, such events may be organized institutionally and perceived as expected participation. Therefore, while they are important as a common form of environmental action, they do not, on their own, prove the existence of sustained civic engagement.
Formats of Participation Why It Is Attractive How to Enhance Sustainability Community cleanup days and area cleanups A straightforward activity with quick results Link these efforts to monitoring, waste sorting, and local authorities Tree planting A visible contribution to the local environment Provide care, track survival rates, and offer long-term follow-up Sorting and processing Specific daily actions Provide containers, collection points, and partnerships with Training and eco-clubs Provide knowledge, motivation, and a supportive environment After training, offer microgrants, mentorship, and projects Forums, hackathons, and camps Generate ideas, connections, and motivation Conclude with action plans and a public presentation of results Volunteer initiatives Allow for quick involvement Form permanent groups and create a calendar of activitiesThe transition from one-time participation to regular engagement is limited by several factors. Young people often do not know where or how they can continue to participate after an event or training session. Many initiatives lack follow-through: the event ends, but there is no further support, evaluation of the results, or involvement of participants in new activities. In addition, young people lack institutional support: venues, mentors, modest funding, partners, information, and support from schools, universities, NGOs, local authorities, and international organizations. Another significant barrier is the lack of visible results. If trash reappears after cleanup, waste is not recycled, and no one tends to the planted trees, motivation declines. Therefore, sustainable participation requires a shift from a one-time event approach to a cycle: 19More complex forms of participation—such as monitoring air or water quality, participating in local adaptation plans, promoting energy efficiency, public consultations, digital climate activism, and youth-led research—are still less developed. 5.4. Why One-Time Participation Does Not Become Regular training → action → follow-up → visible results → repetition → scaling up
Type of barrier How It Manifests What Is Needed to Overcome It Information Young people do not know where or how to get involved Unified information channels, a calendar of initiatives, clear instructions Educational Theoretical knowledge that is not tied to the local context Practical exercises, field research, local case studies Financial and Resource No funds for transportation, materials, equipment, or Microgrants, mini-competitions, support for schools, universities, and NGOs Institutional Bureaucracy, poor coordination, lack of follow-up Simplification of procedures, partnerships with local authorities, mentoring Psychological Doubts about the effectiveness of personal actions Visible results, success stories, public recognition Social Insufficient support from family, school, or the community Involvement of parents, teachers, opinion leaders, and youth groups Infrastructure No containers, recycling facilities, sites, or equipment Infrastructure Development and Partnerships with Municipalities and the 20 5.5. Major Barriers to Youth Participation Barriers to youth participation are multifaceted. They include practical, educational, institutional, social, infrastructural, and psychological constraints. Of particular importance is the “small person” effect - the feeling that individual actions cannot change the situation without systemic support.This framework shows that barriers cannot be overcome through information campaigns alone. Young people need real opportunities to take action. Qualitative data show that some young people feel powerless in the face of the scale of the climate crisis. For example, waste sorting loses its meaning if there are no containers, recycling centers, or separate waste collection services. Water conservation requires not only personal discipline but also a functioning infrastructure. Greening requires not only planting trees but also maintenance, watering, and accountability for the results. “There’s a lack of motivation; it seems like all of this is pointless and won’t lead to anything in the end.” Focus group, high school students, OshYoung people may be concerned about climate change, acknowledge their personal responsibility, and try to take individual environmental actions, but they lose motivation if they do not see systemic changes.
Area Current Challenge Required Shift Public Policy Young people are often viewed merely as an audience Include young people in consultations, working groups, and monitoring Local level There is a shortage of venues, permits, equipment, and Establish a support system for youth initiatives at the city, district, and aiyl Education Education remains theoretical Transition to project-based and locally focused climate education NGOs and international One-time training sessions have limited impact Full-cycle programs: training → practice → microgrants → mentoring → results Youth organizations Activities are concentrated among a small group of Expand reach through schools, universities, regions, and digital f Business and partners Support potential is underutilized Develop partnerships in recycling, energy efficiency, and green projects 21 5.6. Institutional Environment and EducationInterviews with key stakeholders indicate that the climate agenda is recognized as important, but the institutional framework for youth engagement remains underdeveloped. Young people are more often viewed as an audience for informational events than as participants in decision- making, consultations, monitoring, and the implementation of initiatives. Among the main challenges, experts highlight weak regulatory, legal, and administrative support for youth initiatives, insufficient coordination among institutions, limited funding, and low visibility of opportunities for participation. The regulatory framework received a score of 2.6 out of 5 in terms of youth engagement, while the readiness of schools and universities to provide the necessary knowledge scored 2.5 out of 5. The education system remains an important resource, but it has not yet fully realized its potential. Climate-related topics are often presented in a theoretical and fragmented manner, without any connection to practical actions or the local context. To strengthen the role of education, we need project-based learning, eco-clubs, local case studies, environmental monitoring, small-scale initiatives, and collaboration with local authorities. 5.7. Practical ConclusionKyrgyzstan’s youth already possess significant potential to engage with the climate agenda: many recognize their personal role, have had occasional experiences of participation, and are ready to see themselves as part of the solution. However, this potential has not yet been fully realized due to a lack of clear opportunities, infrastructure, resources, support, and visible results. Future programs should shift from one-off events to a sustainable ecosystem of participation: information → training → practical action → follow-up → resource support → tangible results → scaling upThe most promising tools include eco-clubs, microgrants, mentoring, youth project groups, regular volunteer programs, partnerships with local authorities, public recognition, and practical actions with measurable results.
Priorities for Regional Cooperation Share Possible formats for youth participation Exchange of knowledge and best practices 47.20% Climate schools, exchange visits, online platforms, regional case study clubs Joint management of water resources, including transboundary rivers and li 46.00% Projects on water, irrigation, local adaptation, and youth dialogue in border Unified environmental standards and approaches 45.10% Youth recommendations, joint campaigns, regional challenges Shared financial resources for climate projects 41.70% Regional microgrants, project competitions, funds to support youth iiii Early Warning Systems and Disaster Preparedness 27.20% Training on how to respond to mudslides, floods, droughts, and extreme weather 22 SECTION 6. REGIONAL COOPERATION IN CENTRAL ASIA 6.1. The Potential for Regional Cooperation The study reveals significant potential for youth participation in regional cooperation in Central Asia. According to the survey, 88.5% of respondents consider cooperation among Central Asian countries important for addressing climate change issues, while 55.6% rate it as very important or critically important.Key takeaway from this section: Young people are ready to participate, but they need clear mechanisms, support, and proof that their actions truly make a difference. This finding shows that young people in Kyrgyzstan view climate challenges not only as a domestic issue but also as a broader regional concern. In the eyes of young people, glaciers, rivers, water resources, pastures, agriculture, natural disasters, and food security cannot be viewed solely within national borders. It is particularly important that young people are ready to view Central Asia as a single ecological space. This lays the foundation for the development of youth climate diplomacy, cross-border projects, educational exchanges, and regional networks of young professionals. 6.2. Priority Areas for CooperationFor young people, regional cooperation has practical significance. It is primarily linked to issues that directly affect several countries: the melting of the Tien Shan and Pamir-Alai glaciers, the management of transboundary rivers, the allocation of water resources, land degradation, droughts, natural disasters, food security, and the development of a green economy. Respondents consider the most significant benefits of regional cooperation to be the exchange of knowledge and experience, joint water resource management, unified environmental approaches, and the mobilization of shared financial resources for climate projects.
23 6.3. The Role of Youth in Regional CooperationYoung people can play several practical roles in the development of regional climate cooperation. First, they can participate in knowledge-sharing through regional schools, training sessions, forums, youth camps, and online platforms. This will enable young people from different countries to better understand common climate challenges and develop joint solutions. “This is a shared problem. Water and air know no borders.” Focus group, Bishkek, ecology students 6.4. Practical ConclusionRegional cooperation is one of the most promising avenues for strengthening youth participation in the climate agenda. The strong support for this idea demonstrates that the youth of Kyrgyzstan are ready to think beyond national borders and view Central Asia as a shared ecological space. The most effective formats for further work could include youth climate schools, regional microgrants, cross-border projects on water and glaciers, joint campaigns, exchange visits, youth forums, online platforms, and green tourism initiatives. The main conclusion of this section is that young people in Kyrgyzstan view climate challenges as a common regional problem and are ready to participate in cross-border solutions, provided that practical mechanisms for cooperation, exchange, and support are established. SECTION 7. SYNTHESIS: FROM KNOWLEDGE TO SUSTAINABLE PARTICIPATION 7.1. The General Logic of Behavioral TransitionA synthesis of quantitative and qualitative data show that the main task of the next phase of youth engagement is not simply to raise awareness, but to create a comprehensive infrastructure for participation. Young people in Kyrgyzstan are already aware of the problem of climate change, recognize its significance for the country, and express concern. However, many young people still do not understand where to start, where to find support, what actions are truly effective, and how to see the results of their own efforts. That is precisely why our future work must be structured as a sequential behavioral transition: from knowledge to motivation, from motivation to practical action, from action to sustained participation, and then to youth climate leadership. Second, young people can get involved in cross-border projects focused on monitoring water, glaciers, waste, pastures, air quality, natural hazards, and local adaptation measures. Third, young people can play a communication role: through social media, youth media, university networks, and public campaigns, they can explain climate issues in simple terms and foster regional solidarity. Fourth, youth groups, expert clubs, and regional councils can participate in consultations and help draft recommendations for government agencies, international organizations, educational institutions, and local communities.
“First, we need spaces for young people—places where they can meet and share ideas—and the next step is funding to implement projects.” Expert interview Stage What Already Exists What Is Missing What needs to be created Knowledge High public awareness of the topic, active Depth of understanding and ability to distinguish Practice-oriented climate education and simple Motivation Concern, a personal connection to the Confidence in the effectiveness of actions Success stories, public recognition, visible results, Action One-time events, community clean-ups, Consistency, resources, and transitioning to Eco-clubs, project-based learning, microgrants, Support Individual initiatives by schools, NGOs, Systematic coordination and support Participation ecosystem: government, education, Scaling up High interest in regional cooperation Permanent mechanisms for cross-border youth Regional youth climate networks, forums, 24A summary model of sustainable behavioral transition among youth in the Kyrgyz Republic can be presented as follows: 7.2. Model of Transition from Awareness to Sustainable ParticipationThis model shows that sustained participation does not automatically result from awareness. A young person may be aware of an issue, concerned about it, and even have had a one-time experience of participation, but without the necessary infrastructure, support, and visible results, their involvement often remains sporadic. Therefore, a key shift must take place not only in the minds of young people, but also within the institutional environment. Youth participation requires not just isolated events, but a system that includes clear entry points, permanent platforms, mentors, resources, feedback, and recognition of results.
25 7.3. Seven Key Findings 1.Young people in Kyrgyzstan already view climate change as a significant problem for the country and their regions. The climate agenda is no longer exclusively a global or expert-driven topic and is increasingly linked to local issues. 2.Overall awareness is high, but knowledge often remains fragmented. Young people are aware of climate issues, but they do not always distinguish between climate, environmental, and infrastructure-related processes. 3.Climate risks are best understood through local experience. For young people, this includes air, water, heat, glaciers, agriculture, health, floods, droughts, waste, and the quality of the urban environment. 4.Young people have experience with practical actions, but their participation is more often one-time than regular. Community cleanup days, tree planting, and volunteering are the most common and accessible forms of engagement; however, some of this participation can be organized through schools, universities, or local institutions. Therefore, these forms should be viewed as an entry point, but not as a sufficient indicator of sustained and voluntary youth engagement. 5.The main barriers are a lack of information, resources, support, practical skills, and confidence in the effectiveness of their own actions. The “small person” effect remains particularly significant, as young people do not believe that their actions can bring about change without systemic support. 6.Educational and institutional mechanisms have not yet created a sustainable ecosystem for youth climate engagement. Young people are more often informed than included in decision-making, project implementation, and monitoring of results. 7.The most promising model for future work involves practical projects, eco-clubs, microgrants, mentoring, digital mobilization, and regional cooperation. It is precisely this model that can transform young people’s concerns into sustainable climate leadership. 7.4. Final Analytical ConclusionThe main finding of the study is that Kyrgyzstan’s youth are already in the process of transitioning from awareness to potential participation. They recognize climate change as a serious problem, see its local manifestations, and are ready to take simple, practical actions. However, this potential has not yet been fully realized due to a lack of knowledge, infrastructure, resources, support, and confidence in the effectiveness of their own efforts. The next phase should focus not only on raising awareness, but also on creating a sustainable system of participation. Such a system should help young people navigate the entire journey: from understanding the problem to finding motivation, from taking the first step to regular action, and from local initiatives to youth climate leadership at the national and regional levels. SECTION 8. RECOMMENDATIONSThe study’s recommendations aim to shift the youth climate agenda from fragmented information and isolated events toward a sustainable system of participation.
Area Recommended Action Expected Outcome Participation in decision-making Establish regular youth advisory mechanisms within government Young people become participants in the discussion and Regional Level Develop youth climate initiatives in regions, districts, cities, and aiyl Regional and rural youth gain access to opportunities to participate in Simplifying Procedures Reduce administrative barriers to youth environmental initiatives, Initiatives can move more quickly from idea to action. Small grants Launch competitions and microgrants for youth climate projects with One-off ideas turn into viable projects with measurable results. Coordination Appoint coordinators responsible for youth climate initiatives at the local Young people know who to turn to for support, venues, permits, and Internships Develop internship programs for students and young professionals in Build human resources capacity for climate, environmental, and youth Area Recommended Action Expected Outcome Strategies and Plans Include youth participation in climate, environmental, educational, and regional The youth dimension is incorporated into policy Interagency Coordination Establish working mechanisms between agencies responsible for education, the Youth initiatives receive more coordinated support. Local Infrastructure Develop separate waste collection, recycling, green spaces, bicycle Responsible behavior becomes a practical reality, rather than just a Transparency Regularly inform young people about government measures, projects, grants, This reduces the information barrier and mistrust of systemic Monitoring Introduce simple indicators of youth participation in climate programs. This makes it possible to track how many young people are involved 26The data show that young people in Kyrgyzstan already recognize climate change as a significant issue, express concern, and are generally ready to take practical action. However, this potential has not yet been fully realized due to a lack of information, practical opportunities, infrastructure, resources, mentorship, and confidence in the effectiveness of their own actions. Therefore, future efforts should focus not only on raising awareness but also on creating a comprehensive ecosystem for youth climate engagement. Such an ecosystem should bring together government agencies, educational institutions, local authorities, NGOs, international organizations, the business sector, the media, local communities, and young people themselves. The recommendations are grouped into the following key areas: public policy and youth participation in decision-making; coordination and infrastructure; education; support from NGOs and international organizations; communication strategy; and the development of youth initiatives. Taken together, they aim to enable young people to move from awareness and concern to regular participation, practical projects, and sustainable climate leadership. 8.1. For Government Agencies 8.2. For Policy, Coordination, and Infrastructure
Area Recommended Action Expected Outcome Curriculum Update environmental and climate topics by including local examples from Climate becomes understandable through the real-world challenges Hands-on Learning Include project-based work, field research, field trips, mini-research Knowledge is transformed into skills and action. Eco-clubs Establish or strengthen school and university environmental clubs. Young people gain a permanent platform for initiatives. Educators Provide training for teachers and instructors on current climate issues and Educational institutions are becoming a key source of climate Green Careers Inform students and schoolchildren about career opportunities in the fields of The climate agenda is linked to future employment and Technological Initiatives Support youth-led digital and technological solutions for monitoring, Young people use their digital skills to develop practical Area Recommended Action Expected Outcome Full-cycle programs Link training sessions to practical projects, microgrants, mentoring, and public Learning does not end with the event; it translates into action. Regional Focus Prioritize engaging youth from rural, mountainous, and border regions. Support reaches young people who are more frequently exposed to Mentoring Create a network of mentors for youth climate initiatives. Youth groups receive guidance in the development, implementation, Exchange of Experiences Support youth forums, climate schools, exchange visits, and regional platforms. Networks are formed among young people, experts, and organizations. Cross-border projects Develop joint initiatives among Central Asian youth on water, glaciers, waste, greening, Regional cooperation becomes practical rather than merely Media and Digital Engagement Support informational and educational channels on Telegram, YouTube, High-quality climate information becomes accessible in environments Area Recommended Action Expected Result Channels Use TikTok, Instagram, Telegram, YouTube, and school and university channels. Communication happens where young people already get their if ti Format Create short videos, infographics, storytelling content, quizzes, challenges, and interactive til Complex topics become understandable and engaging. Localization Explain climate issues through local problems: smog, water, heat, glaciers, crop ildldlid t dhlth This increases the personal relevance of the topic. Positive Examples Showcase stories of successful youth initiatives and tangible results. This reduces feelings of powerlessness and boosts titi Call to action Every message should specify the next concrete step: where to go, who to contact, htji Information turns into participation. Segmentation Tailor communications for schoolchildren, college students, activists, and rural and b th Messages become more precise and useful for different groups. 27 8.3. For Educational Institutions 8.4. For NGOs and international organizations 8.5. For the Communication Strategy
Focus Recommended Action Expected Result Practical steps Start with specific initiatives: cleanup, trees, water, waste, energy, green spaces. Young people see quick and tangible results. Consistency Turn one-time events into ongoing clubs, campaigns, or local programs. Participation becomes sustainable. Measuring Results Track simple metrics: participants, trees, trash, reach, water/energy savings. Visible results help overcome the “small person” effect. Partnerships Collaborate with schools, universities, NGOs, local authorities, businesses, and the media. Initiatives gain resources, support, and legitimacy. Digital Mobilization Use social media for invitations, updates, challenges, and success stories. Projects become more visible and appealing to peers. Advocacy Use digital tools and consultation platforms to participate in discussions on climate policy. Young people are gradually shifting from actions/initiatives to ifl idii 8.6. For Youth Initiatives 28
29 CONCLUSIONThe study shows that young people in Kyrgyzstan already perceive climate change as a significant and pressing issue. High levels of awareness, concern, and recognition of climate change’s impact on the country create an important foundation for further engagement. However, interest in the topic alone does not always translate into regular action. Although 79.9% of respondents are concerned about climate change, only 13.3% regularly participate in environmental or climate-related activities. The main challenge is to transform young people’s personal concerns into sustained engagement, local initiatives, and youth leadership. The data reveal a gap between young people’s willingness to participate and the actual opportunities for such participation. Many young people already have experience with environmental or climate action, but regular and active participation remains limited. This suggests that the problem lies not so much in a lack of interest as in a lack of clear mechanisms, practical formats, resources, mentorship, and visible results. An important finding of the study is that young people view addressing climate issues as a shared responsibility. On the one hand, young people recognize the importance of personal contributions and everyday actions. On the other hand, they expect systemic solutions from the state, local authorities, educational institutions, businesses, NGOs, and international organizations. Therefore, youth participation should not be viewed in isolation from the institutional environment: it requires support, coordination, and sustainable conditions. To unlock the potential of young people, we need not only awareness-raising efforts but also a comprehensive infrastructure for participation. This should include practical climate education, school and university eco-clubs, volunteer programs, small grants, mentoring, advisory mechanisms, and support for youth projects at the local level. It is precisely this kind of system that will allow young people to see the results of their own actions and view themselves not only as an audience for the climate agenda, but also as active participants in decision-making. Of particular importance is linking the climate agenda to young people’s daily lives and local contexts. For urban youth, this may include issues such as air quality, transportation, waste management, green spaces, and the urban environment. For rural and regional youth, it may involve water, pastures, agriculture, crop yields, glaciers, and natural hazards. Therefore, future programs should be as practical, localized, and accessible as possible for different youth groups. The study’s findings also confirm the high potential for regional cooperation in Central Asia. Young people view climate challenges as a common regional problem linked to water resources, glaciers, transboundary rivers, agriculture, and natural hazards. This opens up opportunities for youth exchanges, joint projects, regional educational programs, and climate initiatives aimed at strengthening cooperation among Central Asian countries. Thus, future efforts should focus on moving from awareness and concern to practical action, supporting initiatives, and scaling up successful practices. This will help unlock the potential of young people as a vital resource for climate resilience in Kyrgyzstan and for regional cooperation in Central Asia.
Research "Youth Engagement in Addressing Climate Change Issues in the Kyrgyz Republic" Implemented jointly by: By the public association "Zherdin Baldary" and the OSCE Programme Office in Bishkek. Purpose of the study: Conducting a comprehensive assessment of the level of youth engagement in the Kyrgyz Republic in addressing climate change issues, including an analysis of awareness, attitudes toward climate challenges, existing participation practices, factors facilitating and hindering the involvement of young people, as well as the development of practical recommendations for strengthening the role of youth in the implementation of climate policy and climate change adaptation initiatives. Use of materials The research materials are in the public domain and can be used for educational, research and non-commercial purposes, provided the source is indicated. © 2026 JERDIN BALDARYPUBLIC ASSOCIATION
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